Leonidas Kyriakides is Professor in Educational Research and Evaluation and the Head of the Department of Education at the University of Cyprus.

Hubertus (Bert) P.M. Creemers is Professor Emeritus at the University of Groningen in the Netherlands.

Anastasia Panayiotou is a postdoctoral researcher at the Department of Education of the University of Cyprus.

Evi Charalambous is a postdoctoral researcher and special scientist (research) at the Department of Education of the University of Cyprus.

1. Quality and Equity in Education. Part 1 Developing and Testing Educational Effectiveness Theories. 2. Educational Effectiveness Theories: Moving from Single Approaches to Integrated Models. 3. Theories of Educational Effectiveness Addressing the Dynamic Nature of Education. 4. Developing and Testing the Dynamic Theory of Educational Effectiveness: A Systematic Review . Part 2. Approaches to School Improvement and Their Impact on Quality and Equity in Education. 5. Different Approaches to School Improvement: The Value of an Evidence-Based and Theory- Driven Approach. 6. The Dynamic Approach to Teacher and School Improvement. 7. Effects of Different Approaches to Teacher and School Improvement on Promoting Student Learning Outcomes. Part 3. Educational Effectiveness and Improvement: Broadening the Agenda. 8. Establishing the 2020 Version of the Dynamic Model and Expanding the Dynamic Approach to Promote Quality and Equity in Education. 9. Developing, Testing and Using Theories of Educational Effectiveness to Promote Quality and Equity in Education: Implications for Research, Policy and Practice.

Quality and Equity in Education draws attention to the importance of developing and testing theories of educational effectiveness and using these theories for improvement purposes. It makes a major contribution to knowledge and theory building in research on promoting quality and equity in education.
The book presents an improved version of the dynamic model of educational effectiveness based on the empirical data emerged from studies testing its validity, claiming that the proposed theory can be used for establishing links between educational effectiveness research and school improvement. Towards that end, the book presents the Dynamic Approach to teacher and school improvement, demonstrating its impact on quality and equity in education. The book not only proposes an agenda for further research on developing and testing the dynamic theory of educational effectiveness but also refers to research methods that can be used to test the assumptions of this theory and search for relevant cause and effect relations. The agenda also refers to the need of identifying the conditions under which the dynamic approach to teacher and school improvement can have an effect on student learning outcomes.
This book will be of great interest for academics, researchers and postgraduate students working in education research and the area of quality and equity in education. It will also be of interest to policymakers, school advisors and other stakeholders in education.