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Iea Research For Education – serie & böcker | Bokus

IEA Research for Education – serie

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32 produkter

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32 produkter

Del 5 - IEA Research for Education
Socioeconomic Inequality and Educational Outcomes
Evidence from Twenty Years of TIMSS
AvMarkus Broer,Yifan Baim. fl.
Inbunden, Engelska, 2019
541 kr
Skickas inom 10-15 vardagar
This open access book focuses on trends in educational inequality using twenty years of grade 8 student data collected from 13 education systems by the IEA’s Trends in Mathematics and Science Study (TIMSS) between 1995 and 2015. While the overall positive association between family socioeconomic status (SES) and student achievement is well documented in the literature, the magnitude of this relationship is contingent on social contexts and is expected to vary by education system. Research on how such associations differ across societies and how the strength of these relationships has changed over time is limited. This study, therefore, addresses an important research and policy question by examining changes in the inequality of educational outcomes due to SES over this 20-year period, and also examines the extent to which the performance of students from disadvantaged backgrounds has improved over time in each education system. Education systems generally aim to narrow theachievement gap between low- and high-SES students and to improve the performance of disadvantaged students. However, the lack of quantifiable and comprehensible measures makes it difficult to assess and monitor the effect of such efforts. In this study, a novel measure of SES that is consistent across all TIMSS cycles allows students to be categorized into different socioeconomic groups. This measure of SES may also contribute to future research using TIMSS trend data. Readers will gain new insight into how educational inequality has changed in the education systems studied and how such change may relate to the more complex picture of macroeconomic changes in those societies.
Del 5 - IEA Research for Education
Socioeconomic Inequality and Educational Outcomes
Evidence from Twenty Years of TIMSS
AvMarkus Broer,Yifan Baim. fl.
Häftad, Engelska, 2020
541 kr
Skickas inom 10-15 vardagar
This open access book focuses on trends in educational inequality using twenty years of grade 8 student data collected from 13 education systems by the IEA’s Trends in Mathematics and Science Study (TIMSS) between 1995 and 2015. While the overall positive association between family socioeconomic status (SES) and student achievement is well documented in the literature, the magnitude of this relationship is contingent on social contexts and is expected to vary by education system. Research on how such associations differ across societies and how the strength of these relationships has changed over time is limited. This study, therefore, addresses an important research and policy question by examining changes in the inequality of educational outcomes due to SES over this 20-year period, and also examines the extent to which the performance of students from disadvantaged backgrounds has improved over time in each education system. Education systems generally aim to narrow theachievement gap between low- and high-SES students and to improve the performance of disadvantaged students. However, the lack of quantifiable and comprehensible measures makes it difficult to assess and monitor the effect of such efforts. In this study, a novel measure of SES that is consistent across all TIMSS cycles allows students to be categorized into different socioeconomic groups. This measure of SES may also contribute to future research using TIMSS trend data. Readers will gain new insight into how educational inequality has changed in the education systems studied and how such change may relate to the more complex picture of macroeconomic changes in those societies.
Del 6 - IEA Research for Education
Teaching for Excellence and Equity
Analyzing Teacher Characteristics, Behaviors and Student Outcomes with TIMSS
AvNathan Burroughs,Jacqueline Gardnerm. fl.
Inbunden, Engelska, 2019
541 kr
Skickas inom 10-15 vardagar
This open access book examines the interrelationship of national policy, teacher effectiveness, and student outcomes with a specific emphasis on educational equity. Using data from the IEA’s Trends in International Mathematics and Science Study (TIMSS) conducted between 1995 and 2015, it investigates grade four and grade eight data to assess trends in key teacher characteristics (experience, education, preparedness, and professional development) and teacher behaviors (instructional time and instructional content), and how these relate to student outcomes. Taking advantage of national curriculum data collected by TIMSS to assess changes in curricular strategy across countries and how these may be related to changes in teacher and student factors, the study focuses on the distributional impact of curriculum and instruction on students, paying particular attention to overall inequalities and variations in socioeconomic status at the student and country level, and how such factors have altered over time. Multiple methods, including regression and fixed effects analyses, and structural equation modelling, establish the evolution of these associations over time.
Del 6 - IEA Research for Education
Teaching for Excellence and Equity
Analyzing Teacher Characteristics, Behaviors and Student Outcomes with TIMSS
AvNathan Burroughs,Jacqueline Gardnerm. fl.
