Searching for stages of effective teaching in pre-primary schools: the contribution of research on play

• In Event: Reimagining School Effectiveness Research: Integrating Context, Culture, and Capacity for Sustainable Change

Abstract

This study aims to identify stages of effective teaching by considering research on play in pre-primary schools and the teaching factors of the dynamic model of educational effectiveness. A stage sampling was employed to collect data from all students (n=552) of 37 pre-primary classes in Cyprus. Student achievement in early literacy and mathematics at the beginning and the end of the school year 2022-2023 was measured. Observations were used to measure quality of teaching in each subject. Using the Rasch and Saltus models, six stages of effective teaching were identified. Multilevel regression analysis revealed that teachers situated at higher stages were more effective than those situated at lower stages in each subject. Implications for research, policy and practice are drawn.

Authors

• Leonidas Kyriakides, University of Cyprus

• Victoria Michaelidou, University of Cyprus