{"id":70895,"date":"2025-10-27T18:11:08","date_gmt":"2025-10-27T16:11:08","guid":{"rendered":"https:\/\/www.uol.ac.cy\/?p=70895"},"modified":"2025-10-27T18:11:17","modified_gmt":"2025-10-27T16:11:17","slug":"academically-resilient-students-searching-for-differential-teacher-effects-in-mathematics","status":"publish","type":"post","link":"https:\/\/www.uol.ac.cy\/en\/academically-resilient-students-searching-for-differential-teacher-effects-in-mathematics\/","title":{"rendered":"Academically resilient students: searching for differential teacher effects in mathematics"},"content":{"rendered":"\n<h4 class=\"wp-block-heading\"><strong>Abstract: <\/strong><\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">This paper examines the extent to which teacher factors of the dynamic model of educational effectiveness can explain variation in student achievement in mathematics. It also searches for the extent to which any of these factors matters more for academically resilient students than for all the other low-socioeconomic-status students. Participants were all teachers (<em>N<\/em>\u2009=\u200966) of 14 schools in socioeconomically disadvantaged areas who teach mathematics to students of Grades 4\u20136 (<em>N\u2009<\/em>=\u2009904). Teacher factors were measured through a student questionnaire, whereas mathematics achievement at the beginning and the end of the school year was measured through written tests. Student background characteristics were measured through a student questionnaire. Information on parents\u2019 occupational status was also collected. Multilevel modelling analysis revealed that all teacher factors explain variation in mathematics achievement. Differential effects for all factors but modelling and assessment were identified. Implications of findings are discussed.<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p class=\"wp-block-paragraph\"><strong>Citation:<\/strong>\u00a0Anastasou, M., &amp; Kyriakides, L. (2024). Academically resilient students: searching for differential teacher effects in mathematics. <em>School Effectiveness and School Improvement, 35<\/em>(1), 48\u201372. <\/p>\n<\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<div class=\"wp-block-uagb-buttons uagb-buttons__outer-wrap uagb-btn__default-btn uagb-btn-tablet__default-btn uagb-btn-mobile__default-btn uagb-block-00678dd0\"><div class=\"uagb-buttons__wrap uagb-buttons-layout-wrap \">\n<div class=\"wp-block-uagb-buttons-child uagb-buttons__outer-wrap uagb-block-1b17dad2 wp-block-button\"><div class=\"uagb-button__wrapper\"><a class=\"uagb-buttons-repeater wp-block-button__link\" aria-label=\"\" href=\"https:\/\/eur02.safelinks.protection.outlook.com\/?url=https%3A%2F%2Fdoi.org%2F10.1080%2F09243453.2024.2314571&amp;data=05%7C02%7Cp.efstathiou%40uol.ac.cy%7Ccf44e3df0ab24f983dd008ddd0009879%7Cb5e1322f342e4a7ebb1e78d50e9fd700%7C0%7C0%7C638895423200396391%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&amp;sdata=y4CAj2afWzT00YmTC1feJ2fZP1vab3W1vUl2jikwYJs%3D&amp;reserved=0\" rel=\"nofollow noopener\" target=\"_blank\" role=\"button\"><div class=\"uagb-button__link\">learn more<\/div><span class=\"uagb-button__icon uagb-button__icon-position-after\"><svg xmlns=\"https:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 448 512\" aria-hidden=\"true\" focussable=\"false\"><path d=\"M438.6 278.6l-160 160C272.4 444.9 264.2 448 256 448s-16.38-3.125-22.62-9.375c-12.5-12.5-12.5-32.75 0-45.25L338.8 288H32C14.33 288 .0016 273.7 .0016 256S14.33 224 32 224h306.8l-105.4-105.4c-12.5-12.5-12.5-32.75 0-45.25s32.75-12.5 45.25 0l160 160C451.1 245.9 451.1 266.1 438.6 278.6z\"><\/path><\/svg><\/span><\/a><\/div><\/div>\n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>Abstract: This paper examines the extent to which teacher factors of the dynamic model of educational effectiveness can explain variation in student achievement in mathematics. It also searches for the extent to which any of these factors matters more for academically resilient students than for all the other low-socioeconomic-status students. Participants were all teachers (N\u2009=\u200966) [&hellip;]<\/p>\n","protected":false},"author":17,"featured_media":69166,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_uag_custom_page_level_css":"","site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[123],"tags":[],"publication_author":[206],"publication_year":[191],"class_list":["post-70895","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-latest-publications","publication_author-maria-anastasou","publication_year-191"],"acf":[],"uagb_featured_image_src":{"full":["https:\/\/www.uol.ac.cy\/wp-content\/uploads\/2025\/10\/8_dr_maria_anastasou.jpg",1200,628,false],"thumbnail":["https:\/\/www.uol.ac.cy\/wp-content\/uploads\/2025\/10\/8_dr_maria_anastasou-150x150.jpg",150,150,true],"medium":["https:\/\/www.uol.ac.cy\/wp-content\/uploads\/2025\/10\/8_dr_maria_anastasou-300x157.jpg",300,157,true],"medium_large":["https:\/\/www.uol.ac.cy\/wp-content\/uploads\/2025\/10\/8_dr_maria_anastasou-768x402.jpg",768,402,true],"large":["https:\/\/www.uol.ac.cy\/wp-content\/uploads\/2025\/10\/8_dr_maria_anastasou-1024x536.jpg",1024,536,true],"1536x1536":["https:\/\/www.uol.ac.cy\/wp-content\/uploads\/2025\/10\/8_dr_maria_anastasou.jpg",1200,628,false],"2048x2048":["https:\/\/www.uol.ac.cy\/wp-content\/uploads\/2025\/10\/8_dr_maria_anastasou.jpg",1200,628,false],"trp-custom-language-flag":["https:\/\/www.uol.ac.cy\/wp-content\/uploads\/2025\/10\/8_dr_maria_anastasou-18x9.jpg",18,9,true]},"uagb_author_info":{"display_name":"p.efstathiou@uol.ac.cy","author_link":"https:\/\/www.uol.ac.cy\/en\/author\/p-efstathiouuol-ac-cy\/"},"uagb_comment_info":0,"uagb_excerpt":"Abstract: This paper examines the extent to which teacher factors of the dynamic model of educational effectiveness can explain variation in student achievement in mathematics. It also searches for the extent to which any of these factors matters more for academically resilient students than for all the other low-socioeconomic-status students. Participants were all teachers (N\u2009=\u200966)&hellip;","jetpack_shortlink":"https:\/\/wp.me\/peAODB-irt","publishpress_future_workflow_manual_trigger":{"enabledWorkflows":[]},"jetpack_featured_media_url":"https:\/\/www.uol.ac.cy\/wp-content\/uploads\/2025\/10\/8_dr_maria_anastasou.jpg","_links":{"self":[{"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/posts\/70895","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/users\/17"}],"replies":[{"embeddable":true,"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/comments?post=70895"}],"version-history":[{"count":0,"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/posts\/70895\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/media\/69166"}],"wp:attachment":[{"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/media?parent=70895"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/categories?post=70895"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/tags?post=70895"},{"taxonomy":"publication_author","embeddable":true,"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/publication_author?post=70895"},{"taxonomy":"publication_year","embeddable":true,"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/publication_year?post=70895"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}