S
Spyros Konstantopoulos
Researcher at Michigan State University
Publications - 100
Citations - 5593
Spyros Konstantopoulos is an academic researcher from Michigan State University. The author has contributed to research in topics: Academic achievement & Class size. The author has an hindex of 32, co-authored 98 publications receiving 5057 citations. Previous affiliations of Spyros Konstantopoulos include Boston College & University of Chicago.
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How Large Are Teacher Effects
TL;DR: This paper used data from a four-year experiment in which teachers and students were randomly assigned to classes to estimate teacher effects on student achievement, and found that teacher effects are estimated as between-teacher (but within-school) variance components of achievement status and residualized achievement gains.
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Fixed effects and variance components estimation in three-level meta-analysis.
TL;DR: The application of a Fisher scoring method in two-level and three-level meta-analysis that takes into account random variation at the second and third levels is discussed.
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The Effects of Small Classes on Academic Achievement: The Results of the Tennessee Class Size Experiment
TL;DR: In this paper, the authors report analyses of a 4-year, large-scale randomized experiment on the effects of class size, project STAR in Tennessee, and suggest that shortcomings in implementation probably led to underestimates of the effect of class sizes on academic achievement.
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Comparing the Impact of Online and Face-to-Face Professional Development in the Context of Curriculum Implementation
Barry Fishman,Spyros Konstantopoulos,Beth Kubitskey,Richard Vath,Gina Park,Heather Johnson,Daniel C. Edelson +6 more
TL;DR: This paper employed a randomized experiment to examine differences in teacher and student learning from professional development (PD) in two modalities: online and face-to-face, finding that teachers and students exhibited significant gains in both conditions, and that there was no significant difference between conditions.
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The long-term effects of small classes: A five-year follow-up of the Tennessee class size experiment
TL;DR: In this article, the authors proposed a reduction of class size to increase academic achievement, and the results of small-scale randomized experiments and some interpretations of the results have been analyzed.