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Teacher quality, instructional quality and student outcomes[electronic resource] :relationships across countries, cohorts and time /

紀錄類型:	書目-電子資源 : Monograph/item
杜威分類號:	371.26
書名/作者:	Teacher quality, instructional quality and student outcomes : relationships across countries, cohorts and time // edited by Trude Nilsen, Jan-Eric Gustafsson.
其他作者:	Nilsen, Trude.
出版者:	Cham : : Springer International Publishing :, 2016.
面頁冊數:	viii, 166 p. : : ill., digital ;; 24 cm.
Contained By:	Springer eBooks
標題:	Teachers - Rating of.
標題:	Education.
標題:	Assessment, Testing and Evaluation.
標題:	Mathematics Education.
標題:	Learning & Instruction.
標題:	Statistics for Social Science, Behavorial Science, Education, Public Policy, and Law.
ISBN:	9783319412528
ISBN:	9783319412511
內容註:	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.
摘要、提要註:	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)
電子資源:	http://dx.doi.org/10.1007/978-3-319-41252-8

Teacher quality, instructional quality and student outcomes[electronic resource] :relationships across countries, cohorts and time /
Teacher quality, instructional quality and student outcomesrelationships across countries, cohorts and time /[electronic resource] :edited by Trude Nilsen, Jan-Eric Gustafsson. - Cham :Springer International Publishing :2016. - viii, 166 p. :ill., digital ;24 cm. - IEA research for education,v.22366-1631 ;. - IEA research for education ;v.1..

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.

Open access.

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)

ISBN: 9783319412528

Standard No.: 10.1007/978-3-319-41252-8doiSubjects--Topical Terms:

517276
Teachers
--Rating of.

LC Class. No.: LB2838 / .T43 2016

Dewey Class. No.: 371.26

Teacher quality, instructional quality and student outcomes[electronic resource] :relationships across countries, cohorts and time /
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