The Importance of Instructional Quality for the Relation Between Achievement in Reading and Mathematics
Students gain access to mathematical tasks through reading; consequently, low-performing readers generally perform low in mathematics. High quality instruction might help students develop comprehension strategies for reading mathematics that weakens the r
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Trude Nilsen Jan-Eric Gustafsson Editors
Teacher Quality, Instructional Quality and Student Outcomes Relationships Across Countries, Cohorts and Time
IEA Research for Education A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA) Volume 2
Series editors Dirk Hastedt, Executive Director of the International Association for the Evaluation of Educational Achievement (IEA) Seamus Hegarty, University of Warwick, UK, and Chair of IEA Publications and Editorial Committee Editorial Board John Ainley, Australian Council for Educational Research, Australia Kadriye Ercikan, University of British Columbia, Canada Eckhard Klieme, German Institute for International Educational Research (DIPF), Germany Fou-Lai Lin, National Taiwan Normal University, Chinese Taipei Michael O. Martin, TIMSS & PIRLS International Study Center at Boston College, Chestnut Hill, MA, USA Sarah Maughan, AlphaPlus Consultancy, UK Ina V.S. Mullis, TIMSS & PIRLS International Study Center at Boston College, Chestnut Hill, MA, USA Elena Papanastasiou, University of Nicosia, Cyprus Valena White Plisko, Independent Consultant, USA David Rutkowski, University of Oslo, Norway Jouni Välijärvi, University of Jyväskylä, Finland Hans Wagemaker, Senior Advisor to IEA, New Zealand
The International Association for the Evaluation of Educational Achievement (IEA) is an independent nongovernmental nonprofit cooperative of national research institutions and governmental research agencies that originated in Hamburg, Germany, in 1958. For nearly 60 years, IEA has developed and conducted high-quality, large-scale comparative studies in education to support countries’ efforts to engage in national strategies for educational monitoring and improvement. IEA continues to promote capacity building and knowledge sharing to foster innovation and quality in education, proudly uniting more than 60 member institutions, with studies conducted in more than 100 countries worldwide. IEA’s comprehensive data provide an unparalleled longitudinal resource for researchers, and this series of in-depth thematic reports can be used to shed light on critical questions concerning educational policies and educational research. The goal is to encourage international dialogue focusing on policy matters and technical evaluation procedures. The resulting debate integrates powerful conceptual frameworks, comprehensive datasets and rigorous analysis, thus enhancing understanding of diverse education systems worldwide.
More information about this series at http://www.springer.com/series/14293
Trude Nilsen Jan-Eric Gustafsson •
Editors
Teacher Quality, Instructional Quality and Student Outcomes Relationships Across Countries, Cohorts and Time
Editors Trude Nilsen University of Oslo Blindern, Oslo Norway
Jan-Eric Gustafsson Department of Education and Special Education University of Gothenburg Gothenburg Sweden and Faculty of Educational Sciences Centre for Educational Measurement at the University of Oslo (CEMO) Oslo N
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