Teacher Quality, Instructional Quality and Student Outcomes
Relationships Across Countries, Cohorts and Time
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12 Result(s)
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Trude Nilsen
Education
Assessment, Testing and Evaluation
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Article
Open AccessThe potential of international large-scale assessments for meta-analyses in education
Meta-analyses and international large-scale assessments (ILSA) are key sources for informing educational policy, research, and practice. While many critical research questions could be addressed by drawing evi...
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Open AccessTrend analyses of TIMSS 2015 and 2019: school factors related to declining performance in mathematics
Gaining knowledge of what contextual factors may contribute to changes in student achievement across cycles of international large-scale assessments (ILSA), is important for educational policy and practice. Ad...
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Article
Open AccessAssessing the evidence for the comparability of socioeconomic status between students with and without immigrant background in Norway and Sweden
The prerequisite for meaningful comparisons of educational inequality indicators across immigration status is the comparability of socioeconomic status (SES) measures. The Programme for International Student A...
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Chapter
Measuring Equity Across the Nordic Education Systems—Conceptual and Methodological Choices as Implications for Educational Policies
Ever since international large-scale student assessments made it possible to rank countries according to their equitability, Nordic countries have topped these rankings. Nevertheless, a decline in equity has b...
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Can Teachers’ Instruction Increase Low-SES Students’ Motivation to Learn Mathematics?
Students’ motivation in mathematics has been shown to predict their achievement and whether they pursue a later career in STEM (science, technology, engineering, and mathematics). To sustain equity in educatio...
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Teachers’ Role in Enhancing Equity—A Multilevel Structural Equation Modelling with Mediated Moderation
Even though equity is an important aim for the Nordic countries, for many of these countries, the effect of a student’s home background on their achievement seems to increase over time. If the aim is to reduce...
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Open AccessInstructional quality: catalyst or pitfall in educational systems’ aim for high achievement and equity? An answer based on multilevel SEM analyses of TIMSS 2015 data in Flanders (Belgium), Germany, and Norway
In the Trends in Mathematics and Science Study (TIMSS) 2015, the educational systems from the Dutch speaking part of Belgium (Flanders), Germany, and Norway included scales capturing three dimensions of instru...
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Book
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Chapter
Final Remarks
This book contributes to educational policy, the field of educational effectiveness and practice. In this chapter, the findings from the five studies are summarized and discussed. After a comprehensive examina...
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The Impact of School Climate and Teacher Quality on Mathematics Achievement: A Difference-in-Differences Approach
The aim of the study was to investigate causal effects of aspects of teacher quality and school climate on mathematics achievement through use of country-level longitudinal data. By investigating within-countr...
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Chapter
Conceptual Framework and Methodology of This Report
In this volume, five separate studies examine differing aspects of relations between teacher quality, instructional quality and learning outcomes across countries, taking into account context characteristics s...
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Chapter
The Relations Among School Climate, Instructional Quality, and Achievement Motivation in Mathematics
Instructional quality is considered to be an important classroom variable, as it is significantly related to student achievement and motivation in mathematics. Existing studies in educational effectiveness fur...
