Effective and Equitable Teacher Practice in Mathematics and Science Education

A Nordic Perspective Across Time and Groups of Students
2024
ISBN: 978-3-031-49579-3
Verlag: Springer Nature Switzerland

Buch, Englisch, Band 14, 293 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 629 g

Reihe: IEA Research for Education

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.

Zielgruppe

Research

Autoren/Hrsg.

Teig, Nani

Yang Hansen, Kajsa

Nilsen, Trude

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Vergleichende und Empirische Bildungsforschung

Inhaltsverzeichnis

A. Setting the Stage:1 Introduction: Student Achievement and Equity Over Time in the Nordic Countries: Christian Christrup Kjeldsen, Trude Nilsen, Jenna Hiltunen, Nani Teig.- 2 Theoretical framework of Teacher Practice: Nani Teig, Trude Nilsen, Kajsa Yang Hansen.- 3 Analytical framework: Trude Nilsen, Nani Teig.- B. Teacher Practice: 4 Content coverage: Development over Time and Correlation with Achievement: Rune Müller Kristensen, Victoria Rolfe.- 5 Teaching Quality and Assessment Practice: Trends Over Time and Correlation with Achievement: Nani Teig, Jennifer Maria Louto.- C. Explaining Changes Over Time: 6 Are Changes in Content Coverage Related to Changes in Achievement Over Time?: Monica Rosén and Trude Nilsen.- 7 Changes in Teacher Practices Related to Changes in Student Achievement: Trude Nilsen and Jan-Eric Gustafsson.- D. Equality: 8 Equality in Content Coverage in the Nordic Countries?: Sigrid Blömeke.- 9 Examining the Role of Teaching Quality and Assessment Practicein Reducing Socioeconomic and Ethnic Inequities in Mathematics Achievement: Kajsa Yang Hansen, Victoria Rolfe, Nani Teig.- E. Closing remarks: 10 Discussions of Findings on Teacher Practice Across Countries, Time, and Chapters: Trude Nilsen, Nani Teig.

Über Autor(innen)

Nani Teig is an associate professor at the University of Oslo, Norway. Her research focuses on inquiry-based teaching, scientific reasoning, teaching quality, and academic resilience. She integrates multilevel analyses using data from videos, surveys, assessments, and computer log files. Nani has received several awards and fellowships, including the Global Education Award, Bruce H. Choppin Dissertation Award, Young CAS Fellow, and UNESCO GEM Fellow. 

Trude Nilsen is a research professor at the University of Oslo. She is a leader of the research group LEA (Large-scale Educational Assessment) in her department, and a leader of several large research projects. She also is and has been, engaged as an international external expert for IEA’s TIMSS and for OECD’s TALIS. She has received several awards, amongst others the IEA Bruce H. Choppin Memorial Award.

Her research is within the fields of educational effectiveness and international large-scale assessments, with a focus on teaching quality, educational equality, school climate, and applied methodology including causal inferences.

Kajsa Yang Hansen’s research concerns educational quality and equity from a comparative perspective. She tackles these issues by investigating students’ social, motivational, and cognitive factors in the contexts of their schools, changing societies and education systems. Dr. Yang Hansen also has an interest in analytical techniques for large-scale survey data, e.g., multi-level analysis, Structural Equation Modelling (SEM) and second-generation SEM.