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An experimental design compares DIA with the Holistic-Reflective Approach (HA) using 130 teachers and 2,356 student achievement outcomes. Teachers were allocated evenly by developmental stage, and pre/post measures assessed teaching skills, perceptions, and student gains. Results show DIA improves teaching skills more than HA and significantly affects student achievement, while teacher perceptions and attitudes remain unchanged.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/investigating-the-effectiveness-of-a-dynamic-integrated-approach-to-teacher-professional-development/598914/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/investigating-the-effectiveness-of-a-dynamic-integrated-approach-to-teacher-professional-development/598914.png","ImageObject",300,407,{"name":92,"@type":93},"jay","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper propose about teacher professional development?","Question",{"text":112,"@type":113},"It argues that teacher professional development research can be integrated with validated theoretical models from Educational Effectiveness Research (EER) and proposes a Dynamic Integrated Approach (DIA).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was DIA compared with the Holistic-Reflective Approach (HA)?",{"text":117,"@type":113},"An experimental group-randomisation study compared DIA and HA. Teachers in a given developmental stage were randomly allocated evenly into two groups, and teaching and student outcomes were measured before and after the intervention.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings regarding teaching skills, perceptions, and student achievement?",{"text":121,"@type":113},"Teachers using DIA improved teaching skills more than those using HA. Student achievement showed a significant impact from using DIA, while teacher perceptions and attitudes toward teaching were not modified.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598914,1792161104,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Investigating the Effectiveness  \nof a Dynamic Integrated Approach to Teacher Professional Development  \nPanayiotis Antoniou*1, Leonidas Kyriakides2  \nand Bert Creemers3  \n• This paper argues that research on teacher professional development could be integrated with validated theoretical models of educational effectiveness research (EER) . A dynamic integrated approach (DIA) to teacher professional development is proposed. The methods and results of a study comparing the impact of the DIA and the Holistic-Reflective Approach (HA) to teacher professional development are presented. Teaching skills and teacher perceptions of teaching of 130 teachers and the achievement of their students (n=2356) were measured atthe beginning and atthe end of the intervention. Teachers found to be at a certain developmental stage were randomly allocated evenly into two groups. The first group employed the DIA and the second the HA. Teachers employing the DIA managed to improve their teaching skills more than teachers employing the HA. Teacher perceptions and attitudes towards teaching have not been modified due to their participation in the interventions. On the other hand, the use of DIA also had a significant impact on student achievement. Implications of findings for the use of EER for improvement purposes are drawn and suggestions for research and practice in teacher professional development are provided.  \nKeywords: Dynamic integrated approach, Educational effectiveness research stages of teaching skills, Evaluation of teacher improvement, Teacher professional development  \n1 *Corresponding author. Cyprus International Institute of Management (CIIM),  \n21 Academias Avenue, 2107, Nicosia, Cyprus  \n[pantoniou@ciim.ac.cy](pantoniou@ciim.ac.cy)  \n2 University of Cyprus, Department of Education, Cyprus  \n3 University of Groningen, Faculty of Psychology, Education and Sociology, The Netherlands  \n14  investigating the effectiveness of a dynamic integrated approach   \nIntroduction  \nThis research is inline with the current approaches of merging the findings of Educational Effectiveness Research (EER) with initiatives to improve education and particularly teacher effectiveness. Many researchers (e.g., Creemers & Reezigt, 1997; Reynolds, Hopkins & Stoll, 1993) have identified that an important constraint of the existing approaches of modelling educational effectiveness is the fact that the whole process does not contribute significantly to the improvement of teaching practice. Taking this into consideration, this study aims to contribute to further development of the framework related to the use of the dynamic model of EER (Kyriakides & Creemers, 2008) for improvement purposes.  \nTeacher professional development is considered an essential mechanism for deepening teachers’ content knowledge and developing their teaching practices in order to teach to high standards (Borko, 2004; Day, 1999). Despite the number of studies on teacher professional development (e.g., Cohen, 1990; Desimone et al., 2002; U. S. Department of Education, 1999) the majority of these studies do not measure the impact of different approaches and programmes on student learning outcomes (Cochran-Smyth & Zeichner, 2005). While those responsible for professional development have generally assumed a strong and direct relationship between professional development and improvements in student learning, few have been able to describe the precise nature of this relationship (Guskey & Sparks, 2002). On the other hand, EER addresses questions as to what works in education and why, and refers to specific factors concerned with quality of teaching associated with student achievement.  \nIn this context, the present paper argues that research on teacher professional development should draw from validated theoretical models of EERin order to develop teacher professional development programmes that will not only have an impact on improving teacher knowledge and skills but will ultimately raise educa","cbCaihxfdLdYWwk0","https://ap.wps.com/l/cbCaihxfdLdYWwk0","pdf",231352,29,"English","# Introduction\n## The Holistic / Reflective Approach","[{\"question\":\"What does the paper propose about teacher professional development?\",\"answer\":\"It argues that teacher professional development research can be integrated with validated theoretical models from Educational Effectiveness Research (EER) and proposes a Dynamic Integrated Approach (DIA).\"},{\"question\":\"How was DIA compared with the Holistic-Reflective Approach (HA)?\",\"answer\":\"An experimental group-randomisation study compared DIA and HA. Teachers in a given developmental stage were randomly allocated evenly into two groups, and teaching and student outcomes were measured before and after the intervention.\"},{\"question\":\"What were the main findings regarding teaching skills, perceptions, and student achievement?\",\"answer\":\"Teachers using DIA improved teaching skills more than those using HA. Student achievement showed a significant impact from using DIA, while teacher perceptions and attitudes toward teaching were not modified.\"}]","Investigating the Effectiveness of a Dynamic Integrated Approach to Teacher Professional Development | PDF",1792087831,73]