Häftad, Engelska, 2020
541 kr
Skickas inom 10-15 vardagar
This open access book examines the interrelationship of national policy, teacher effectiveness, and student outcomes with a specific emphasis on educational equity. Using data from the IEA’s Trends in International Mathematics and Science Study (TIMSS) conducted between 1995 and 2015, it investigates grade four and grade eight data to assess trends in key teacher characteristics (experience, education, preparedness, and professional development) and teacher behaviors (instructional time and instructional content), and how these relate to student outcomes. Taking advantage of national curriculum data collected by TIMSS to assess changes in curricular strategy across countries and how these may be related to changes in teacher and student factors, the study focuses on the distributional impact of curriculum and instruction on students, paying particular attention to overall inequalities and variations in socioeconomic status at the student and country level, and how such factors have altered over time. Multiple methods, including regression and fixed effects analyses, and structural equation modelling, establish the evolution of these associations over time.
Del 7 - IEA Research for Education
Motivational Profiles in TIMSS Mathematics
Exploring Student Clusters Across Countries and Time
AvMichalis P. Michaelides,Gavin T. L. Brownm. fl.
Inbunden, Engelska, 2019
541 kr
Skickas inom 10-15 vardagar
This open access book presents a person-centered exploration of student profiles, using variables related to motivation to do school mathematics derived from the IEA’s Trends in International Mathematics and Science Study (TIMSS) data. Statistical cluster analysis is used to identify groups of students with similar motivational profiles, across grades and over time, for multiple participating countries.While motivational variables systematically relate to school outcomes, linear relationships can obscure the diverse makeup of student subgroups, each with varying combinations of motivation, emotions, and attitudes. In this book, a person-centered analysis of distinct and meaningful motivational profiles and their differences on sociodemographic variables and mathematics performance broadens understanding about the role that motivation characteristics play in learning and achievement in mathematics. Exploiting the richness of IEA’s TIMSS data from many countries, extracted clusters reveal consistent, as well as certain nuanced patterns that are systematically linked to sociodemographic and achievement measures. Student clusters with inconsistent motivational profiles were found in all countries; mathematics self-confidence then emerged as the variable more closely associated with average achievement. The findings demonstrate that teachers, researchers, and policymakers need to take into account differential student profiles, prioritizing techniques that target skill and competence in mathematics, in educational efforts to develop student motivation.
Del 7 - IEA Research for Education
Motivational Profiles in TIMSS Mathematics
Exploring Student Clusters Across Countries and Time
AvMichalis P. Michaelides,Gavin T. L. Brownm. fl.
Häftad, Engelska, 2020
541 kr
Skickas inom 10-15 vardagar
This open access book presents a person-centered exploration of student profiles, using variables related to motivation to do school mathematics derived from the IEA’s Trends in International Mathematics and Science Study (TIMSS) data. Statistical cluster analysis is used to identify groups of students with similar motivational profiles, across grades and over time, for multiple participating countries.While motivational variables systematically relate to school outcomes, linear relationships can obscure the diverse makeup of student subgroups, each with varying combinations of motivation, emotions, and attitudes. In this book, a person-centered analysis of distinct and meaningful motivational profiles and their differences on sociodemographic variables and mathematics performance broadens understanding about the role that motivation characteristics play in learning and achievement in mathematics. Exploiting the richness of IEA’s TIMSS data from many countries, extracted clusters reveal consistent, as well as certain nuanced patterns that are systematically linked to sociodemographic and achievement measures. Student clusters with inconsistent motivational profiles were found in all countries; mathematics self-confidence then emerged as the variable more closely associated with average achievement. The findings demonstrate that teachers, researchers, and policymakers need to take into account differential student profiles, prioritizing techniques that target skill and competence in mathematics, in educational efforts to develop student motivation.
Del 8 - IEA Research for Education
Gender Differences in Computer and Information Literacy
An In-depth Analysis of Data from ICILS
AvEveline Gebhardt,Sue Thomsonm. fl.
Inbunden, Engelska, 2019
541 kr
Skickas inom 10-15 vardagar
This open access book presents a systematic investigation into internationally comparable data gathered in ICILS 2013. It identifies differences in female and male students’ use of, perceptions about, and proficiency in using computer technologies. Teachers’ use of computers, and their perceptions regarding the benefits of computer use in education, are also analyzed by gender.When computer technology was first introduced in schools, there was a prevailing belief that information and communication technologies were ‘boys’ toys’; boys were assumed to have more positive attitudes toward using computer technologies. As computer technologies have become more established throughout societies, gender gaps in students’ computer and information literacy appear to be closing, although studies into gender differences remain sparse.The IEA’s International Computer and Information Literacy Study (ICILS) is designed to discover how well students are prepared for study, work, and life in the digital age. Despite popular beliefs, a critical finding of ICILS 2013 was that internationally girls tended to score more highly than boys, so why are girls still not entering technology-based careers to the same extent as boys?Readers will learn how male and female studentsdiffer in their computer literacy (both general and specialized) and use of computer technology, and how the perceptions held about those technologies vary by gender.
