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Education Sciences
Special Issues
Teacher Effectiveness, Student Success and Pedagogic Innovation
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Teacher Effectiveness, Student Success and Pedagogic Innovation

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Teacher Education".

Deadline for manuscript submissions: closed (31 December 2025) | Viewed by 8292

Special Issue Editors

Dr. Sandra Fernandes

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Guest Editor
Department of Psychology and Education, Universidade Portucalense Infante D. Henrique, 4200-072 Porto, Portugal
Interests: higher education; active learning; student assessment; teacher evaluation; project-based learning (PBL); curriculum development; education management and administration
Special Issues, Collections and Topics in MDPI journals
Dr. Alexandra M. Araújo

E-Mail Website
Guest Editor
Department of Psychology and Education, Universidade Portucalense Infante D. Henrique, 4200-072 Porto, Portugal
Interests: higher education; student development; well-being and learning; learning strategies; teachers' pedagogical preparation
Dr. Diana Mesquita

E-Mail Website
Guest Editor
Faculty of Education and Psychology, Research Centre for Human Development, Universidade Católica Portuguesa, 4169-005 Porto, Portugal
Interests: higher education; engineering education pedagogical and curricular innovation; active learning; problem and project-based learning (PBL); teacher professional development
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

We are pleased to announce a Special Issue of Education Sciences, titled “Teacher Effectiveness, Student Success and Pedagogic Innovation”, which aims to explore the connection between teacher effectiveness, student success, and innovative pedagogic practices. We invite the submission of original research articles, reviews, and conceptual papers that investigate how teacher quality influences student success and how pedagogical innovations can contribute to effective teaching and learning.

The effectiveness of teachers is a critical determinant of student success and educational quality. The assessment of teacher effectiveness is an evolving area of research that explores innovative evaluation methodologies, instructional strategies, and the integration of a diversity of assessment tools. In contemporary education, educators face increasing challenges, such as adapting to digital learning environments, implementing competency-based teaching strategies, and addressing student diversity. Understanding and improving teacher effectiveness through evidence-based approaches is fundamental to improving educational quality.

This Special Issue aims to explore emerging trends, methodologies, and best practices in teacher effectiveness, student success, and pedagogic innovation. It aligns with the broader scope of Education Sciences by contributing to research in teacher education, pedagogical innovation, and education policy.

In this Special Issue, original research articles and reviews are welcome. Research areas may include (but need not be limited to) the following topics:

  • Pedagogic Innovation and Active Learning: New strategies for active learning, collaborative teaching, and innovative classroom practices that enhance teacher effectiveness.
  • Teacher Professional Development: Training models, mentorship programs, and professional learning communities that foster ongoing teacher growth and adaptability.
  • Student-Centered Learning and Teaching: Approaches that empower students in their learning processes, including competency-based education, formative assessment techniques, and differentiated instruction.
  • Digital-Enhanced Learning and Teaching: The role of digital tools, AI-driven feedback, and learning analytics in assessing and improving teacher performance and student outcomes.
  • Teacher Assessment and Evaluation: Innovative frameworks for evaluating teacher effectiveness, including self-assessment, peer reviews, and student feedback mechanisms.
  • Impact of Teacher Effectiveness on Student Success: Empirical studies examining the correlation between effective teaching practices and student learning outcomes, engagement, and academic achievements.
  • Institutional and Policy Perspectives: The influence of educational policies, institutional support, and leadership on teacher development and assessment practices.

We welcome both original research articles and comprehensive review papers that contribute new insights into teacher effectiveness, student success, and pedagogic innovation.

We look forward to receiving your contributions.

