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Judith Shakespeare's Problem: Using ...

Kelly, Elizabeth Ann S.

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Judith Shakespeare's Problem: Using TIMSS to Examine Contextual Indicators in Girls' Mathematics Achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Judith Shakespeare's Problem: Using TIMSS to Examine Contextual Indicators in Girls' Mathematics Achievement./
Author:	Kelly, Elizabeth Ann S.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	186 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
Subject:	Educational psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29167605
ISBN:	9798438739784

Judith Shakespeare's Problem: Using TIMSS to Examine Contextual Indicators in Girls' Mathematics Achievement.
Kelly, Elizabeth Ann S.

Judith Shakespeare's Problem: Using TIMSS to Examine Contextual Indicators in Girls' Mathematics Achievement. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 186 p.

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (Ph.D.)--State University of New York at Albany, 2022.

This item must not be sold to any third party vendors.

Using the Trends in International Mathematics and Science Study Data (TIMSS) 2015 dataset, this study examines 30 different contextual indicators to determine significant predictors of girls' mathematics achievement globally. The study design employs three nested levels in the hierarchical linear model (individual, classroom, and nation) to analyze cross-national scores and responses to the contextual questionnaires. Additionally, the focus is on girls as a standalone, independent population, not in comparison to boys. This research seeks to understand at which level of society the most variability is found, as well as analyze the comparative effect sizes of various explanatory contextual predictors within the model. By assessing specific aspects of girls' education at the individual (household), classroom and national level, and determining at which level the most variability occurs, the model clarifies the efficacy of different policy approaches. The study found the third (national) level explains an unexpectedly high amount of the variability in girl's mathematics achievement. Additionally, the patterns found at all three levels in this model more closely adhered to smaller, single cohort research focusing on gender differences, than to previous research using large-scale mixed gender datasets.

ISBN: 9798438739784Subjects--Topical Terms:

517650
Educational psychology.
Subjects--Index Terms:

Gender equity

Judith Shakespeare's Problem: Using TIMSS to Examine Contextual Indicators in Girls' Mathematics Achievement.
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260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 186 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
500 $a Advisor: Moeyaert, Mariola.
502 $a Thesis (Ph.D.)--State University of New York at Albany, 2022.
506 $a This item must not be sold to any third party vendors.
520 $a Using the Trends in International Mathematics and Science Study Data (TIMSS) 2015 dataset, this study examines 30 different contextual indicators to determine significant predictors of girls' mathematics achievement globally. The study design employs three nested levels in the hierarchical linear model (individual, classroom, and nation) to analyze cross-national scores and responses to the contextual questionnaires. Additionally, the focus is on girls as a standalone, independent population, not in comparison to boys. This research seeks to understand at which level of society the most variability is found, as well as analyze the comparative effect sizes of various explanatory contextual predictors within the model. By assessing specific aspects of girls' education at the individual (household), classroom and national level, and determining at which level the most variability occurs, the model clarifies the efficacy of different policy approaches. The study found the third (national) level explains an unexpectedly high amount of the variability in girl's mathematics achievement. Additionally, the patterns found at all three levels in this model more closely adhered to smaller, single cohort research focusing on gender differences, than to previous research using large-scale mixed gender datasets.
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653 $a Hierarchical linear modeling
653 $a International education
653 $a Large-scale data
653 $a TIMSS
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710 2 $a State University of New York at Albany. $b Educational Psychology and Methodology. $3 3351181
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