Del 8 - IEA Research for Education
Gender Differences in Computer and Information Literacy
An In-depth Analysis of Data from ICILS
AvEveline Gebhardt,Sue Thomsonm. fl.
Häftad, Engelska, 2020
541 kr
Skickas inom 10-15 vardagar
This open access book presents a systematic investigation into internationally comparable data gathered in ICILS 2013. It identifies differences in female and male students’ use of, perceptions about, and proficiency in using computer technologies. Teachers’ use of computers, and their perceptions regarding the benefits of computer use in education, are also analyzed by gender.When computer technology was first introduced in schools, there was a prevailing belief that information and communication technologies were ‘boys’ toys’; boys were assumed to have more positive attitudes toward using computer technologies. As computer technologies have become more established throughout societies, gender gaps in students’ computer and information literacy appear to be closing, although studies into gender differences remain sparse.The IEA’s International Computer and Information Literacy Study (ICILS) is designed to discover how well students are prepared for study, work, and life in the digital age. Despite popular beliefs, a critical finding of ICILS 2013 was that internationally girls tended to score more highly than boys, so why are girls still not entering technology-based careers to the same extent as boys?Readers will learn how male and female studentsdiffer in their computer literacy (both general and specialized) and use of computer technology, and how the perceptions held about those technologies vary by gender.
Del 9 - IEA Research for Education
Student Misconceptions and Errors in Physics and Mathematics
Exploring Data from TIMSS and TIMSS Advanced
AvTeresa Neidorf,Alka Aroram. fl.
Inbunden, Engelska, 2019
556 kr
Skickas inom 10-15 vardagar
This open access report explores the nature and extent of students’ misconceptions and misunderstandings related to core concepts in physics and mathematics and physics across grades four, eight and 12. Twenty years of data from the IEA’s Trends in International Mathematics and Science Study (TIMSS) and TIMSS Advanced assessments are analyzed, specifically for five countries (Italy, Norway, Russian Federation, Slovenia, and the United States) who participated in all or almost all TIMSS and TIMSS Advanced assessments between 1995 and 2015.The report focuses on students’ understandings related to gravitational force in physics and linear equations in mathematics. It identifies some specific misconceptions, errors, and misunderstandings demonstrated by the TIMSS Advanced grade 12 students for these core concepts, and shows how these can be traced back to poor foundational development of these concepts in earlier grades. Patterns in misconceptions and misunderstandings are reportedby grade, country, and gender. In addition, specific misconceptions and misunderstandings are tracked over time, using trend items administered in multiple assessment cycles. The study and associated methodology may enable education systems to help identify specific needs in the curriculum, improve inform instruction across grades and also raise possibilities for future TIMSS assessment design and reporting that may provide more diagnostic outcomes.
Del 9 - IEA Research for Education
Student Misconceptions and Errors in Physics and Mathematics
Exploring Data from TIMSS and TIMSS Advanced
AvTeresa Neidorf,Alka Aroram. fl.
Häftad, Engelska, 2020
556 kr
Skickas inom 10-15 vardagar
This open access report explores the nature and extent of students’ misconceptions and misunderstandings related to core concepts in physics and mathematics and physics across grades four, eight and 12. Twenty years of data from the IEA’s Trends in International Mathematics and Science Study (TIMSS) and TIMSS Advanced assessments are analyzed, specifically for five countries (Italy, Norway, Russian Federation, Slovenia, and the United States) who participated in all or almost all TIMSS and TIMSS Advanced assessments between 1995 and 2015.The report focuses on students’ understandings related to gravitational force in physics and linear equations in mathematics. It identifies some specific misconceptions, errors, and misunderstandings demonstrated by the TIMSS Advanced grade 12 students for these core concepts, and shows how these can be traced back to poor foundational development of these concepts in earlier grades. Patterns in misconceptions and misunderstandings are reportedby grade, country, and gender. In addition, specific misconceptions and misunderstandings are tracked over time, using trend items administered in multiple assessment cycles. The study and associated methodology may enable education systems to help identify specific needs in the curriculum, improve inform instruction across grades and also raise possibilities for future TIMSS assessment design and reporting that may provide more diagnostic outcomes.
