.

0 (hodnocen0 x )

EB

ONLINE

Cham : Springer International Publishing AG, 2021

1 online resource (253 pages)

ISBN 9783030858025 (electronic bk.)

ISBN 9783030858018

IEA Research for Education Ser. ; v.13

Print version: Japelj Pavesić, Barbara Dinaric Perspectives on TIMSS 2019 Cham : Springer International Publishing AG,c2021 ISBN 9783030858018

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.

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.

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 ---

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 ---

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.

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.

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 ---

001896385

express

(Au-PeEL)EBL6803042

(MiAaPQ)EBC6803042

(OCoLC)1321790071