Dinaric Perspectives on TIMSS 2019 : : Teaching and Learning Mathematics and Science in South-Eastern Europe.

• Superior document: IEA Research for Education Series ; v.13
• Author: Japelj Pavesić, Barbara.
• TeilnehmendeR: Korsňáková, Paulína.; Meinck, Sabine.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2021.; {copy}2022.
• Year of Publication: 2021
• Edition: 1st ed.
• Language: English
• Series: IEA Research for Education Series
• Physical Description: 1 online resource (253 pages)

Table of Contents

• Intro
• Foreword I
• Foreword II
• Contents
• Introduction to Dinaric Perspectives on TIMSS 2019
• 1 Defining the Dinaric Region
• 2 Trends in International Mathematics and Science Study at Grade Four
• 3 Engagement with TIMSS
• 3.1 An Aside: Slovenia's Participation in TIMSS
• 4 Aspirations and Expectations for This Book
• 5 Notes About the Statistical Analyses Methods Used in This Book
• 6 Overview of the Chapter Contents
• References
• Context and Implementation of TIMSS 2019 at Grade Four in the Dinaric Region
• 1 Introduction
• 2 Schooling Paths in the Region
• 2.1 Early Childhood Education and Care
• 2.2 Compulsory Education
• 2.3 Language of Instruction
• 3 Mathematics and Science Curricula in the Region
• 3.1 Teaching and Instruction
• 3.2 Digital Competence and Use of Information and Communications Technology
• 4 The Role of Assessments for Quality Assurance
• 4.1 Decision-Making Authorities and Distribution of Responsibilities
• 4.2 Quality Assurance Structure in Education Systems
• 4.3 TIMSS 2019 Implementing Institutions
• 5 TIMSS Survey Design and Its Implementation in the Region
• 5.1 Sampling and Some Key Characteristics of the Target Grade
• 5.2 Quality Assurance for the TIMSS 2019 Test Administration Across the Dinaric Region
• References
• Opportunity to Learn Mathematics and Science
• 1 Introduction
• 1.1 Framework and Research Questions
• 2 Methods and Data
• 3 Results
• 3.1 Content Exposure
• 3.2 Content Coverage for Mathematics and Science Topics
• 3.3 Relating OTL with Mathematics and Science Achievement
• 4 Discussion
• 5 Conclusions
• References
• Students' Interests, Motivation, and Self-beliefs
• 1 Introduction
• 2 Background and Research Questions
• 3 Data and Methods
• 4 Results
• 4.1 Attitudes Across the Dinaric Region.
• 4.2 Student Attitudes Toward Mathematics, Science, and Their Achievement
• 4.3 School Environment and Achievement
• 4.4 Relations Between Achievement and Attitudes
• 5 Discussion
• 6 Conclusions
• References
• Early Literacy and Numeracy Competencies: Predictors of Mathematics Achievement in the Dinaric Region
• 1 Introduction
• 2 Purpose of the Study and Research Questions
• 3 Variables
• 4 Results
• 4.1 Similarities and Differences in Students' Early Numeracy and Literacy Competencies Across the Dinaric Region
• 4.2 Relating ELT and ENT to Mathematics Achievement
• 4.3 Gender Differences
• 5 Discussion and Conclusions
• References
• The Role of Learning Resources, School Environment, and Climate in Transforming Schools from Buildings to Learning Communities
• 1 Introduction
• 2 Methodology and Research Questions
• 2.1 Indicators and Variables Used
• 3 Results
• 3.1 Material Resources for Learning in Schools
• 3.2 School Environments Across Dinaric Countries
• 3.3 School Climate: Safety and Order at Schools
• 3.4 Impact of the Schools' Material Resources, Environment, Composition and Climate on the Achievement Results (Regression Analysis)
• 4 Conclusions
• References
• Teachers, Teaching and Student Achievement
• 1 Introduction
• 2 Teachers and the Teaching Profession in the Dinaric Region
• 3 Methods and Research Questions
• 3.1 Sample and Data Sources
• 3.2 Variables and Measures
• 4 Results and Discussion
• 4.1 Teacher Quality in the Dinaric Region
• 4.2 Instructional Practice in the Dinaric Region
• 4.3 Relationship Between Teacher Quality and Instructional Practice in the Dinaric Region
• 4.4 Instructional Practice as a Factor in Student Achievement in the Dinaric Region
• 5 Conclusions
• References
• Characteristics of Principals and Schools in the Dinaric Region
• 1 Introduction.
• 1.1 Framing the Research Questions
• 2 Variables
• 3 Results
• 3.1 Characteristics of School Principals and Relation to Student Achievement
• 3.2 Characteristics of School
• 4 Conclusions
• References
• Characteristics of High- and Low-Performing Students
• 1 Introduction
• 2 Data and Methods
• 2.1 Benchmark Performance: Grade Four Mathematics
• 2.2 Benchmark Performance: Grade Four Science
• 3 Percentages of High- and Low-Achieving Students
• 4 High and Low Achievers by Gender
• 5 Attitudes of High and Low Achievers Toward Learning Mathematics and Science
• 6 Student Well-Being and Its Relation to Achievement
• 7 Discussion and Conclusions
• References
• Scaffolding the Learning in Rural and Urban Schools: Similarities and Differences
• 1 Introduction
• 1.1 Scaffolding the Learning Process
• 1.2 Urban and Rural Schools in the Dinaric Region
• 1.3 Scope of the Chapter
• 2 Data and Methods
• 3 Results
• 3.1 Allocation and Size of Schools in Urban and Rural Areas
• 3.2 Students Achievement in Urban and Rural Areas
• 3.3 Urbanization and Different Kinds of Learning Supports for Students
• 3.4 Student Achievement in Urban and Rural Areas Regarding the Type of Scaffolding
• 4 Discussion
• References
• Acknowledgments.