標(biāo)題: Titlebook: Effective and Equitable Teacher Practice in Mathematics and Science Education; A Nordic Perspective Nani Teig,Trude Nilsen,Kajsa Yang Hanse [打印本頁(yè)] 作者: Jefferson 時(shí)間: 2025-3-21 17:17
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作者: exhilaration 時(shí)間: 2025-3-21 23:29
978-3-031-49582-3International Association for the Evaluation of Educational Achievement (IEA) 2024作者: adumbrate 時(shí)間: 2025-3-22 01:57 作者: 支柱 時(shí)間: 2025-3-22 05:11 作者: Ptsd429 時(shí)間: 2025-3-22 09:16
Effective and Equitable Teacher Practice in Mathematics and Science Education978-3-031-49580-9Series ISSN 2366-1631 Series E-ISSN 2366-164X 作者: Kindle 時(shí)間: 2025-3-22 13:42
Die Erledigung der Staatenstreitigkeiten,l. It presents the rationale, aims, and organizational structure of the book. The chapter provides an overview of the similarities and differences across the Nordic welfare states, focusing on aspects such as population composition, student characteristics, and student performance in mathematics and作者: Kindle 時(shí)間: 2025-3-22 20:17
https://doi.org/10.1007/978-3-662-37036-0uses specifically on three fundamental aspects of teacher practice that directly impact student learning: the content taught by teachers (referred to as .), the way teachers deliver instruction (referred to as .), and the approaches employed by teachers to assess their students’ progress (referred t作者: EVADE 時(shí)間: 2025-3-23 01:15 作者: reaching 時(shí)間: 2025-3-23 02:45 作者: 商品 時(shí)間: 2025-3-23 08:17
https://doi.org/10.1007/978-3-663-13629-3. This chapter contributes to this expanding field by investigating trends in teaching quality and assessment practice over time, and the relations between these aspects of teacher practice with student achievement in mathematics and science across Nordic countries. Analyses of IEA’s Trends in Inter作者: tariff 時(shí)間: 2025-3-23 12:22 作者: 小爭(zhēng)吵 時(shí)間: 2025-3-23 16:24 作者: Iatrogenic 時(shí)間: 2025-3-23 21:40 作者: tendinitis 時(shí)間: 2025-3-23 22:46
Allgemeine und spezielle Semantik,ance across Nordic countries. It specifically examines teaching quality, formative assessment practices, content coverage, and teachers’ emphasis on academic success in Denmark, Finland, Norway, and Sweden. By analyzing IEA’s Trends in International Mathematics and Science Study (TIMSS) 2019 grade f作者: 蘑菇 時(shí)間: 2025-3-24 05:22 作者: 基因組 時(shí)間: 2025-3-24 07:43
Book‘‘‘‘‘‘‘‘ 2024ries. 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作者: Medicare 時(shí)間: 2025-3-24 13:05 作者: 辭職 時(shí)間: 2025-3-24 17:57
Introduction: Student Achievement and Equity Over Time in the Nordic Countries,tcomes (.) but also their potential in reducing the gaps in educational outcomes among students with diverse backgrounds (.), including gender, socioeconomic status, and home language. This approach to evaluating teacher practice holds substantial relevance for the development of educational policy and practice.作者: EXPEL 時(shí)間: 2025-3-24 20:45
2366-1631 Nordic countries.Develops methods for examining large-scale.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 teache作者: CAB 時(shí)間: 2025-3-25 01:37
https://doi.org/10.1007/978-3-642-92769-0oss chapters contributes to the existing knowledge of teacher practices from multiple perspectives. This uniformity ensures that findings can be effectively compared, ultimately contributing to the overall understanding of teacher practice and its impact on student learning outcomes in various educational contexts.作者: vocation 時(shí)間: 2025-3-25 03:59
Analytical Framework,oss chapters contributes to the existing knowledge of teacher practices from multiple perspectives. This uniformity ensures that findings can be effectively compared, ultimately contributing to the overall understanding of teacher practice and its impact on student learning outcomes in various educational contexts.作者: obsolete 時(shí)間: 2025-3-25 08:44
Introduction: Student Achievement and Equity Over Time in the Nordic Countries,l. It presents the rationale, aims, and organizational structure of the book. The chapter provides an overview of the similarities and differences across the Nordic welfare states, focusing on aspects such as population composition, student characteristics, and student performance in mathematics and作者: 談判 時(shí)間: 2025-3-25 12:21 作者: 泄露 時(shí)間: 2025-3-25 16:09 作者: Mhc-Molecule 時(shí)間: 2025-3-25 22:41
Content Coverage: Development Over Time and Correlation with Achievement, of effective teacher practice. IEA’s Trends in International Mathematics and Science Study (TIMSS) distinguishes between the intended curriculum prescribed at the system level, the implemented curriculum at the classroom level, and the attained curriculum as students’ learning outcomes. This chapte作者: 浮雕寶石 時(shí)間: 2025-3-26 00:49
