Equity, Equality and Diversity in the Nordic Model of Education.

Equity, Equality and Diversity in the Nordic Model of Education.

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Bibliographic Details
:
ønes, Tove Stjern.
TeilnehmendeR:
Pettersen, Andreas.
Radisić, Jelena.
Buchholtz, Nils.
Place / Publishing House:Cham : : Springer International Publishing AG,, 2021.
{copy}2020.
Year of Publication:2021
Edition:1st ed.
Language:English
Online Access:
Physical Description:1 online resource (412 pages)
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Table of Contents:
  • Equity, Equality and Diversity in the Nordic Model of Education
  • Preface
  • Acknowledgement
  • Contents
  • Chapter 1: Equity, Equality and Diversity in the Nordic Model of Education-Contributions from Large-Scale Studies
  • 1.1 Introduction
  • 1.2 Challenges Put to the Nordic Model
  • 1.3 The Outline of This Volume
  • 1.4 Content and Structure of the Book
  • References
  • Part I: Theoretical and Methodological Considerations
  • Chapter 2: Equity, Equality and Diversity-Putting Educational Justice in the Nordic Model to a Test
  • 2.1 Equity and Equality in Educational Contexts
  • 2.1.1 Equality
  • 2.1.2 Equity
  • 2.1.3 The Tension Between Equity and Equality
  • 2.1.4 Diversity in Educational Contexts
  • 2.2 Equality, Equity and Diversity in the Educational Systems of the Nordic Countries
  • 2.2.1 The Case for Norway
  • 2.2.2 The Case for Sweden
  • 2.2.3 The Case for Iceland
  • 2.2.4 The Case for Finland
  • 2.2.5 The Case for Denmark
  • 2.3 Discussion
  • References
  • Chapter 3: Measuring Equity Across the Nordic Education Systems-Conceptual and Methodological Choices as Implications for Educational Policies
  • 3.1 Overview
  • 3.1.1 What Is Equity?
  • 3.1.2 Equity in Education as a Sustainable Development Goal
  • 3.1.3 How Can We Measure Equity?
  • 3.1.4 Who Gets Left Behind?
  • 3.1.5 SES, Equity, and Operationalization
  • 3.2 Methodology
  • 3.2.1 Data and Sample
  • 3.2.2 Measures
  • 3.2.3 Analyses
  • 3.3 Findings
  • 3.3.1 SES Latent Construct: Measurement Invariance
  • 3.3.2 Operationalization of SES
  • 3.3.3 Levels of Analysis: Regression of Achievement on SES
  • 3.3.4 Dispersion of Achievement Scores
  • 3.3.5 Achievement Gaps Between the Highest-SES and Lowest-SES Groups
  • 3.3.6 Summary
  • 3.4 Discussion
  • 3.4.1 Limitations
  • 3.5 Concluding Remarks, Implications, and Further Research
  • References.
  • Part II: Focus on the Schools and Teachers
  • Chapter 4: Teaching Culturally Diverse Student Groups in the Nordic Countries-What Can the TALIS 2018 Data Tell Us?
  • 4.1 Effective Teachers in Multicultural Classrooms
  • 4.2 Equity and Classroom Diversity in the Nordic Countries
  • 4.3 Aim of the Chapter
  • 4.4 Methods
  • 4.4.1 Variables
  • 4.5 Data Analysis
  • 4.6 Results
  • 4.6.1 The Two-Level Model
  • 4.6.2 One-Level Models
  • 4.7 Discussion
  • 4.7.1 Limitations of the Study
  • 4.8 Conclusions
  • Appendices
  • Appendix 1
  • Appendix 2
  • References
  • Chapter 5: Exploring Diversity in the Relationships Between Teacher Quality and Job Satisfaction in the Nordic Countries-Insights from TALIS 2013 and 2018
  • 5.1 Diverse Faces of Teacher Quality
  • 5.1.1 The Nordic Lens on Equity and Teacher Quality
  • 5.2 The Present Study
  • 5.3 Method
  • 5.3.1 Participants
  • 5.3.2 Variables
  • 5.3.3 Analytical Method and Data Analyses
  • 5.4 Results
  • 5.4.1 Diverse Mechanisms in the TALIS 2013 Data
  • 5.4.2 Diverse Mechanisms in the TALIS 2018 Data
  • 5.4.3 Discussion
  • 5.4.4 Limitation and Further Research
  • 5.5 Conclusions
  • Appendices
  • Appendix A: Standardized Direct Effects Among Variable in the Path Analysis for the Four Nordic Countries in TALIS 2013
  • Appendix B: Standardized Total Direct and Indirect Effects Among Variable in the Path Analysis for the Four Nordic Countries in TALIS 2013
  • Appendix C: Detailed Indirect Effect in the Operationalized Model in All Four Nordic Countries in TALIS 2013
  • Appendix D: Standardized Direct Effects Among Variable in the Path Analysis for the Four Nordic Countries in TALIS 2018
  • Appendix E: Standardized Total Direct and Indirect Effects Among Variables in the Path Analysis for the Four Nordic Countries in TALIS 2018.
