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Teacher quality, instructional quali...

Nilsen, Trude.

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Teacher quality, instructional quality and student outcomes = relationships across countries, cohorts and time /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teacher quality, instructional quality and student outcomes/ edited by Trude Nilsen, Jan-Eric Gustafsson.
Reminder of title:	relationships across countries, cohorts and time /
other author:	Nilsen, Trude.
Published:	Cham :Springer International Publishing : : 2016.,
Description:	viii, 166 p. :ill., digital ;24 cm.
[NT 15003449]:	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.
Contained By:	Springer eBooks
Subject:	Teachers - Rating of. -
Online resource:	http://dx.doi.org/10.1007/978-3-319-41252-8
ISBN:	9783319412528$q(electronic bk.)

Teacher quality, instructional quality and student outcomes = 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.2..

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$q(electronic bk.)

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

533850
Teachers
--Rating of.

LC Class. No.: LB2838 / .T43 2016

Dewey Class. No.: 371.26

Teacher quality, instructional quality and student outcomes = relationships across countries, cohorts and time /
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245 0 0 $a Teacher quality, instructional quality and student outcomes $h [electronic resource] : $b relationships across countries, cohorts and time / $c edited by Trude Nilsen, Jan-Eric Gustafsson.
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2016.
300 $a viii, 166 p. : $b ill., digital ; $c 24 cm.
490 1 $a IEA research for education, $x 2366-1631 ; $v v.2
505 0 $a 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.
506 $a Open access.
520 $a 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)
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