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

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

Bibliographic Details
Main Author:	ønes, Tove Stjern.
Other Authors:	Pettersen, Andreas., Radisić, Jelena., Buchholtz, Nils.
Format:	eBook
Language:	English
Published:	Cham : Springer International Publishing AG, 2021.
Edition:	1st ed.
Subjects:	Electronic books.
Online Access:	Click to View

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.

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

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