rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Teacher Quality, Instructional Quality and Student Outcomes
    sub title: Relationships Across Countries, Cohorts and Time
  name:
    name part: Nilsen, Trude.
    role:
      role term: editor.
  name:
    name part: Gustafsson, Jan-Eric.
    role:
      role term: editor.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: gw
    date issued: 2016
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: VIII, 166 p. 7 illus. online resource.
  abstract: This 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). .
  table of contents: 1. 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.
  note: edited by Trude Nilsen, Jan-Eric Gustafsson.
  note: Open Access
  subject:
    topic: Education
  subject:
    topic: Mathematics
    topic: Study and teaching
  subject:
    topic: Assessment
  subject:
    topic: Statistics
  subject:
    topic: Education
  subject:
    topic: Assessment, Testing and Evaluation
  subject:
    topic: Mathematics Education
  subject:
    topic: Learning & Instruction
  subject:
    topic: Statistics for Social Science, Behavorial Science, Education, Public Policy, and Law
  classification: LC5225.A75
  classification: LB2822.75
  classification: 371.26
  related item:
    title info:
      title: Springer eBooks
  related item:
    title info:
      title: IEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA), 2
  identifier: 9783319412528
  identifier: http://dx.doi.org/10.1007/978-3-319-41252-8
  access condition: Open Access
  record info:
    record creation date: 160919
    record change date: 20171030021220.0
    record identifier: 978-3-319-41252-8