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oapen-20.500.12657-229572024-03-22T19:23:35Z Teaching for Excellence and Equity Burroughs, Nathan Gardner, Jacqueline Lee, Youngjun Guo, Siwen Touitou, Israel Jansen, Kimberly Schmidt, William Education Assessment International education Comparative education Teaching Educational policy Education and state Educational sociology Education and sociology thema EDItEUR::J Society and Social Sciences::JH Sociology and anthropology::JHB Sociology thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDH Education: examinations and assessment thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training This open access book examines the interrelationship of national policy, teacher effectiveness, and student outcomes with a specific emphasis on educational equity. Using data from the IEA’s Trends in International Mathematics and Science Study (TIMSS) conducted between 1995 and 2015, it investigates grade four and grade eight data to assess trends in key teacher characteristics (experience, education, preparedness, and professional development) and teacher behaviors (instructional time and instructional content), and how these relate to student outcomes. Taking advantage of national curriculum data collected by TIMSS to assess changes in curricular strategy across countries and how these may be related to changes in teacher and student factors, the study focuses on the distributional impact of curriculum and instruction on students, paying particular attention to overall inequalities and variations in socioeconomic status at the student and country level, and how such factors have altered over time. Multiple methods, including regression and fixed effects analyses, and structural equation modelling, establish the evolution of these associations over time. 2020-03-18 13:36:15 2020-04-01T08:57:42Z 2020-04-01T08:57:42Z 2019 book 1007203 http://library.oapen.org/handle/20.500.12657/22957 eng IEA Research for Education application/pdf 1007203.pdf https://www.springer.com/9783030161514 Springer Nature 10.1007/978-3-030-16151-4 10.1007/978-3-030-16151-4 6c6992af-b843-4f46-859c-f6e9998e40d5 212 Cham open access
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This open access book examines the interrelationship of national policy, teacher effectiveness, and student outcomes with a specific emphasis on educational equity. Using data from the IEA’s Trends in International Mathematics and Science Study (TIMSS) conducted between 1995 and 2015, it investigates grade four and grade eight data to assess trends in key teacher characteristics (experience, education, preparedness, and professional development) and teacher behaviors (instructional time and instructional content), and how these relate to student outcomes. Taking advantage of national curriculum data collected by TIMSS to assess changes in curricular strategy across countries and how these may be related to changes in teacher and student factors, the study focuses on the distributional impact of curriculum and instruction on students, paying particular attention to overall inequalities and variations in socioeconomic status at the student and country level, and how such factors have altered over time. Multiple methods, including regression and fixed effects analyses, and structural equation modelling, establish the evolution of these associations over time.
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