ΧΑΡΆΛΑΜΠΟΣ ΧΑΡΑΛΆΜΠΟΥΣ
ΧΑΡΑΛΑΜΠΟΥΣ ΧΑΡΑΛΑΜΠΟΣ
CHARALAMBOUS CHARALAMBOS
...
ASSISTANT PROFESSOR
Department of Education
Theophanides
11-13 Dramas str.
508
00-357-22-892989
00-357-22-894488
-

Προσωπικό Προφίλ

Βασικές σπουδές στο Πανεπιστήμιο Κύπρου (Πτυχίο Επιστημών της Αγωγής, 2000). Μεταπτυχιακές σπουδές στο Πανεπιστήμιο Κύπρου (Μ.Α., 2003 στη Μαθηματική Παιδεία) και μεταπτυχιακές και διδακτορικές σπουδές στο University of Michigan (M.A., Statistics, 2006 και Ph.D., Educational Studies, 2008). Μεταδιδακτορική έρευνα στο Harvard University (2009-2010).
Παρατήρηση και αξιολόγηση της ποιότητας της διδασκαλίας, παράγοντες που συμβάλλουν στην ποιότητα της διδασκαλίας και γενικότερα στην εκπαιδευτική αποτελεσματικότητα (π.χ., γνώση εκπαιδευτικού, σχολικά εγχειρίδια, βαθμός πολυπλοκότητας εκπαιδευτικών έργων και η εφαρμογή τους κατά τη διδασκαλία), σχέση της ποιότητας διδασκαλίας με τα μαθησιακά αποτελέσματα.

Άρθρα

Agathangelou, S., Charalambous, C.Y., & Koutselini, M. (2016). Reconsidering the contribution of teacher knowledge to student learning: Linear or curvilinear effects? Teaching and Teacher Education, 57, 125-138.

Charalambous, C. Y. (2016). Investigating the knowledge needed for teaching mathematics: An exploratory validation study focusing on teaching practices. Journal of Teacher Education, 67 (3), 220-237.

Charalambous, C. Y. (2015). Working at the intersection of teacher knowledge, productive dispositions, and teaching practice: A multiple-case study. Journal of Mathematics Teacher Education, 18 (5),427–445.

Kyriakides, L., Creemers, B. M., Antoniou P., Demetriou, D., & Charalambous, C. Y. (2015). The impact of school policy and stakeholder’s actions on student learning: A longitudinal study. Learning and Instruction, 36, 113-124. / DOI: 10.1016/j.learninstruc.2015.01.004

Charalambous, C. Y., Komitis, A., Papacharalambous, M., & Stefanou, A. (2014). Using generic and content-specific teaching practices in teacher evaluation: An exploratory study of teachers’ perceptions. Teaching and Teacher Education, 41 (1), 22-33. / DOI: doi:10.1016/j.tate.2014.03.001

Charalambous, C. Y. (2014). Moving from the if to the how: Improving instructional quality by delineating stages of teacher effectiveness. Journal of Classroom Interaction, 49(1), 26-32.

Mitchell, R., Charalambous, C. Y., & Hill, C.H. (2014). Examining the task and knowledge demands needed to teach with representations. Journal of Mathematics Teacher Education, 17, 37-60. / DOI: 10.1007/s10857-013-9253-4

Kyriakides, L., Christoforou, C., & Charalambous, C. Y. (2013). What matters for student learning outcomes: A meta-analysis of studies exploring factors of effective teaching. Teaching and Teacher Education, 36, 143-152. / DOI: 10.1016/j.tate.2013.07.010

Charalambous, C. Y., & Hill, H.C. (2012). Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship. Journal of Curriculum Studies, 44(4), 443-466. / DOI: 10.1080/00220272.2011.650215

 Charalambous, C. Y., Hill, H.C., & Mitchell, R. (2012). Two negatives don’t always make a positive: Exploring how limitations in teacher knowledge and the curriculum contribute to instructional quality. Journal of Curriculum Studies, 44(4), 489-513. / DOI: 10.1080/00220272.2012.716974

Charalambous, C. Y., Kyriakides, L., & Philippou, G. (2012). Developing a test for exploring student performance in a complex domain: Challenges faced, decisions made, and implications drawn. Studies in Educational Evaluation, 38, 93-106. / DOI: 10.1016/j.stueduc.2012.08.001

