Equity, Equality and Diversity in the Nordic Model of Education.
Saved in:
: | |
---|---|
TeilnehmendeR: | |
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) |
Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
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.