Del 10 - IEA Research for Education
Reliability and Validity of International Large-Scale Assessment
Understanding IEA’s Comparative Studies of Student Achievement
AvHans Wagemaker
Inbunden, Engelska, 2020
541 kr
Skickas inom 10-15 vardagar
This open access book describes and reviews the development of the quality control mechanisms and methodologies associated with IEA’s extensive program of educational research. A group of renowned international researchers, directly involved in the design and execution of IEA’s international large-scale assessments (ILSAs), describe the operational and quality control procedures that are employed to address the challenges associated with providing high-quality, comparable data. Throughout the now considerable history of IEA’s international large-scale assessments, establishing the quality of the data has been paramount. Research in the complex multinational context in which IEA studies operate imposes significant burdens and challenges in terms of the methodologies and technologies that have been developed to achieve the stated study goals. The demands of the twin imperatives of validity and reliability must be satisfied in the context of multiple and diverse cultures, languages, orthographies, educational structures, educational histories, and traditions. Readers will learn about IEA’s approach to such challenges, and the methods used to ensure that the quality of the data provided to policymakers and researchers can be trusted. An often neglected area of investigation, namely the consequential validity of ILSAs, is also explored, examining issues related to reporting, dissemination, and impact, including discussion of the limits of interpretation. The final chapters address the question of the influence of ILSAs on policy and reform in education, including a case study from Singapore, a country known for its outstanding levels of achievement, but which nevertheless seeks the means of continual improvement, illustrating best practice use of ILSA data.
Del 10 - IEA Research for Education
Reliability and Validity of International Large-Scale Assessment
Understanding IEA’s Comparative Studies of Student Achievement
AvHans Wagemaker
Häftad, Engelska, 2021
541 kr
Skickas inom 10-15 vardagar
This open access book describes and reviews the development of the quality control mechanisms and methodologies associated with IEA’s extensive program of educational research. A group of renowned international researchers, directly involved in the design and execution of IEA’s international large-scale assessments (ILSAs), describe the operational and quality control procedures that are employed to address the challenges associated with providing high-quality, comparable data. Throughout the now considerable history of IEA’s international large-scale assessments, establishing the quality of the data has been paramount. Research in the complex multinational context in which IEA studies operate imposes significant burdens and challenges in terms of the methodologies and technologies that have been developed to achieve the stated study goals. The demands of the twin imperatives of validity and reliability must be satisfied in the context of multiple and diverse cultures, languages, orthographies, educational structures, educational histories, and traditions. Readers will learn about IEA’s approach to such challenges, and the methods used to ensure that the quality of the data provided to policymakers and researchers can be trusted. An often neglected area of investigation, namely the consequential validity of ILSAs, is also explored, examining issues related to reporting, dissemination, and impact, including discussion of the limits of interpretation. The final chapters address the question of the influence of ILSAs on policy and reform in education, including a case study from Singapore, a country known for its outstanding levels of achievement, but which nevertheless seeks the means of continual improvement, illustrating best practice use of ILSA data.
Del 11 - IEA Research for Education
Northern Lights on Civic and Citizenship Education
A Cross-national Comparison of Nordic Data from ICCS
AvHeidi Biseth,Bryony Hoskinsm. fl.
Inbunden, Engelska, 2021
541 kr
Skickas inom 10-15 vardagar
This open access book presents an in-depth analysis of data from ICCS. An international group of scholars critically address the state of civic and citizenship education in the four Nordic countries that participated in the IEA International Civic and Citizenship Education Study (ICCS) in 2009 and 2016. The findings are of particular relevance to educators at all levels, from school education through to teacher education.Nordic countries have long traditions of democracy and their students have performed relatively well in the ICCS assessments. Nonetheless, citizenship education continues to evolve and has received increasing attention in recent educational reforms, indicating policymakers understanding that schools play an important role in establishing democratic values among future citizens.Data from ICCS can be used to analyze, discuss, and reflect on the status of civic and citizenship education and can contribute to the discourse on the potential role of educationin contributing to sustainable democracies for a common future. However, teaching citizenship and learning democracy are two different things. While young people can be taught about democracy in school, it is vital that schools work together with the wider community in which youth operate to strengthen civic understanding and values for all young people regardless of their social and economic background.
Del 11 - IEA Research for Education
Northern Lights on Civic and Citizenship Education
A Cross-national Comparison of Nordic Data from ICCS
AvHeidi Biseth,Bryony Hoskinsm. fl.
Häftad, Engelska, 2021
434 kr
Skickas inom 10-15 vardagar
This open access book presents an in-depth analysis of data from ICCS. An international group of scholars critically address the state of civic and citizenship education in the four Nordic countries that participated in the IEA International Civic and Citizenship Education Study (ICCS) in 2009 and 2016. The findings are of particular relevance to educators at all levels, from school education through to teacher education.Nordic countries have long traditions of democracy and their students have performed relatively well in the ICCS assessments. Nonetheless, citizenship education continues to evolve and has received increasing attention in recent educational reforms, indicating policymakers understanding that schools play an important role in establishing democratic values among future citizens.Data from ICCS can be used to analyze, discuss, and reflect on the status of civic and citizenship education and can contribute to the discourse on the potential role of educationin contributing to sustainable democracies for a common future. However, teaching citizenship and learning democracy are two different things. While young people can be taught about democracy in school, it is vital that schools work together with the wider community in which youth operate to strengthen civic understanding and values for all young people regardless of their social and economic background.