Hill, H. C., & Charalambous, C. Y. (2012). Teacher knowledge, curriculum materials, and quality of instruction: Lessons learned and open issues. Journal of Curriculum Studies, 44(4), 559-576. / DOI: 10.1080/00220272.2012.716978

Hill, H. C., & Charalambous, C. Y. (2012). Teaching (Un)Connected Mathematics: Two teachers’ enactment of thePizza problem. Journal of Curriculum Studies, 44(4), 467-487. / DOI: 10.1080/00220272.2012.716972

Hill, H. C., Charalambous, C. Y., Blazar, D., McGinn, D., Kraft, M., Beisiegel, M. & Lynch, K. (2012). Validating arguments for observational instruments: Attending to multiple sources of variation. Educational Assessment17 (2-3), 1-19. / DOI: 10.1080/10627197.2012.715019

Hill, H. C., Charalambous, C. Y., & Kraft, M. (2012). When rater reliability is not enough: Teacher observation systems and a case for the G-study. Educational Researcher, 41(2), 56-64. / DOI: 10.3102/0013189X12437203

Charalambous, C.Y., Hill, H. C., & Ball, D. L. (2011). Prospective teachers’ learning to provide instructional explanations: How does it look and what might it take? Journal of Mathematics Teacher Education, 14, 441-463. / DOI: 10.1007/s10857-011-9182-z

Charalambous, C. Y., & Philippou, G. (2010). Teachers’ concerns and efficacy beliefs about implementing a mathematics curriculum reform: Integrating two lines of inquiry. Educational Studies in Mathematics75 (1), 1-21. / DOI: 10.1007/s10649-010-9238-5

Charalambous, C. Y. (2010). Mathematical knowledge for teaching and task unfolding: An exploratory  study.The Elementary School Journal, 110 (3), 247-278. DOI: 10.1086/648978.

Charalambous, C. Y, Delaney, S., Yu-Hsu, H., & Mesa, V. (2010). A comparative analysis of the addition and subtraction of fractions in textbooks from three countries. Mathematical Thinking and Learning, 12(2), 117-151. / DOI: 10.1080/10986060903460070

Charalambous, C. Y., Panaoura, A., & Philippou, G. (2009). Using the history of mathematics to induce changes in preservice teachers’ beliefs and attitudes: Insights from evaluating a teacher education program. Educational Studies in Mathematics, 71 (2), 161-180. / DOI: 10.1007/s10649-008-9170-0

Charalambous, C., Philippou, G., & Kyriakides, L. (2008). Tracing the development of preservice teachers’ efficacy in teaching mathematics during fieldwork. Educational Studies in Mathematics, 67 (2), 125-142. / DOI: 10.1007/s10649-007-9084-2

Hill, H. C., Blunk, M. Charalambous, C. Y., Lewis, J., Phelps, G. C., Sleep, L., & Ball, D. L. (2008). Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An exploratory study. Cognition and Instruction, 26, 430-511. / DOI: 10.1080/07370000802177235

Charalambous, C. Y., & Pitta-Pantazi, D. (2007). Drawing on a theoretical model to study students’ understandings of fractions. Educational Studies in Mathematics64 (3), 293-316. / DOI: 10.1007/s10649-006-9036-2

Silver, E. A., Clark, L. M., Ghousseini, H. N., Charalambous, C. Y., & Sealy, J. T.  (2007). Where is the mathematics? Examining teachers’ mathematical learning opportunities in practice-based professional learning tasks. Journal of Mathematics Teacher Education, 10, 261-277. / DOI: 10.1007/s10857-007-9039-7

Kyriakides, L., Charalambous, C., Philippou, G., & Gampbell, R. J. (2006). Illuminating reform evaluation studies through incorporating teacher effectiveness research: A case study in mathematics. School Effectiveness and School Improvement, 17 (1), 3-32. / DOI: 10.1080/09243450500404293

Kyriakides, L., Demetriou, D., & Charalambous, C. (2006). Generating criteria for evaluating teachers through teacher effectiveness research. Educational Research, 48 (1), 1-20. / DOI: 10.1080/00131880500498297