Teaching Quality and Assessment Practice: Trends Over Time and Correlation with Achievement,. This chapter contributes to this expanding field by investigating trends in teaching quality and assessment practice over time, and the relations between these aspects of teacher practice with student achievement in mathematics and science across Nordic countries. Analyses of IEA’s Trends in Inter作者: 露天歷史劇 時(shí)間: 2025-3-26 04:57 作者: 愛哭 時(shí)間: 2025-3-26 09:24
Changes in Teacher Practices Related to Changes in Student Achievement, are key to student learning, the present chapter investigates whether changes in teacher practices are related to changes in achievement between 2011 and 2019. It focuses on representative samples of students in grades four and five and their teachers in Sweden, Norway, Denmark, and Finland. IEA’s 作者: 斜谷 時(shí)間: 2025-3-26 13:09 作者: Compass 時(shí)間: 2025-3-26 19:47
Examining the Role of Teaching Quality and Assessment Practice in Reducing Socioeconomic and Ethnicance across Nordic countries. It specifically examines teaching quality, formative assessment practices, content coverage, and teachers’ emphasis on academic success in Denmark, Finland, Norway, and Sweden. By analyzing IEA’s Trends in International Mathematics and Science Study (TIMSS) 2019 grade f作者: 幼稚 時(shí)間: 2025-3-26 21:19 作者: 小樣他閑聊 時(shí)間: 2025-3-27 05:09
Effective and Equitable Teacher Practice in Mathematics and Science EducationA Nordic Perspective作者: 事情 時(shí)間: 2025-3-27 09:06 作者: gusher 時(shí)間: 2025-3-27 11:43 作者: 前兆 時(shí)間: 2025-3-27 16:28
Content Coverage: Development Over Time and Correlation with Achievement,oordinators in the curriculum questionnaire, finding variations across cycles. The implemented curriculum as measured in the teacher questionnaire and its relation to student scores is also discussed. The finding shows variations between years and cycles that are only partially explained by curricul作者: 健談的人 時(shí)間: 2025-3-27 18:09
Teaching Quality and Assessment Practice: Trends Over Time and Correlation with Achievement,ith the highest frequency in Finland, but often requiring only 15 min or less to complete. Furthermore, multilevel structural equation modeling analyses showed positive relations between student achievement and aspects of teaching quality, including classroom management, teacher support, and instruc作者: 百科全書 時(shí)間: 2025-3-28 01:32 作者: 調(diào)味品 時(shí)間: 2025-3-28 05:10 作者: 誘惑 時(shí)間: 2025-3-28 08:54 作者: Adrenal-Glands 時(shí)間: 2025-3-28 13:33
Examining the Role of Teaching Quality and Assessment Practice in Reducing Socioeconomic and Ethnicgraphic contexts, particularly the socioeconomic composition, and teachers’ emphasis on academic success. However, the impact of teachers’ instructional and formative assessment practices, as well as content coverage, on mathematics achievement is largely insignificant, except in Norway. Formative a作者: beta-carotene 時(shí)間: 2025-3-28 15:40
Discussions of Findings on Teacher Practice Across Countries, Time, and Chapters,liability and validity of the findings, reflecting on the conceptual structure of the book and the varying methodological approaches applied in the chapters. Lastly, this chapter outlines the contributions of the book and offers some concluding remarks, with a special emphasis on educational policy.作者: 拱形面包 時(shí)間: 2025-3-28 21:06 作者: GLOOM 時(shí)間: 2025-3-29 01:39 作者: debunk 時(shí)間: 2025-3-29 03:53 作者: 使入迷 時(shí)間: 2025-3-29 09:40
https://doi.org/10.1007/978-3-663-09564-4 coverage accounted for some of the changes in mathematics achievement over time. In science, the relationships with convent coverage were weaker, possibly due to many unanswered content coverage items in teacher questionnaires. This calls for a cautious interpretation of the results in science. Ove作者: 羊齒 時(shí)間: 2025-3-29 12:06
Das Wachstumsziel des Unternehmersreover, the relations between increased limitations to teaching (e.g., students feeling tired or hungry, disruptive or uninterested students) to changes in achievement over time was strong in all countries. Given the context of previous research, the results indicate that these limitations to teachi作者: phlegm 時(shí)間: 2025-3-29 19:24 作者: 偏狂癥 時(shí)間: 2025-3-29 22:23 作者: GRAZE 時(shí)間: 2025-3-30 02:23
Beziehungen zwischen Semantik und Syntax,liability and validity of the findings, reflecting on the conceptual structure of the book and the varying methodological approaches applied in the chapters. Lastly, this chapter outlines the contributions of the book and offers some concluding remarks, with a special emphasis on educational policy.作者: crockery 時(shí)間: 2025-3-30 04:32
Book‘‘‘‘‘‘‘‘ 2024udent 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 practice