Del 12 - IEA Research for Education
Good Citizenship for the Next Generation
A Global Perspective Using IEA ICCS 2016 Data
AvErnesto Treviño,Diego Carrascom. fl.
Inbunden, Engelska, 2021
541 kr
Skickas inom 10-15 vardagar
This Open Access book presents an international group of scholars seeking to understand how youth from different cultures relate to modern multidimensional concepts of citizenship, and the roles that education and society have in shaping the views of the world’s future citizens. The book also explores how different aspects of citizenship, such as attitudes towards diverse population groups and concerns for social issues, relate to classical definitions of norm-based citizenship from the political sciences. Authors from Asia, Europe, and Latin America provide a series of in-depth investigations into how concepts of “good citizenship” are shaped in different regions of the globe, using the rich comparative data from the IEA’s International Civic and Citizenship Study (ICCS) 2016. In twelve chapters, the authors review the concept of “good citizenship”; how citizenship norms adherence is configured into profiles across countries; and what country, school, and background factors are related to how students adhere to citizenship norms. Recognizing contingent social and political situations in specific regions of the world, the present books offer six chapters where authors apply their expertise to offer locally relevant and pertinent observations on how young people from diverse cultures understand and relate to different dimensions of citizenship in countries of Asia, Europe, and Latin America. The present book is of relevance for different audiences interested in civic education and political socialization, including social sciences and education, integrating topics from political science, sociology, political psychology, and law.
Del 12 - IEA Research for Education
Good Citizenship for the Next Generation
A Global Perspective Using IEA ICCS 2016 Data
AvErnesto Treviño,Diego Carrascom. fl.
Häftad, Engelska, 2021
434 kr
Skickas inom 10-15 vardagar
This Open Access book presents an international group of scholars seeking to understand how youth from different cultures relate to modern multidimensional concepts of citizenship, and the roles that education and society have in shaping the views of the world’s future citizens. The book also explores how different aspects of citizenship, such as attitudes towards diverse population groups and concerns for social issues, relate to classical definitions of norm-based citizenship from the political sciences. Authors from Asia, Europe, and Latin America provide a series of in-depth investigations into how concepts of “good citizenship” are shaped in different regions of the globe, using the rich comparative data from the IEA’s International Civic and Citizenship Study (ICCS) 2016. In twelve chapters, the authors review the concept of “good citizenship”; how citizenship norms adherence is configured into profiles across countries; and what country, school, and background factors are related to how students adhere to citizenship norms. Recognizing contingent social and political situations in specific regions of the world, the present books offer six chapters where authors apply their expertise to offer locally relevant and pertinent observations on how young people from diverse cultures understand and relate to different dimensions of citizenship in countries of Asia, Europe, and Latin America. The present book is of relevance for different audiences interested in civic education and political socialization, including social sciences and education, integrating topics from political science, sociology, political psychology, and law.
Del 13 - IEA Research for Education
Dinaric Perspectives on TIMSS 2019
Teaching and Learning Mathematics and Science in South-Eastern Europe
AvBarbara Japelj Pavešić,Paulína Koršňákovám. fl.
Inbunden, Engelska, 2021
541 kr
Skickas inom 10-15 vardagar
This open access book brings together national experts from across the Dinaric region to rigorously review IEA’s Trends in International Mathematics and Science Study (TIMSS) 2019 grade four data to develop a multidimensional and culturally sensitive perspective on their TIMSS 2019 primary-level results. The Dinaric region, named after the Dinaric Alps, is located in South-eastern Europe, and stretches through Croatia, Bosnia and Herzegovina, Serbia, Montenegro, Kosovo[1], Albania, and North Macedonia. IEA’s TIMSS has been an invaluable resource for monitoring international trends in mathematics and science achievement at grades four and eight since 1995. The TIMSS 2019 administration of the test to grade four students, provided a unique opportunity for analysis within shared regional settings and enabled the construction of this first report based on international study results from the region, prepared by the National Research Coordinators in collaboration with IEA. [1] This designation is without prejudice to positions on status and is in line with UNSCR 1244/1999 and the ICJ Opinion on the Kosovo declaration of independence.
Del 13 - IEA Research for Education
Dinaric Perspectives on TIMSS 2019
Teaching and Learning Mathematics and Science in South-Eastern Europe
AvBarbara Japelj Pavešić,Paulína Koršňákovám. fl.