Kyriakides, L., & Charalambous, C. (2005). Using educational effectiveness research to design international comparative studies: Turning limitations into new perspectives. Research Papers in Education, 20 (4), 391-412. / DOI: 10.1080/02671520500335816

Silver, E. A. Ghousseini, H., Gosen, D., Charalambous, C., & Strawhun, B. (2005). Moving from rhetoric to praxis: Issues faced by teachers in having students consider multiple solutions for problems in the mathematics classroom.Journal of Mathematics Behavior, 24, 287-301. / DOI: 10.1016/j.jmathb.2005.09.009

 

Κεφάλαια σε βιβλία

Charalambous, C. Y., & Pitta-Pantazi, D. (2016). Perspectives on priority mathematics Education: Unpacking and understanding a complex relationship linking teacher knowledge, teaching, and learning. In L. English & D. Kirshner (Eds.), Handbook of international research in mathematics education (3rd ed., pp 19-59). UK: Routledge.

Kyriakides, L., & Charalambous, C.Y. (2014). Educational effectiveness research and international comparative studies: Looking back and looking forward. In R. Strietholt, W. Bos, J.-E. Gustafsson, & M. Rosén (Eds.), Educational policy evaluation through international comparative assessments (pp. 33-50). Munster & New York: Waxmann.

Kyriakides, L., Charalambous, C.Y., Demetriou, D., & Panayiotou, A. (2014). Using PISA studies to establish generic models of educational effectiveness. In R. Strietholt, W. Bos, J.-E. Gustafsson, & M. Rosén (Eds.), Educational policy evaluation through international comparative assessments (pp. 191-206). Munster & New York: Waxmann.

Charalambous, C. Y., & Kyriakides, L. (2012). Exploring causal relationships in experimental and non-experimental designs. A brief overview. In C. Theophilides, & J. Pyrgiotakis (Eds.), Educational research: Theoretical considerations and orientations toward educational praxis (pp. 106-128). Nicosia: University of Nicosia. [In Greek.]

Charalambous, C. Y. (2011). Exploring teachers’ efficacy beliefs while transitioning from the university to primary school: The case of Dana. In A. Gagatsis, & C. Y. Charalambous (Eds.), Research issues in Mathematics Education (pp. 37-49). Nicosia: University of Cyprus, Vice-Rectorship of Academic Affairs. [In Greek]

Silver, E. A., Ghousseini, H., Charalambous, C. Y., & Mills, V. (2009). Exploring the curriculum implementation plateau: An instructional perspective. In J. Remillard, B. A. Herbel-Eisenmann, & G. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 245-265). New York: Routledge.

Profile Information

Undergraduate studies at the University of Cyprus (B.A., Elementary Education, 2000). Graduate studies at the University of Cyprus (M.A., 2003, Mathematics Education) and the University of Michigan (M.A., Statistics, 2006 and Ph.D., Educational Studies, 2008). Post-doctoral research at Harvard University (2009-2010).
Studying and assessing the quality of instruction, factors contributing to the quality of instruction and educational effectiveness in general (e.g., teacher knowledge, curricula and their use, unfolding of curriculum tasks during instruction with respect to their cognitive demands), exploring connections between the quality of instruction and student learning gains.

Papers in Peer-Reviewed Journals

Agathangelou, S., Charalambous, C.Y., & Koutselini, M. (2016). Reconsidering the contribution of teacher knowledge to student learning: Linear or curvilinear effects? Teaching and Teacher Education, 57, 125-138.

Charalambous, C. Y. (2016). Investigating the knowledge needed for teaching mathematics: An exploratory validation study focusing on teaching practices. Journal of Teacher Education, 67 (3), 220-237.

Charalambous, C. Y. (2015). Working at the intersection of teacher knowledge, productive dispositions, and teaching practice: A multiple-case study. Journal of Mathematics Teacher Education, 18 (5),427–445.

