Book icon with persian name of Pubnito
  • Store
  • Library
  • Your Cart


    Total Items:0

    View Cart

    Teaching for Excellence and Equity: Analyzing Teacher Characteristics, Behaviors and Student Outcomes with TIMSS

    Teaching for Excellence and Equity: Analyzing Teacher Characteristics, Behaviors and Student Outcomes with TIMSS

    Nathan BurroughsJacqueline GardnerYoungjun LeeSiwen GuoIsrael TouitouKimberly JansenWilliam Schmidt

    This open access book examines the interrelationship of national policy, teacher effectiveness, and student outcomes with a specific emphasis on educational equity. Using data from the IEA’s Trends in International Mathematics and Science Study (TIMSS) conducted between 1995 and 2015, it investigates grade four and grade eight data to assess trends in key teacher characteristics (experience, education, preparedness, and professional development) and teacher behaviors (instructional time and instructional content), and how these relate to student outcomes. Taking advantage of national curriculum data collected by TIMSS to assess changes in curricular strategy across countries and how these may be related to changes in teacher and student factors, the study focuses on the distributional impact of curriculum and instruction on students, paying particular attention to overall inequalities and variations in socioeconomic status at the student and country level, and how such factors have altered over time. Multiple methods, including regression and fixed effects analyses, and structural equation modelling, establish the evolution of these associations over time.This open access book examines the interrelationship of national policy, teacher effectiveness, and student outcomes with a specific emphasis on educational equity. Using data from the IEA’s Trends in International Mathematics and Science Study (TIMSS) conducted between 1995 and 2015, it investigates grade four and grade eight data to assess trends in key teacher characteristics (experience, education, preparedness, and professional development) and teacher behaviors (instructional time and instructional content), and how these relate to student outcomes. Taking advantage of national curriculum data collected by TIMSS to assess changes in curricular strategy across countries and how these may be related to changes in teacher and student factors, the study focuses on the distributional impact of curriculum and instruction on students, paying particular attention to overall inequalities and variations in socioeconomic status at the student and country level, and how such factors have altered over time. Multiple methods, including regression and fixed effects analyses, and structural equation modelling, establish the evolution of these associations over time.

    Book Format

    Free

    Reviews

    Rating Snapshot

    Select a row below to filter reviews.

    0

    0

    0

    0

    0

    0

    Overall

    Average Customer Ratings

    Review for this Book

    Share your thoughts with other readers

    More Information

    Description of Teaching for Excellence and Equity: Analyzing Teacher Characteristics, Behaviors and Student Outcomes with TIMSS

    This open access book examines the interrelationship of national policy, teacher effectiveness, and student outcomes with a specific emphasis on educational equity. Using data from the IEA’s Trends in

    Additional Information

    Vendor

    Publication

    Publish Date

    2019 Jan 01

    Authors
    Nathan BurroughsJacqueline GardnerYoungjun LeeSiwen GuoIsrael TouitouKimberly JansenWilliam Schmidt

    ISBN

    978-3-030-16151-4

    About the authors

    Nathan Burroughs
    Nathan Burroughs

    Dr. Burroughs has a strong background in quantitative research, with extensive experience in statistics, research design, survey development, data collection, and data management.  He also has strong communication skills, having produced reports aimed at a wide variety of audiences. Dr. Burroughs’ research is focused on mechanisms for alleviating social inequality.  A major theme in his work is how public policies and institutions mediate background inequalities, with an emphasis on the role of teacher quality and curricular differentiation in STEM.  He has employed a wide variety of methodological techniques to study these questions (e.g., multi-level modeling, randomized controlled trials, survey research, etc.), using both original data collection and large-scale secondary data sets.  Dr. Burroughs routinely draws on methods and perspectives from a number of fields (education, policy evaluation, political science, history, economics, sociology, and analytic philosophy), with peer-reviewed publications in multiple academic fields. Prior to his work at PPA, Dr. Burroughs was part of educational research and evaluation centers affiliated with Indiana University and Michigan State University, where he participated in study design, data collection, project management, analysis, and reporting.  He has also worked as a communications consultant and provided technical assistance as part of school reform efforts. Dr. Burroughs brings a synthetic approach to research and decades of experience working with stakeholders from diverse backgrounds.  His approach combines the most rigorous feasible methods with a strong commitment to equity and collaboration.

      Nathan Burroughs
      Jacqueline Gardner
      Jacqueline Gardner

      Office of K-12 Outreach,Michigan State University,East Lansing,USA

      Jacqueline Gardner
      Youngjun Lee
      Youngjun Lee

      Michigan State University,East Lansing,USA

      Youngjun Lee
      Siwen Guo

      College of Education,Michigan State University,East Lansing,USA

      Siwen Guo
      Israel Touitou
      Israel Touitou

      CREATE for STEM,Michigan State University,East Lansing,USA

      Israel Touitou
      Kimberly Jansen
      Kimberly Jansen

      Michigan State University,East Lansing,USA

      Kimberly Jansen
      William Schmidt
      William Schmidt

      William Schmidt is a University Distinguished Professor and founder and director of the Center for the Study of Curriculum Policy. He holds faculty appointments in Measurement and Quantitative Methods and the Department of Statistics. He is a member of the National Academy of Education, an American Educational Research Association (AERA) Fellow, director of the AERA Institute on Statistical Analysis, and a OECD Thomas J. Alexander Fellow for education quality and equity. He has published in numerous journals including the Journal of the American Statistical Association, Education Researcher, Georgetown Journal of International Affairs, American Affairs Journal, Journal of Educational Statistics, Educational Evaluation and Policy Analysis, Journal of Curriculum Studies, and the Journal of Educational Measurement. His most recent books include "Why Schools Matter," "Inequality for All," and "Schooling Across the Globe: What We Have Learned from Sixty Years of Mathematics and Science International Assessments." His current writing and research focuses on issues of academic content in K-12 schooling, the effects of curriculum on academic achievement, assessment, and educational policy related to mathematics, science, and testing in general.

      William Schmidt

      Tags

      TIMSSTrends in International Mathematics and Science StudyEducational equityEducational policy makingCurriculum assessmentTeacher characteristics and behaviorsInstructional alignmentTeacher effectivenessStudent outcomesEducational inequalityIEATeacher qualityInstructional qualityopen access

      Table of content

      Recommended Books

      Based on the books you like and read

      logo

      English

      Powered by PUBNiTO | © 2024 Notion Wave Inc.