Teacher Quality, Instructional Quality and Student Outcomes : : Relationships Across Countries, Cohorts and Time.

• Superior document: IEA Research for Education Series ; v.2
• Author: Nilsen, Trude.
• TeilnehmendeR: Gustafsson, Jan-Eric.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2016.; Ã2016.
• Year of Publication: 2016
• Edition: 1st ed.
• Language: English
• Series: IEA Research for Education Series
• Physical Description: 1 online resource (167 pages)

Table of Contents

Intro -- Foreword -- Contents -- 1 Conceptual Framework and Methodology of This Report -- Abstract -- 1.1 Introduction -- 1.2 Conceptual Framework -- 1.3 Operationalization of School-, Class- and Student-Level Features -- 1.3.1 Teacher Quality -- 1.3.2 Instructional Quality -- 1.3.3 School Climate -- 1.3.4 Student Outcomes -- 1.3.5 Student Affective Outcomes -- 1.4 TIMSS Design -- 1.5 Measuring Key Constructs -- 1.5.1 Instructional Quality -- 1.5.2 Teacher Quality -- 1.5.3 School Climate -- 1.5.4 Socioeconomic Status -- 1.6 Challenges in Analyzing the Data -- 1.6.1 Causality -- 1.6.2 Multilevel Data -- 1.6.3 Measurement Invariance -- 1.7 Overview of Chapters -- References -- 2 Relation of Student Achievement to the Quality of Their Teachers and Instructional Quality -- Abstract -- 2.1 Rationale -- 2.2 Theory -- 2.2.1 Educational Effectiveness Research as the Point of Reference -- 2.2.2 Teacher Quality -- 2.2.3 Instructional Quality -- 2.2.4 Universal, Cultural or Country-Specific Models? -- 2.2.5 Control Variables -- 2.3 Methods -- 2.3.1 Sample -- 2.3.2 Variables -- 2.3.3 Analysis -- 2.4 Results -- 2.4.1 Model Fit -- 2.4.2 Relation Between Teacher Quality, Instructional Quality and Mathematics Achievement -- 2.5 Discussion -- 2.6 Limitations of the Study -- 2.7 Conclusions and Recommendations -- References -- 3 The Relations Among School Climate, Instructional Quality, and Achievement Motivation in Mathematics -- Abstract -- 3.1 Rationale -- 3.2 Theoretical Framework -- 3.2.1 School Climate -- 3.2.2 Instructional Quality -- 3.2.3 Achievement Motivation -- 3.3 Review of the Appropriate Level of Analysis -- 3.4 Research Model -- 3.5 Method -- 3.5.1 Sample -- 3.5.2 Measures -- 3.5.3 Statistical Analysis -- 3.6 Results -- 3.6.1 Measurement Invariance Testing -- 3.6.2 Multilevel Structural Equation Modeling -- 3.7 Discussion -- 3.8 Limitations.

3.9 Conclusion -- 4 The Impact of School Climate and Teacher Quality on Mathematics Achievement: A Difference-in-Differences Approach -- Abstract -- 4.1 Introduction -- 4.2 Theoretical Framework -- 4.2.1 School Emphasis on Academic Success -- 4.2.2 Teacher Quality -- 4.2.3 Research Questions -- 4.3 Method -- 4.3.1 Sample -- 4.3.2 Constructs -- 4.3.3 Method of Analysis -- 4.4 Results -- 4.4.1 Teacher Quality -- 4.4.2 School Emphasis on Academic Success -- 4.4.3 Comparisons Between OECD and Non-OECD Countries -- 4.5 Discussion -- 4.6 Conclusions -- References -- 5 The Importance of Instructional Quality for the Relation Between Achievement in Reading and Mathematics -- Abstract -- 5.1 Rationale -- 5.2 The Influence of Reading on Mathematics Achievement -- 5.2.1 Relationships Among Reading and Mathematics: TIMSS and PIRLS 2011 -- 5.3 Method -- 5.3.1 PIRLS 2011 and TIMSS 2011 -- 5.3.2 Sample -- 5.3.3 Constructs -- 5.3.4 Analysis -- 5.4 Results -- 5.4.1 Relationship Among Mathematics Achievement, Reading Comprehension, and Instructional Quality -- 5.4.2 The Influence of Instructional Quality on the Relationship Between Reading Comprehension and Mathematics Achievement -- 5.5 Discussion and Concluding Remarks -- References -- 6 The Relation Between Students' Perceptions of Instructional Quality and Bullying Victimization -- Abstract -- 6.1 Introduction -- 6.2 Methods -- 6.2.1 Data -- 6.2.2 Measures -- 6.2.3 Analytic Methods -- 6.3 Results -- 6.4 Discussion -- 6.5 Limitations -- 6.6 Conclusions -- References -- 7 Final Remarks -- Abstract -- 7.1 Overview of the Five Studies -- 7.2 Discussion of Substantive Issues -- 7.3 Methodological Issues -- 7.3.1 Measurement -- 7.3.2 Causal Inference -- 7.3.3 Design -- 7.4 Implications -- 7.5 Concluding Remarks -- References -- Appendix A -- Appendix B -- Appendix C -- Appendix D.