  • Appendix F: Detailed Indirect Effect in the Operationalized Model in All Four NORDIC Countries in TALIS 2018
  • References
  • Chapter 6: Digital Inclusion in Norwegian and Danish Schools-Analysing Variation in Teachers' Collaboration, Attitudes, ICT Use and Students' ICT Literacy
  • 6.1 Theoretical Background
  • 6.1.1 Digital Inclusion and the Use of ICT in Teaching Practices
  • 6.1.2 Digital Equality and Teacher Collaboration
  • 6.1.3 Computer and Information Literacy (CIL)
  • 6.1.4 The Context of ICT in Norway and Denmark
  • 6.1.5 The Present Study
  • 6.2 Methods
  • 6.2.1 International Computer and Information Literacy Study (ICILS) 2013
  • 6.2.2 Study Sample
  • 6.2.3 Measures
  • 6.2.4 Analytical Approaches
  • 6.3 Results
  • 6.3.1 Summary of Scale Reliabilities, the Means and Standard Deviations
  • 6.3.2 Variation in Teachers' Self-Reported ICT Access, ICT Use and Their Attitudes (H1)
  • 6.3.3 Variation in Teacher Self-Efficacy, Developing ICT Capabilities and Their Collaboration (H2)
  • 6.3.4 Teacher Collaboration Predicts ICT Use and Teachers' Positive Views (H3)
  • 6.3.5 Variation in CIL Score Using Teacher Variables (H4)
  • 6.4 Discussion
  • 6.4.1 Digital Inclusion/Equity
  • 6.4.2 Limitations and Future Directions
  • 6.5 Conclusion
  • Appendix
  • Teachers' Use of Specific ICT Applications (T_USEAPP)
  • Teachers' Use of ICT for Learning (T_USELRN)
  • Teachers' Use of ICT in Teaching Practices (T_USETCH)
  • Teachers' ICT Self-Efficacy (T_EFF)
  • Teachers' Emphasis on Teaching ICT Skills (T_EMPH)
  • Teachers' Positive Views on Using ICT in Teaching and Learning (T_VWPOS)
  • Teachers' Negative Views on Using ICT in Teaching and Learning (T_VWNEG)
  • Teachers' Lack of Computer Resources at School
  • Teachers' Collaboration in Using ICT (T_COLICT)
  • References.