Kyriakides, L., Creemers, B. M., Antoniou P., Demetriou, D., & Charalambous, C. Y. (2015). The impact of school policy and stakeholder’s actions on student learning: A longitudinal study. Learning and Instruction, 36, 113-124. / DOI: 10.1016/j.learninstruc.2015.01.004

Charalambous, C. Y., Komitis, A., Papacharalambous, M., & Stefanou, A. (2014). Using generic and content-specific teaching practices in teacher evaluation: An exploratory study of teachers’ perceptions. Teaching and Teacher Education, 41 (1), 22-33. / DOI: doi:10.1016/j.tate.2014.03.001

Charalambous, C. Y. (2014). Moving from the if to the how: Improving instructional quality by delineating stages of teacher effectiveness. Journal of Classroom Interaction, 49(1), 26-32.

Mitchell, R., Charalambous, C. Y., & Hill, C.H. (2014). Examining the task and knowledge demands needed to teach with representations. Journal of Mathematics Teacher Education, 17, 37-60. / DOI: 10.1007/s10857-013-9253-4

Kyriakides, L., Christoforou, C., & Charalambous, C. Y. (2013). What matters for student learning outcomes: A meta-analysis of studies exploring factors of effective teaching. Teaching and Teacher Education, 36, 143-152. / DOI: 10.1016/j.tate.2013.07.010

Charalambous, C. Y., & Hill, H.C. (2012). Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship. Journal of Curriculum Studies, 44(4), 443-466. / DOI: 10.1080/00220272.2011.650215

 Charalambous, C. Y., Hill, H.C., & Mitchell, R. (2012). Two negatives don’t always make a positive: Exploring how limitations in teacher knowledge and the curriculum contribute to instructional quality. Journal of Curriculum Studies, 44(4), 489-513. / DOI: 10.1080/00220272.2012.716974

Charalambous, C. Y., Kyriakides, L., & Philippou, G. (2012). Developing a test for exploring student performance in a complex domain: Challenges faced, decisions made, and implications drawn. Studies in Educational Evaluation, 38, 93-106. / DOI: 10.1016/j.stueduc.2012.08.001

Hill, H. C., & Charalambous, C. Y. (2012). Teacher knowledge, curriculum materials, and quality of instruction: Lessons learned and open issues. Journal of Curriculum Studies, 44(4), 559-576. / DOI: 10.1080/00220272.2012.716978

Hill, H. C., & Charalambous, C. Y. (2012). Teaching (Un)Connected Mathematics: Two teachers’ enactment of thePizza problem. Journal of Curriculum Studies, 44(4), 467-487. / DOI: 10.1080/00220272.2012.716972

Hill, H. C., Charalambous, C. Y., Blazar, D., McGinn, D., Kraft, M., Beisiegel, M. & Lynch, K. (2012). Validating arguments for observational instruments: Attending to multiple sources of variation. Educational Assessment17 (2-3), 1-19. / DOI: 10.1080/10627197.2012.715019

Hill, H. C., Charalambous, C. Y., & Kraft, M. (2012). When rater reliability is not enough: Teacher observation systems and a case for the G-study. Educational Researcher, 41(2), 56-64. / DOI: 10.3102/0013189X12437203

Charalambous, C.Y., Hill, H. C., & Ball, D. L. (2011). Prospective teachers’ learning to provide instructional explanations: How does it look and what might it take? Journal of Mathematics Teacher Education, 14, 441-463. / DOI: 10.1007/s10857-011-9182-z

Charalambous, C. Y., & Philippou, G. (2010). Teachers’ concerns and efficacy beliefs about implementing a mathematics curriculum reform: Integrating two lines of inquiry. Educational Studies in Mathematics75 (1), 1-21. / DOI: 10.1007/s10649-010-9238-5

Charalambous, C. Y. (2010). Mathematical knowledge for teaching and task unfolding: An exploratory  study.The Elementary School Journal, 110 (3), 247-278. DOI: 10.1086/648978.

Charalambous, C. Y, Delaney, S., Yu-Hsu, H., & Mesa, V. (2010). A comparative analysis of the addition and subtraction of fractions in textbooks from three countries. Mathematical Thinking and Learning, 12(2), 117-151. / DOI: 10.1080/10986060903460070

Charalambous, C. Y., Panaoura, A., & Philippou, G. (2009). Using the history of mathematics to induce changes in preservice teachers’ beliefs and attitudes: Insights from evaluating a teacher education program. Educational Studies in Mathematics, 71 (2), 161-180. / DOI: 10.1007/s10649-008-9170-0