Häftad, Engelska, 2021
434 kr
Skickas inom 10-15 vardagar
This open access book brings together national experts from across the Dinaric region to rigorously review IEA’s Trends in International Mathematics and Science Study (TIMSS) 2019 grade four data to develop a multidimensional and culturally sensitive perspective on their TIMSS 2019 primary-level results. The Dinaric region, named after the Dinaric Alps, is located in South-eastern Europe, and stretches through Croatia, Bosnia and Herzegovina, Serbia, Montenegro, Kosovo[1], Albania, and North Macedonia. IEA’s TIMSS has been an invaluable resource for monitoring international trends in mathematics and science achievement at grades four and eight since 1995. The TIMSS 2019 administration of the test to grade four students, provided a unique opportunity for analysis within shared regional settings and enabled the construction of this first report based on international study results from the region, prepared by the National Research Coordinators in collaboration with IEA. [1] This designation is without prejudice to positions on status and is in line with UNSCR 1244/1999 and the ICJ Opinion on the Kosovo declaration of independence.
Effective and Equitable Teacher Practice in Mathematics and Science Education
A Nordic Perspective Across Time and Groups of Students
AvNani Teig,Trude Nilsenm. fl.
Inbunden, Engelska, 2024
556 kr
Skickas inom 10-15 vardagar
This open access book presents original research on effective and equitable teacher practice in mathematics and science education across Nordic countries. It focuses on three key aspects of teacher practice: what teachers teach, how teachers teach, and how teachers assess their students.To provide a comprehensive understanding of teacher practice, data from the IEA’s Trends in Mathematics and Science Study (TIMSS) from 2011 to 2019 was analyzed. TIMSS provides large-scale and representative data, allowing an in-depth investigation of the relations between teachers, their practices, and student outcomes. The findings highlight the changes in teacher practice over time and the extent to which such changes explain the differences in student outcomes. This research also contributes to understanding how the relationships between teacher practice and student outcomes vary across different student groups (i.e., gender, socioeconomic status, and language background). The empirical evidence presented not only adds a significant layer to the academic discourse but also offers practical implications. These insights are crucial in facilitating educational policymaking and classroom practices aimed at improving student outcomes and closing gaps in educational inequality.
Del 14 - IEA Research for Education
Effective and Equitable Teacher Practice in Mathematics and Science Education
A Nordic Perspective Across Time and Groups of Students
AvNani Teig,Trude Nilsenm. fl.
Häftad, Engelska, 2025
447 kr
Skickas inom 10-15 vardagar
This open access book presents original research on effective and equitable teacher practice in mathematics and science education across Nordic countries. It focuses on three key aspects of teacher practice: what teachers teach, how teachers teach, and how teachers assess their students.To provide a comprehensive understanding of teacher practice, data from the IEA’s Trends in Mathematics and Science Study (TIMSS) from 2011 to 2019 was analyzed. TIMSS provides large-scale and representative data, allowing an in-depth investigation of the relations between teachers, their practices, and student outcomes. The findings highlight the changes in teacher practice over time and the extent to which such changes explain the differences in student outcomes. This research also contributes to understanding how the relationships between teacher practice and student outcomes vary across different student groups (i.e., gender, socioeconomic status, and language background). The empirical evidence presented not only adds a significant layer to the academic discourse but also offers practical implications. These insights are crucial in facilitating educational policymaking and classroom practices aimed at improving student outcomes and closing gaps in educational inequality.
Socioeconomic Segregation and Educational Inequality
Evidence from International Assessments
AvNathan A. Burroughs,Jacqueline A. Gardnerm. fl.
Inbunden, Engelska, 2024
556 kr
Skickas inom 10-15 vardagar
This open access book uses multiple IEA Assessments to examine the relationship between socioeconomic segregation between classrooms and student outcomes. By examining Socioeconomic status (SES) segregation between classrooms as well as between schools, it produces a more accurate estimate of student sorting. Further, this study examines the differential impact of student sorting across subject areas and grades in order to explore whether school structure’s relationship to educational inequality exhibits content and longitudinal heterogeneity. This study employs time series, fixed-effect, random-effects, and synthetic-cohort methods to comprehensively investigate the robustness of the relationship between SES segregation and achievement inequalities. This project makes an important contribution to researchers’ understanding of student sorting’s impact using a comparative lens, while also providing important information to policymakers on the role of schools in mediating social inequalities.
Del 15 - IEA Research for Education
Socioeconomic Segregation and Educational Inequality
Evidence from International Assessments
AvNathan A. Burroughs,Jacqueline A. Gardnerm. fl.
