Charalambos Charalambous
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Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study
HC Hill, ML Blunk, CY Charalambous, JM Lewis, GC Phelps, L Sleep, ...
Cognition and instruction 26 (4), 430-511, 2008
Drawing on a theoretical model to study students’ understandings of fractions
CY Charalambous, D Pitta-Pantazi
Educational studies in mathematics 64, 293-316, 2007
When rater reliability is not enough: Teacher observation systems and a case for the generalizability study
HC Hill, CY Charalambous, MA Kraft
Educational Researcher 41 (2), 56-64, 2012
A comparative analysis of the addition and subtraction of fractions in textbooks from three countries
CY Charalambous, S Delaney, HY Hsu, V Mesa
Mathematical thinking and learning 12 (2), 117-151, 2010
What matters for student learning outcomes: A meta-analysis of studies exploring factors of effective teaching
L Kyriakides, C Christoforou, CY Charalambous
Teaching and teacher education 36, 143-152, 2013
Moving from rhetoric to praxis: Issues faced by teachers in having students consider multiple solutions for problems in the mathematics classroom
EA Silver, H Ghousseini, D Gosen, C Charalambous, BTF Strawhun
The Journal of Mathematical Behavior 24 (3-4), 287-301, 2005
Tracing the development of preservice teachers’ efficacy beliefs in teaching mathematics during fieldwork
CY Charalambous, GN Philippou, L Kyriakides
Educational Studies in Mathematics 67, 125-142, 2008
Using the history of mathematics to induce changes in preservice teachers’ beliefs and attitudes: Insights from evaluating a teacher education program
CY Charalambous, A Panaoura, G Philippou
Educational Studies in Mathematics 71, 161-180, 2009
Classroom observation frameworks for studying instructional quality: looking back and looking forward
AK Praetorius, CY Charalambous
Zdm 50, 535-553, 2018
Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship
CY Charalambous, HC Hill
Journal of curriculum studies 44 (4), 443-466, 2012
Teachers’ concerns and efficacy beliefs about implementing a mathematics curriculum reform: Integrating two lines of inquiry
CY Charalambous, GN Philippou
Educational studies in Mathematics 75 (1), 1-21, 2010
Mathematical knowledge for teaching and task unfolding: An exploratory study
CY Charalambous
The Elementary School Journal 110 (3), 247-278, 2010
Teacher knowledge, curriculum materials, and quality of instruction: Lessons learned and open issues
HC Hill, CY Charalambous
Journal of Curriculum Studies 44 (4), 559-576, 2012
Prospective teachers’ learning to provide instructional explanations: How does it look and what might it take?
CY Charalambous, HC Hill, DL Ball
Journal of Mathematics Teacher Education 14, 441-463, 2011
Generating criteria for evaluating teachers through teacher effectiveness research
L Kyriakides, D Demetriou, C Charalambous
Educational Research 48 (1), 1-20, 2006
Revisiting a theoretical model on fractions: Implications for teaching and research
CY Charalambous, D Pitta-Pantazi
Proceedings of the 29th Conference of the International Group for the …, 2005
Studying mathematics instruction through different lenses: Setting the ground for understanding instructional quality more comprehensively
CY Charalambous, AK Praetorius
ZDM 50, 355-366, 2018
Where is the mathematics? Examining teachers’ mathematical learning opportunities in practice-based professional learning tasks
EA Silver, LM Clark, HN Ghousseini, CY Charalambous, JT Sealy
Journal of Mathematics Teacher Education 10, 261-277, 2007
Working at the intersection of teacher knowledge, teacher beliefs, and teaching practice: A multiple-case study
CY Charalambous
Journal of Mathematics Teacher Education 18, 427-445, 2015
The impact of school policy and stakeholders' actions on student learning: A longitudinal study
L Kyriakides, BPM Creemers, P Antoniou, D Demetriou, ...
Learning and Instruction 36, 113-124, 2015
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