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oapen-20.500.12657-899252024-04-17T02:26:42Z Effective and Equitable Teacher Practice in Mathematics and Science Education Teig, Nani Nilsen, Trude Yang Hansen, Kajsa Teacher practice Teacher and teaching quality Instructional quality Nordic model of education Assessment practice Teacher feedback Content coverage Opportunity gap Mathematics education Science education Educational policy in Nordic countries Educational effectiveness in Nordic countries Educational equality in Nordic countries Student performance in Nordic countries TIMSS Gender equality in Nordic countries Social inequality Achievement gap Equity in education thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject thema EDItEUR::P Mathematics and Science::PD Science: general issues thema EDItEUR::P Mathematics and Science::PB Mathematics thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures This open access book presents original research on effective and equitable teacher practice in mathematics and science education across Nordic countries. It focuses on three key aspects of teacher practice: what teachers teach, how teachers teach, and how teachers assess their students. To provide a comprehensive understanding of teacher practice, data from the IEA’s Trends in Mathematics and Science Study (TIMSS) from 2011 to 2019 was analyzed. TIMSS provides large-scale and representative data, allowing an in-depth investigation of the relations between teachers, their practices, and student outcomes. The findings highlight the changes in teacher practice over time and the extent to which such changes explain the differences in student outcomes. This research also contributes to understanding how the relationships between teacher practice and student outcomes vary across different student groups (i.e., gender, socioeconomic status, and language background). The empirical evidence presented not only adds a significant layer to the academic discourse but also offers practical implications. These insights are crucial in facilitating educational policymaking and classroom practices aimed at improving student outcomes and closing gaps in educational inequality. 2024-04-16T08:17:35Z 2024-04-16T08:17:35Z 2024 book ONIX_20240416_9783031495809_28 9783031495809 9783031495793 https://library.oapen.org/handle/20.500.12657/89925 eng IEA Research for Education application/pdf n/a 978-3-031-49580-9.pdf https://link.springer.com/978-3-031-49580-9 Springer Nature Springer Nature Switzerland 10.1007/978-3-031-49580-9 10.1007/978-3-031-49580-9 6c6992af-b843-4f46-859c-f6e9998e40d5 add1405d-6ecf-4c64-a705-13c23bce76dc 9783031495809 9783031495793 Springer Nature Switzerland 14 293 Cham [...] open access
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This open access book presents original research on effective and equitable teacher practice in mathematics and science education across Nordic countries. It focuses on three key aspects of teacher practice: what teachers teach, how teachers teach, and how teachers assess their students. To provide a comprehensive understanding of teacher practice, data from the IEA’s Trends in Mathematics and Science Study (TIMSS) from 2011 to 2019 was analyzed. TIMSS provides large-scale and representative data, allowing an in-depth investigation of the relations between teachers, their practices, and student outcomes. The findings highlight the changes in teacher practice over time and the extent to which such changes explain the differences in student outcomes. This research also contributes to understanding how the relationships between teacher practice and student outcomes vary across different student groups (i.e., gender, socioeconomic status, and language background). The empirical evidence presented not only adds a significant layer to the academic discourse but also offers practical implications. These insights are crucial in facilitating educational policymaking and classroom practices aimed at improving student outcomes and closing gaps in educational inequality.
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