  • Chapter 7: Teachers' Role in Enhancing Equity-A Multilevel Structural Equation Modelling with Mediated Moderation
  • 7.1 Background and Rationale
  • 7.2 Theoretical Framework
  • 7.2.1 Educational Equity
  • 7.2.2 Teacher Quality
  • 7.2.3 Teacher Qualifications in Norway and Sweden
  • 7.2.4 Instructional Quality
  • 7.3 Methodology
  • 7.3.1 Data and Sample
  • 7.3.2 Measures
  • 7.3.3 Data Analysis
  • 7.4 Results
  • 7.5 Discussion
  • 7.6 Limitations of the Study
  • 7.7 Contributions and Implications
  • References
  • Chapter 8: The Case for Good Discipline? Evidence on the Interplay Between Disciplinary Climate, Socioeconomic Status, and Science Achievement from PISA 2015
  • 8.1 Theoretical Framework
  • 8.1.1 Disciplinary Climate and Academic Achievement
  • 8.1.2 Socioeconomic Status and Academic Achievement
  • 8.1.3 Three Hypotheses on the Interplay Between Disciplinary Climate, SES, and Academic Achievement
  • 8.1.4 The Present Study
  • 8.2 Data and Methodological Approaches
  • 8.2.1 PISA 2015 Science Data of the Nordic Countries
  • 8.2.1.1 Science Achievement
  • 8.2.1.2 Socioeconomic Status
  • 8.2.1.3 Disciplinary Climate in School Science Lessons
  • 8.2.2 Multilevel Structural Equation Modeling of the PISA 2015 Science Data
  • 8.2.2.1 Analytic Setup
  • 8.2.2.2 Evaluating the Disciplinary Climate Measurement Model
  • 8.2.2.3 Evaluating the Structural Models
  • 8.3 Results
  • 8.3.1 Compensation Hypothesis (RQ 1)
  • 8.3.1.1 Compensation Hypothesis at the Student Level
  • 8.3.1.2 Compensation Hypothesis at the School Level
  • 8.3.1.3 Contextual Direct Effects
  • 8.3.2 Mediation Hypothesis (RQ 2)
  • 8.3.2.1 Mediation Hypothesis at the Student Level
  • 8.3.2.2 Mediation Hypothesis at the School Level
  • 8.3.2.3 Contextual Indirect Effects
  • 8.3.3 Moderation Hypotheses (RQ 3)
  • 8.3.4 Summary of the Main Findings
  • 8.4 Discussion.
  • 8.4.1 The Three Hypotheses in the Context of Equity and Equality
  • 8.4.2 Limitations and Future Directions
  • 8.5 Conclusions and Implications
  • References
  • Chapter 9: Improving Equity Through National-Level Assessment Initiatives
  • 9.1 Introduction
  • 9.2 Theoretical Framework
  • 9.2.1 Equity, Equality and Inclusion in Education
  • 9.2.2 Assessment for Learning
  • 9.2.3 Teachers' Assessment Literacy
  • 9.2.4 National-Level Assessments from an Equity Perspective
  • 9.2.5 The Norwegian Context
  • 9.3 The Present Study
  • 9.4 Method
  • 9.4.1 Design
  • 9.4.2 Samples and Recruitment
  • 9.4.3 Data Collection
  • 9.4.4 Data Analysis
  • 9.5 Results
  • 9.5.1 What Happened to the Mapping Test Quality After Five Test Administrations?
  • 9.5.2 What Happens over Time to Students Identified as 'At Risk' in Grade 1 or 2?
  • 9.5.3 To What Extent Does the Mapping Test Function as a Tool for Teachers to Support Student Learning?
  • 9.6 Discussion
  • 9.6.1 National-Level Initiatives Such as the Mapping Tests May Contribute to Equity in Schools
  • 9.6.2 Teachers' Assessment Literacy and Assessment for Learning Practices Conditions How Mapping Tests Might Contribute to Equity
  • 9.7 Concluding Remarks-Linking Equity, National-Level Initiatives and Assessment Literacy
  • References
  • Part III: Focus on the Students and the Learning Environment
  • Chapter 10: Can Teachers' Instruction Increase Low-SES Students' Motivation to Learn Mathematics?
  • 10.1 Introduction
  • 10.2 Theoretical Framework
  • 10.2.1 Equity
  • 10.2.2 Instructional Quality (InQ) and Its Relationship to Student Outcomes
  • 10.2.2.1 Classroom Management
  • 10.2.2.2 Supportive Climate
  • 10.2.2.3 Clarity of Instruction
  • 10.2.2.4 Cognitive Activation
  • 10.2.3 Instructional Quality (InQ) and Equity
  • 10.2.4 Intrinsic Motivation
  • 10.2.5 Motivation and Equity
  • 10.3 Present Study.
  • 10.4 Methodology.

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