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

Bibliographic Details
Main Author: Japelj Pavesić, Barbara.
Other Authors: Korsňáková, Paulína., Meinck, Sabine.
Format: eBook
Language:English
Published: Cham : Springer International Publishing AG, 2021.
Edition:1st ed.
Series:IEA Research for Education Series
Subjects:
Electronic books.
Online Access:Click to View
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.

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