Häftad, Engelska, 2025
447 kr
Skickas inom 10-15 vardagar
This open access book uses multiple IEA Assessments to examine the relationship between socioeconomic segregation between classrooms and student outcomes. By examining Socioeconomic status (SES) segregation between classrooms as well as between schools, it produces a more accurate estimate of student sorting. Further, this study examines the differential impact of student sorting across subject areas and grades in order to explore whether school structure’s relationship to educational inequality exhibits content and longitudinal heterogeneity. This study employs time series, fixed-effect, random-effects, and synthetic-cohort methods to comprehensively investigate the robustness of the relationship between SES segregation and achievement inequalities. This project makes an important contribution to researchers’ understanding of student sorting’s impact using a comparative lens, while also providing important information to policymakers on the role of schools in mediating social inequalities.
Knowledge and Willingness to Act Pro-Environmentally
Perspectives from IEA TIMSS 2019 and ICCS 2016 Data
AvMaria Magdalena Isac,Andrés Sandoval-Hernándezm. fl.
Inbunden, Engelska, 2025
556 kr
Skickas inom 10-15 vardagar
This open access book utilizes data from two large-scale international assessments—TIMSS 2019 and ICCS 2016—to investigate the extent to which education for sustainable development outcomes is conveyed and accomplished within various educational systems. Specifically, it aims to expand the understanding of how students' environmental knowledge levels and their willingness to act in a pro-environmentally manner can differ across and within countries. The book also examines whether certain opportunities to learn about environmental issues in secondary schools show promise in enhancing young people's environmental knowledge and attitudes.
Knowledge and Willingness to Act Pro-Environmentally
Perspectives from IEA TIMSS 2019 and ICCS 2016 Data
AvMaria Magdalena Isac,Andrés Sandoval-Hernándezm. fl.
Häftad, Engelska, 2025
447 kr
Skickas inom 10-15 vardagar
This open access book utilizes data from two large-scale international assessments—TIMSS 2019 and ICCS 2016—to investigate the extent to which education for sustainable development outcomes is conveyed and accomplished within various educational systems. Specifically, it aims to expand the understanding of how students' environmental knowledge levels and their willingness to act in a pro-environmentally manner can differ across and within countries. The book also examines whether certain opportunities to learn about environmental issues in secondary schools show promise in enhancing young people's environmental knowledge and attitudes.
Dinaric Perspectives on PIRLS 2021
Prerequisites and Conditions for Teaching and Learning to Read
AvŽaneta Džumhur,Paulína Koršňákovám. fl.
Inbunden, Engelska, 2025
541 kr
Skickas inom 10-15 vardagar
This open access book presents insights into the current state of reading literacy in the Dinaric region, namely the education systems in Albania, Croatia, Kosovo[1], Montenegro, North Macedonia, Serbia, and Slovenia. A collection of analyses reveals factors influencing this key capacity of young pupils. Using data from IEA’s Progress in International Reading Literacy Study (PIRLS) 2021, the book explores teaching and learning reading literacy at the end of primary school (Grade 4) through multiple lenses, such as national reading curricula and textbooks, home and school resources for learning, student wellbeing, teacher education, instructions, and digital assessments. Since the administration of PIRLS 2021 coincided with the Covid-19 pandemic, the book also provides valuable insights into remote teaching and learning and other disruptions caused by the pandemic.This volume builds on the regional research presented in IEA Research for Education Volume 13, Dinaric Perspectives on TIMSS 2019, which explored the teaching and learning of mathematics and science in primary schools across the Dinaric region. Aimed at policymakers, researchers, and practitioners, Dinaric Perspectives on PIRLS 2021 offers multidimensional perspectives on student achievement in reading literacy in a region that is underrepresented in the English-speaking research literature on educational assessments and student performance. [1] This designation is without prejudice to positions on status and is in line with UNSCR 1244/1999 and the ICJ Opinion on the Kosovo declaration of independence.
Dinaric Perspectives on PIRLS 2021
Prerequisites and Conditions for Teaching and Learning to Read
AvŽaneta Džumhur,Paulína Koršňákovám. fl.