Yours Sincerely,

Dr. Sandra Fernandes
Dr. Alexandra M. Araújo
Dr. Diana Mesquita
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • teacher effectiveness
  • teacher assessment
  • higher education
  • student-centered learning
  • pedagogical innovation
  • professional development
  • active learning strategies
  • student success
  • digital assessment tools

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (7 papers)

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Research

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24 pages, 610 KB  
Article
The Impact of Online Video-Based Teacher Professional Development on Instructional Practices and Student Achievement in Biology
by Irena Labak, Branko Bognar and Ozrenka Meštrović
Educ. Sci. 2026, 16(1), 36; https://doi.org/10.3390/educsci16010036 - 27 Dec 2025
Viewed by 438
Abstract
This study aimed to examine the effects of online, video-based teacher professional development on changes in classroom instruction and student achievement in biology. The professional development program included organizing lessons based on prepared materials aligned with national curriculum outcomes, asynchronous participation in an [...] Read more.
This study aimed to examine the effects of online, video-based teacher professional development on changes in classroom instruction and student achievement in biology. The professional development program included organizing lessons based on prepared materials aligned with national curriculum outcomes, asynchronous participation in an online forum for (self-)analysis of lesson videos using the Teaching Observation Form (TOF), and synchronous participation in online communities of practice. Teachers and their eighth-grade students participated in this quasi-experimental study, which involved control and experimental student groups and pre- and post-tests of knowledge. The results indicate that students in the experimental group achieved statistically significantly higher post-test scores than those in the control group (d = 0.26), with the largest differences observed in tasks requiring higher-order cognitive skills. The findings suggest that even a relatively short professional development intervention—including continuous online support for teachers—can lead to improvements in student learning outcomes. Full article
(This article belongs to the Special Issue Teacher Effectiveness, Student Success and Pedagogic Innovation)
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29 pages, 350 KB  
Article
Innovation Plans in Portuguese Schools: The Importance of the Aspects and Locus of Action on the Slow Path to Metamorphosis
by Natália Martins, Cristina Palmeirão and José Matias Alves
Educ. Sci. 2025, 15(11), 1531; https://doi.org/10.3390/educsci15111531 - 13 Nov 2025
Viewed by 662
Abstract
Academic failure and social inequalities are becoming more prevalent in schools. While knowledge has evolved and society has undergone significant transformation, schools have largely remained structured around a uniform model applied indiscriminately to all. In Portugal, efforts were made to initiate change through [...] Read more.
Academic failure and social inequalities are becoming more prevalent in schools. While knowledge has evolved and society has undergone significant transformation, schools have largely remained structured around a uniform model applied indiscriminately to all. In Portugal, efforts were made to initiate change through the conceptualisation and implementation of innovation plans to alter the prevailing grammar of schooling, prompting an inquiry into whether these initiatives yielded the intended outcomes. To this end, a case study was conducted in two such schools, aiming to capture the perspectives, ideas, and perceptions of various stakeholders: students and teachers through questionnaires, coordinating teachers via narrative accounts, and school leaders through semi-structured interviews. The findings reveal that the contexts of implementation, the scale of the initiative, and the number of schools involved significantly influence both practices and leadership outcomes. Nonetheless, despite these constraints, the innovation plans facilitated the emergence of more collaborative dynamics and the creation of more meaningful learning environments, wherein students assumed a more active role in their educational processes. The results further indicate that these innovation plans encountered obstacles rooted in entrenched professional and organisational cultures, which hindered profound changes in the structuring of teaching and learning practices. Full article
(This article belongs to the Special Issue Teacher Effectiveness, Student Success and Pedagogic Innovation)
21 pages, 332 KB  
Article
Reconfiguration of Allied Health Education in Portugal: Perspectives from Professionals, Professors and Researchers
by Miguel Saúde, António Magalhães and Amélia Veiga
Educ. Sci. 2025, 15(10), 1380; https://doi.org/10.3390/educsci15101380 - 16 Oct 2025
Viewed by 587
Abstract
In 2013, Portugal implemented a major restructuring of Allied Health (AH) education by merging multiple separate first-cycle degree programmes into a smaller number of broader qualifications. The reform was designed to streamline curricula, increase efficiency, boost graduate employability, and align national qualifications with [...] Read more.
In 2013, Portugal implemented a major restructuring of Allied Health (AH) education by merging multiple separate first-cycle degree programmes into a smaller number of broader qualifications. The reform was designed to streamline curricula, increase efficiency, boost graduate employability, and align national qualifications with international standards. This study examines how Portuguese AH professionals, academics, and researchers perceive these reforms ten years on. A cross-sectional web-based survey collected 495 responses from AH stakeholders. Perceptions were quantified with a validated 21-item scale organised into three domains through exploratory factor analysis: (A) curricular change and structural effects; (B) educational quality and international harmonization; and (C) Professional Consequences of the Mergers. Differences between groups were examined by Kruskal–Wallis and Mann–Whitney U tests. There were notable differences by age, educational background, experience, and academic qualifications. Younger practitioners and post-merger graduates indicated more favourable perceptions of the reforms (Domains A and B), whereas older, pre-merger-trained, and doctoral-level respondents were more critical, especially regarding autonomy and specialization (Domain C). Views on the reform are influenced by generational, experiential, and academic factors. Individualized communication and policy-focused approaches are needed to promote stakeholder engagement and maintain the legitimacy of subsequent health education reforms in Portugal. Full article
(This article belongs to the Special Issue Teacher Effectiveness, Student Success and Pedagogic Innovation)