Charalambous, C., Philippou, G., & Kyriakides, L. (2008). Tracing the development of preservice teachers’ efficacy in teaching mathematics during fieldwork. Educational Studies in Mathematics, 67 (2), 125-142. / DOI: 10.1007/s10649-007-9084-2

Hill, H. C., Blunk, M. Charalambous, C. Y., Lewis, J., Phelps, G. C., Sleep, L., & Ball, D. L. (2008). Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An exploratory study. Cognition and Instruction, 26, 430-511. / DOI: 10.1080/07370000802177235

Charalambous, C. Y., & Pitta-Pantazi, D. (2007). Drawing on a theoretical model to study students’ understandings of fractions. Educational Studies in Mathematics64 (3), 293-316. / DOI: 10.1007/s10649-006-9036-2

Silver, E. A., Clark, L. M., Ghousseini, H. N., Charalambous, C. Y., & Sealy, J. T.  (2007). Where is the mathematics? Examining teachers’ mathematical learning opportunities in practice-based professional learning tasks. Journal of Mathematics Teacher Education, 10, 261-277. / DOI: 10.1007/s10857-007-9039-7

Kyriakides, L., Charalambous, C., Philippou, G., & Gampbell, R. J. (2006). Illuminating reform evaluation studies through incorporating teacher effectiveness research: A case study in mathematics. School Effectiveness and School Improvement, 17 (1), 3-32. / DOI: 10.1080/09243450500404293

Kyriakides, L., Demetriou, D., & Charalambous, C. (2006). Generating criteria for evaluating teachers through teacher effectiveness research. Educational Research, 48 (1), 1-20. / DOI: 10.1080/00131880500498297

Kyriakides, L., & Charalambous, C. (2005). Using educational effectiveness research to design international comparative studies: Turning limitations into new perspectives. Research Papers in Education, 20 (4), 391-412. / DOI: 10.1080/02671520500335816

Silver, E. A. Ghousseini, H., Gosen, D., Charalambous, C., & Strawhun, B. (2005). Moving from rhetoric to praxis: Issues faced by teachers in having students consider multiple solutions for problems in the mathematics classroom.Journal of Mathematics Behavior, 24, 287-301. / DOI: 10.1016/j.jmathb.2005.09.009

Book chapters (Following Peer-Review)

Charalambous, C. Y., & Pitta-Pantazi, D. (2016). Perspectives on priority mathematics Education: Unpacking and understanding a complex relationship linking teacher knowledge, teaching, and learning. In L. English & D. Kirshner (Eds.), Handbook of international research in  mathematics education (3rd ed., pp 19-59). UK: Routledge.

Kyriakides, L., & Charalambous, C.Y. (2014). Educational effectiveness research and international comparative studies: Looking back and looking forward. In R. Strietholt, W. Bos, J.-E. Gustafsson, & M. Rosén (Eds.), Educational policy evaluation through international comparative assessments (pp. 33-50). Munster & New York: Waxmann.

Kyriakides, L., Charalambous, C.Y., Demetriou, D., & Panayiotou, A. (2014). Using PISA studies to establish generic models of educational effectiveness. In R. Strietholt, W. Bos, J.-E. Gustafsson, & M. Rosén (Eds.), Educational policy evaluation through international comparative assessments (pp. 191-206). Munster & New York: Waxmann.

Charalambous, C. Y., & Kyriakides, L. (2012). Exploring causal relationships in experimental and non-experimental designs. A brief overview. In C. Theophilides, & J. Pyrgiotakis (Eds.), Educational research: Theoretical considerations and orientations toward educational praxis (pp. 106-128). Nicosia: University of Nicosia. [In Greek.]

Charalambous, C. Y. (2011). Exploring teachers’ efficacy beliefs while transitioning from the university to primary school: The case of Dana. In A. Gagatsis, & C. Y. Charalambous (Eds.), Research issues in Mathematics Education (pp. 37-49). Nicosia: University of Cyprus, Vice-Rectorship of Academic Affairs. [In Greek]

Silver, E. A., Ghousseini, H., Charalambous, C. Y., & Mills, V. (2009). Exploring the curriculum implementation plateau: An instructional perspective. In J. Remillard, B. A. Herbel-Eisenmann, & G. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 245-265). New York: Routledge.