Häftad, Engelska, 2025
434 kr
Skickas inom 10-15 vardagar
This open access book presents insights into the current state of reading literacy in the Dinaric region, namely the education systems in Albania, Croatia, Kosovo[1], Montenegro, North Macedonia, Serbia, and Slovenia. A collection of analyses reveals factors influencing this key capacity of young pupils. Using data from IEA’s Progress in International Reading Literacy Study (PIRLS) 2021, the book explores teaching and learning reading literacy at the end of primary school (Grade 4) through multiple lenses, such as national reading curricula and textbooks, home and school resources for learning, student wellbeing, teacher education, instructions, and digital assessments. Since the administration of PIRLS 2021 coincided with the Covid-19 pandemic, the book also provides valuable insights into remote teaching and learning and other disruptions caused by the pandemic.This volume builds on the regional research presented in IEA Research for Education Volume 13, Dinaric Perspectives on TIMSS 2019, which explored the teaching and learning of mathematics and science in primary schools across the Dinaric region. Aimed at policymakers, researchers, and practitioners, Dinaric Perspectives on PIRLS 2021 offers multidimensional perspectives on student achievement in reading literacy in a region that is underrepresented in the English-speaking research literature on educational assessments and student performance. [1] This designation is without prejudice to positions on status and is in line with UNSCR 1244/1999 and the ICJ Opinion on the Kosovo declaration of independence.
Del 18 - IEA Research for Education
Educating Pupils for Environmental Sustainability in Europe
Findings from TIMSS 2023 Data
AvDirk Hastedt,Paulína Koršňákovám. fl.
Inbunden, Engelska, 2026
541 kr
Skickas inom 10-15 vardagar
This open access book offers a comprehensive exploration of sustainability discourse, from the GreenComp European sustainability competence framework to global education research perspectives. It highlights how science education can foster environmental awareness, guided by IEA’s Trends in International Mathematics and Science Study (TIMSS) Environmental Attitudes and Behaviors Framework. Using data from TIMSS 2023, the book highlights key policy intentions and theoretical research narratives, mapping them to well-documented educational systems within the European Educational Area. This work aims to inspire further research and foster collaboration among stakeholders engaged in the field of compulsory education.
Del 18 - IEA Research for Education
Educating Pupils for Environmental Sustainability in Europe
Findings from TIMSS 2023 Data
AvDirk Hastedt,Paulína Koršňákovám. fl.
Häftad, Engelska, 2026
434 kr
Skickas inom 10-15 vardagar
This open access book offers a comprehensive exploration of sustainability discourse, from the GreenComp European sustainability competence framework to global education research perspectives. It highlights how science education can foster environmental awareness, guided by IEA’s Trends in International Mathematics and Science Study (TIMSS) Environmental Attitudes and Behaviors Framework. Using data from TIMSS 2023, the book highlights key policy intentions and theoretical research narratives, mapping them to well-documented educational systems within the European Educational Area. This work aims to inspire further research and foster collaboration among stakeholders engaged in the field of compulsory education.
Del 1 - IEA Research for Education
Psychometric Framework for Modeling Parental Involvement and Reading Literacy
AvR. Annemiek Punter,Cees A. W. Glasm. fl.
Inbunden, Engelska, 2016
541 kr
Skickas inom 10-15 vardagar
This volume offers insights from modelling measures of parental involvement and their relationship with student reading literacy across countries, exploring and incorporating cultural differences. This is a significant contribution to a field where cross-cultural comparisons from a triangulated perspective are sparse. For readers interested in exploring the relationship between parental involvement and student attainment, the literature review provides a useful starting point. Meanwhile, for the more methodologically interested reader, this report presents state-of-the-art ways to identify and model cultural differential item functioning in international large-scale assessment (ILSA), illustrating the extent to which the parental involvement construct may be influenced by cultural differences and how this may affect the outcomes of cross-cultural comparisons. The framework is generic and should provide a solid foundation for future ILSA practices and secondary analyses. ILSA studies like the IEA’s Progress in International Reading Literacy Study (PIRLS) provide valuable data, containing both student achievement data and contextual background data from schools, teachers, students and parents for over 41 countries.
Del 2 - IEA Research for Education
Teacher Quality, Instructional Quality and Student Outcomes
Relationships Across Countries, Cohorts and Time
AvTrude Nilsen,Jan-Eric Gustafsson
Inbunden, Engelska, 2016
541 kr
Skickas inom 10-15 vardagar
This volume offers insights from modeling relations between teacher quality, instructional quality and student outcomes in mathematics across countries. The relations explored take the educational context, such as school climate, into account. The International Association for the Evaluation of Educational Achievement’s Trends in Mathematics and Science Study (TIMSS) is the only international large-scale study possessing a design framework that enables investigation of relations between teachers, their teaching, and student outcomes in mathematics. TIMSS provides both student achievement data and contextual background data from schools, teachers, students and parents, for over 60 countries.This book makes a major contribution to the field of educational effectiveness, especially teaching effectiveness, where cross-cultural comparisons are scarce. For readers interested in teacher quality, instructional quality, and student achievement and motivation in mathematics, the comparisons across cultures, grades, and time are insightful and thought-provoking. For readers interested in methodology, the advanced analytical methods, combined with application of methods new to educational research, illustrate interesting novel directions in methodology and the secondary analysis of international large-scale assessment (ILSA).