Teacher Quality, Instructional Quality and Student Outcomes
Relationships Across Countries, Cohorts and Time
Book
Relationships Across Countries, Cohorts and Time
Chapter
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...
Chapter
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...
Chapter
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...
Chapter
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...
Chapter
In this chapter, we compare and discuss similarities and differences in the way the two large-scale international studies, PISA and TIMSS, formulate and set descriptions of standards. Although the studies use ...
Article
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...
Chapter
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...
Chapter
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...
Chapter
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...
Reference Work Entry In depth
A large body of knowledge and competence has accumulated since the first international large-scale assessment (ILSA) was implemented in the 1960s. Moreover, ILSA inspired numerous valuable debates about educat...
Living Reference Work Entry In depth
A large body of knowledge and competence has accumulated since the first international large-scale assessment (ILSA) was implemented in the 1960s. Moreover, ILSA inspired numerous valuable debates about educat...
Book and Reference Work
Perspectives, Methods and Findings
Reference Work Entry In depth
School climate is a leading factor in explaining student outcomes. Although several studies have reviewed existing research on the link between school climate and student outcomes, these studies only emphasize...
Living Reference Work Entry In depth
While there is consensus that teachers’ teaching quality is of utmost importance to student outcomes, conceptualizations and measures differ between studies and countries. Moreover, it is not clear which aspec...
Living Reference Work Entry In depth
The handbook provides extensive and comprehensive overview of theories, methods, and results from ILSA presented by excellent authors from the field of educational research and beyond. The discussion chapter a...
Reference Work Entry In depth
One main aim of ILSAs (International Large Scale Assessments) is to develop an empirically based foundation of knowledge for improvement of educational policy and practice. Ideally such knowledge is expressed ...
Living Reference Work Entry In depth
This chapter summarizes conceptual, methodological, and empirical accomplishments and limitations of international large-scale assessments (ILSAs) in education taking into account, among others, the lessons le...
Living Reference Work Entry In depth
School climate is a leading factor in explaining student outcomes. Although several studies have reviewed existing research on the link between school climate and student outcomes, these studies only emphasize...
Reference Work Entry In depth
While there is consensus that teachers’ teaching quality is of utmost importance to student outcomes, conceptualizations and measures differ between studies and countries. Moreover, it is not clear which aspec...