36 pages, 945 KB  
Article
Using Game-Based Learning for Engaging with Determinants in Mathematics Education at the University Level
by Szilvia Szilágyi, Anna Mária Takács, Attila Körei and Zsuzsanna Török
Educ. Sci. 2025, 15(10), 1329; https://doi.org/10.3390/educsci15101329 - 8 Oct 2025
Viewed by 1970
Abstract
Practising the calculation of determinants is important in linear algebra. A pioneering study involving 580 first-year university students evaluated the impact of game-based learning in higher mathematics education. The participants formed two groups: an experimental group of 279 students and a control group [...] Read more.
Practising the calculation of determinants is important in linear algebra. A pioneering study involving 580 first-year university students evaluated the impact of game-based learning in higher mathematics education. The participants formed two groups: an experimental group of 279 students and a control group of 301. The experimental group students played the non-digital educational card game DETerminator, designed to help students learn and practise calculating determinants in small square matrices. In contrast, the control group received no intervention, allowing for a clear outcome comparison. Students in the experimental group worked in smaller teams during didactic gameplay sessions that involved solving matrix-determinant problems in a competitive and collaborative classroom setting, enhancing their understanding through interaction and teamwork. The objective of this paper is to provide a detailed presentation of the DETerminator game and showcase its integration as an effective teaching tool for practising essential concepts and theorems related to determinants. Moreover, a quasi-experiment was conducted to explore how incorporating game-based learning can lead to successful and enjoyable mathematical education experiences for students. We used a quantitative approach to assess the effectiveness of the card game on academic achievement. At first, a pre- and post-test design was employed with the experimental group of 279 participants to evaluate the short-term effects of game-based learning. The Wilcoxon test was utilised for hypothesis testing, revealing a large effect size of 0.63. Moreover, the results from related midterm exam problems were statistically analysed to obtain the medium-term impact. The outcomes were compared using the Mann–Whitney U-test. The results demonstrated that the experimental group statistically outperformed the control group, but achieving a small effect size of 0.16, with a mean score of 3.14 out of 7 on the designated midterm exam tasks, compared to the control group’s mean score of 2.5. The small effect size suggests that, although the intervention had a positive effect, it is worth considering what other options there are for increasing the medium-term effect. A Likert-scale questionnaire was used to evaluate students’ attitudes towards the game. Our findings show the importance of incorporating game-based learning strategies in mathematics education at the university level, especially for enhancing students’ proficiency in key topics such as the determinant of a matrix. Full article
(This article belongs to the Special Issue Teacher Effectiveness, Student Success and Pedagogic Innovation)
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27 pages, 1576 KB  
Article
Characteristics of Effective Mathematics Teaching in Greek Pre-Primary Classrooms
by Victoria Michaelidou, Leonidas Kyriakides, Maria Sakellariou, Panagiota Strati, Polyxeni Mitsi and Maria Banou
Educ. Sci. 2025, 15(9), 1140; https://doi.org/10.3390/educsci15091140 - 1 Sep 2025
Viewed by 1024
Abstract
Limited evidence exists on how teachers contribute to student learning gains in early childhood education. This study draws on the Dynamic Model of Educational Effectiveness (DMEE) and investigates the impact of teacher factors on pre-primary students’ mathematics achievement. It also examines whether the [...] Read more.
Limited evidence exists on how teachers contribute to student learning gains in early childhood education. This study draws on the Dynamic Model of Educational Effectiveness (DMEE) and investigates the impact of teacher factors on pre-primary students’ mathematics achievement. It also examines whether the five proposed dimensions—frequency, quality, focus, stage, and differentiation—can clarify the conditions under which these factors influence learning. Using a stage sampling procedure, 463 students and 27 teachers from Greek pre-primary schools were selected. Mathematics achievement was assessed at the beginning and end of the school year, while external observations measured the DMEE factors. Analysis of observation data using multi-trait multilevel models provided support for the construct validity of the measurement framework. Teacher factors explained variation in student achievement gains in mathematics. The added value of using a multidimensional approach to measure the functioning of the teacher factor was identified. Implications of the findings are drawn. Full article
(This article belongs to the Special Issue Teacher Effectiveness, Student Success and Pedagogic Innovation)
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19 pages, 905 KB  
Article
Searching for Stages of Effective Teaching in the Maldives: A Study on the Dynamic Model of Educational Effectiveness
by Hawwa Shiuna Musthafa, Leonidas Kyriakides and Evi Charalambous
Educ. Sci. 2025, 15(5), 598; https://doi.org/10.3390/educsci15050598 - 12 May 2025
Cited by 1 | Viewed by 1700
Abstract
This paper investigates the extent to which the teacher factors of the dynamic model of educational effectiveness are related to each other forming stages of effective teaching. It also investigates whether teachers situated at higher stages are more effective than those situated at [...] Read more.
This paper investigates the extent to which the teacher factors of the dynamic model of educational effectiveness are related to each other forming stages of effective teaching. It also investigates whether teachers situated at higher stages are more effective than those situated at lower stages in terms of promoting student learning outcomes. All grade 4 teachers (n = 31) of eight schools and their students (n = 350) in the urban capital of Male’ city in the Maldives participated in this study. Teacher factors were measured through a student questionnaire. External tests were used to measure student achievement in English language at the beginning and end of the 2019–2020 school year. Teacher factors were grouped into six stages of teaching. Multilevel regression analysis revealed that students of teachers situated at higher stages have better learning outcomes than students of teachers situated at lower stages. Implications of findings for research, policy and practice are drawn. Full article
(This article belongs to the Special Issue Teacher Effectiveness, Student Success and Pedagogic Innovation)
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Other

