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標(biāo)題: Titlebook: Equity, Equality and Diversity in the Nordic Model of Education; Tove Stjern Fr?nes,Andreas Pettersen,Nils Buchholt Book‘‘‘‘‘‘‘‘ 2020 The [打印本頁(yè)]

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作者: 低三下四之人    時(shí)間: 2025-3-21 22:55
Equity, Equality and Diversity—Putting Educational Justice in the Nordic Model to a Testced back to the common educational tradition of these countries within the Nordic model of education. Because the terms are often used interchangeably, it seems appropriate to first grasp the theoretical and philosophical understanding of the terms before concrete educational policy measures can be
作者: Onerous    時(shí)間: 2025-3-22 03:53

作者: 土產(chǎn)    時(shí)間: 2025-3-22 06:45
Teaching Culturally Diverse Student Groups in the Nordic Countries—What Can the TALIS 2018 Data Tellre, most Nordic teachers have to address the issues this setting imposes on them. The chapter is concerned with teachers’ attitudes and experiences of teaching in a multicultural setting—that is, variations in their perceived self-efficacy in multicultural classrooms. The TALIS study?is used to expl
作者: Mortar    時(shí)間: 2025-3-22 09:06
Exploring Diversity in the Relationships Between Teacher Quality and Job Satisfaction in the Nordic approach these goals have become more diverse. The chapter provides evidence in support of the different facets of teacher quality, such as self-efficacy, as well as teacher-students relations concerning their importance for teachers’ job satisfaction across the Nordic countries. Diversities, howev
作者: 樂(lè)章    時(shí)間: 2025-3-22 13:04

作者: 樂(lè)章    時(shí)間: 2025-3-22 20:38
Teachers’ Role in Enhancing Equity—A Multilevel Structural Equation Modelling with Mediated Moderativement seems to increase over time. If the aim is to reduce the effect of SES (socioeconomic status) on student outcomes, there is a need to identify the factors that moderate this relation. One such factor could be teachers and their instruction because they have been found to be key to student out
作者: plasma    時(shí)間: 2025-3-22 23:43

作者: 時(shí)間等    時(shí)間: 2025-3-23 03:30
Improving Equity Through National-Level Assessment Initiativesg tests for primary grades 1–3 as an example. Three assessments, one test for each grade level, were launched in the 2013–2014 school year and have been used every year?since. In accordance with Nordic model principles, the test content is available to teachers to ensure familiarity with the test co
作者: 有特色    時(shí)間: 2025-3-23 06:10
Can Teachers’ Instruction Increase Low-SES Students’ Motivation to Learn Mathematics?ngineering, and mathematics). To sustain equity in education, it is important that students are motivated for the STEM fields, independent of their background characteristics (e.g., gender and SES). Previous research has revealed that students’ motivation declines from primary to secondary school. T
作者: 一起    時(shí)間: 2025-3-23 11:40
Resilient and Nonresilient Students in Sweden and Norway—Investigating the Interplay Between Their Self-belief profiles of academically resilient students compared with the nonresilient groups (i.e., low SES/low achievement, high SES/low achievement and high SES/high achievement) are investigated. Further, we evaluated the characteristics of the classroom environment for each of the profiles. Afte
作者: 天真    時(shí)間: 2025-3-23 15:00
Equity and Diversity in Reading Comprehension—A Case Study of PISA 2000–2018 the study investigates how the reading performance trend for groups of students with different genders, home backgrounds and minorities has developed. The study is contextualised through an up-to-date description of reading comprehension instruction in the countries. In addition to trend analyses o
作者: Largess    時(shí)間: 2025-3-23 21:06
Implications of Changing the Delivery Mode on Reading Tests in Norway—A Gender Perspectiveh teaching and learning activities. Together with some practical and logistical reasons, the former has very much facilitated the change of delivery mode of the Norwegian National Assessment of Reading Literacy. At the same time, a concern arose regarding whether the test will continue to measure th
作者: profligate    時(shí)間: 2025-3-23 23:02

