000 04101nam a22005295i 4500
001 978-3-319-41252-8
003 DE-He213
005 20190313085136.0
007 cr nn 008mamaa
008 160919s2016 gw | s |||| 0|eng d
020 _a9783319412528
_9978-3-319-41252-8
024 7 _a10.1007/978-3-319-41252-8
_2doi
050 4 _aLC5225.A75
050 4 _aLB2822.75
072 7 _aJNKD
_2bicssc
072 7 _aEDU011000
_2bisacsh
082 0 4 _a371.26
_223
245 1 0 _aTeacher Quality, Instructional Quality and Student Outcomes
_h[electronic resource] :
_bRelationships Across Countries, Cohorts and Time /
_cedited by Trude Nilsen, Jan-Eric Gustafsson.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2016.
300 _aVIII, 166 p. 7 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aIEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA),
_x2366-1631 ;
_v2
505 0 _a1. Conceptual Framework and Methodology of this Report -- 2. Relation of Student Achievement to the Quality of Their Teachers and Instructional Quality -- 3. The Relations among School Climate, Instructional Quality, and Achievement Motivation in Mathematics -- 4. The Impact of School Climate and Teacher Quality on Mathematics Achievement: A Difference-in-Differences Approach -- 5. The Importance of Instructional Quality for the Relation between Achievement in Reading and Mathematics -- 6. The Relation between Students’ Perceptions of Instructional Quality and Bullying Victimization -- 7. Final Remarks -- Appendices.
506 0 _aOpen Access
520 _aThis volume offers insights from modeling relations between teacher quality, instructional quality and student outcomes in mathematics across countries. The relations explored take the educational context, such as school climate, into account. The International Association for the Evaluation of Educational Achievement’s Trends in Mathematics and Science Study (TIMSS) is the only international large-scale study possessing a design framework that enables investigation of relations between teachers, their teaching, and student outcomes in mathematics. TIMSS provides both student achievement data and contextual background data from schools, teachers, students and parents, for over 60 countries. This book makes a major contribution to the field of educational effectiveness, especially teaching effectiveness, where cross-cultural comparisons are scarce. For readers interested in teacher quality, instructional quality, and student achievement and motivation in mathematics, the comparisons across cultures, grades, and time are insightful and thought-provoking. For readers interested in methodology, the advanced analytical methods, combined with application of methods new to educational research, illustrate interesting novel directions in methodology and the secondary analysis of international large-scale assessment (ILSA).  .
650 0 _aEducation.
650 0 _aMathematics
_xStudy and teaching.
650 0 _aAssessment.
650 0 _aStatistics.
650 1 4 _aEducation.
650 2 4 _aAssessment, Testing and Evaluation.
650 2 4 _aMathematics Education.
650 2 4 _aLearning & Instruction.
650 2 4 _aStatistics for Social Science, Behavorial Science, Education, Public Policy, and Law.
700 1 _aNilsen, Trude.
_eeditor.
700 1 _aGustafsson, Jan-Eric.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9783319412511
830 0 _aIEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA),
_x2366-1631 ;
_v2
856 4 0 _uhttp://dx.doi.org/10.1007/978-3-319-41252-8
912 _aZDB-2-EDA
999 _c48415
_d48415