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30 pages, 2219 KB  
Systematic Review
Reconceptualizing Quality Teaching: Insights Based on a Systematic Literature Review
by Ester Halfon
Educ. Sci. 2026, 16(1), 37; https://doi.org/10.3390/educsci16010037 - 27 Dec 2025
Viewed by 702
Abstract
Quality Teaching is essential for preparing learners for the 21st century. This study proposes a conceptual framework for Quality Teaching embedded in three domains, identifying its focuses and characteristics. We address two questions: What are the focuses of the literature describing Quality Teaching? [...] Read more.
Quality Teaching is essential for preparing learners for the 21st century. This study proposes a conceptual framework for Quality Teaching embedded in three domains, identifying its focuses and characteristics. We address two questions: What are the focuses of the literature describing Quality Teaching? What are the main characteristics of Quality Teaching in the three domains? A systematic literature review involving 152 articles published between 2000 and 2025, based on the PRISMA guidelines, was conducted to identify key characteristics and theoretical constructs regarding three focuses: teachers, learners, and the education system. The thematic analysis yielded 740 themes related to Quality Teaching. Over half of the themes were related to pedagogy, approximately a quarter to technology, and less than a fifth to social–emotional learning/teaching (SEL/SET). The results suggest that Quality Teaching involves quality pedagogy and high-level socio-emotional proficiency. Professionalization in digital learning technologies also contributes positively to advancing Quality Teaching. Therefore, Quality Teaching requires ongoing training leading to high proficiency in skills, methods, and practices. This study outlines essential components for teacher education and professional development programs. Its novelty lies in systematically highlighting both the distinctive and integrative combined contributions of three professional domains—pedagogy, SEL/SET, and technology—to the enhancement of Quality Teaching in educational systems (focuses), narrowing the gap between theory and practice. Full article
(This article belongs to the Special Issue Teacher Effectiveness, Student Success and Pedagogic Innovation)
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