Dinaric Perspectives on TIMSS 2019 : : Teaching and Learning Mathematics and Science in South-Eastern Europe.
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Superior document: | IEA Research for Education Series ; v.13 |
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TeilnehmendeR: | |
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
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Online Access: | |
Physical Description: | 1 online resource (253 pages) |
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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.