作者: Gum-Disease    時(shí)間: 2025-3-24 03:30

作者: Camouflage    時(shí)間: 2025-3-24 08:21

作者: Entropion    時(shí)間: 2025-3-24 13:48
Equity, Equality and Diversity—Putting Educational Justice in the Nordic Model to a Teste Nordic countries when it comes to matters of educational equity. Among other things, it will be discussed what contribution large scale international comparative studies can make to understanding equity, equality and diversity.
作者: accordance    時(shí)間: 2025-3-24 18:30
, methodological and empirical viewpoint.Offers an in-depth .Does the Nordic model of education still stand by its original principles and safeguard education for all? This Open Access volume is a carefully crafted collection of chapters that investigate the different aspects of equity, equality and
作者: 線    時(shí)間: 2025-3-24 22:51
Book‘‘‘‘‘‘‘‘ 2020fted collection of chapters that investigate the different aspects of equity, equality and diversity across the education systems in the Nordic countries. Based on data from various national and international large-scale assessments, the volume provides a better understanding of both the functions a
作者: 侵略者    時(shí)間: 2025-3-24 23:42
https://doi.org/10.1007/978-3-030-61648-9Equity Equality Diversity; Nordic education model; International large-scale assessment; PISA; TIMSS; PIR
作者: 夜晚    時(shí)間: 2025-3-25 04:37
Tove Stjern Fr?nes,Andreas Pettersen,Nils BuchholtApplies international and national large scale assessment data in an innovative way.Addresses equity and equality from a complex theoretical, methodological and empirical viewpoint.Offers an in-depth
作者: 利用    時(shí)間: 2025-3-25 10:46
http://image.papertrans.cn/e/image/313537.jpg
作者: elastic    時(shí)間: 2025-3-25 12:30

作者: Feedback    時(shí)間: 2025-3-25 19:40
The Black Box of Nordic Education Held Against the Light of Large-Scale International Assessment Resso-called Nordic model, what can we learn from large-scale international student assessments? The findings presented are not only new and valuable, but they also raise critical questions, some of which I will discuss below.
作者: Heresy    時(shí)間: 2025-3-25 22:35
978-3-030-61650-2The Editor(s) (if applicable) and The Author(s) 2020
作者: 細(xì)查    時(shí)間: 2025-3-26 04:00

作者: Graphite    時(shí)間: 2025-3-26 05:22
https://doi.org/10.1007/978-3-322-85374-5ced back to the common educational tradition of these countries within the Nordic model of education. Because the terms are often used interchangeably, it seems appropriate to first grasp the theoretical and philosophical understanding of the terms before concrete educational policy measures can be
作者: B-cell    時(shí)間: 2025-3-26 09:45

作者: 邊緣    時(shí)間: 2025-3-26 15:15
https://doi.org/10.1007/978-3-322-89405-2re, most Nordic teachers have to address the issues this setting imposes on them. The chapter is concerned with teachers’ attitudes and experiences of teaching in a multicultural setting—that is, variations in their perceived self-efficacy in multicultural classrooms. The TALIS study?is used to expl
作者: 財(cái)主    時(shí)間: 2025-3-26 19:02
Arbeitgeber und Humanisierung der Arbeit approach these goals have become more diverse. The chapter provides evidence in support of the different facets of teacher quality, such as self-efficacy, as well as teacher-students relations concerning their importance for teachers’ job satisfaction across the Nordic countries. Diversities, howev
作者: Curmudgeon    時(shí)間: 2025-3-27 00:56
Die besondere Relevanz der Generation Y,chnologies has gained a firm footing into the educational systems. Equity is a central goal in the Nordic model and ICT integration policies are warranted at the national level along with massive improvements in ICT infrastructures. The schools in their efforts towards realizing this objective have
作者: Bureaucracy    時(shí)間: 2025-3-27 03:07

作者: DIS    時(shí)間: 2025-3-27 08:21

作者: cacophony    時(shí)間: 2025-3-27 13:30

作者: badinage    時(shí)間: 2025-3-27 16:25
https://doi.org/10.1007/978-3-642-81756-4ngineering, and mathematics). To sustain equity in education, it is important that students are motivated for the STEM fields, independent of their background characteristics (e.g., gender and SES). Previous research has revealed that students’ motivation declines from primary to secondary school. T
作者: Gentry    時(shí)間: 2025-3-27 19:18

作者: parallelism    時(shí)間: 2025-3-28 01:21
Arbeits- und Sozialpolitik in Polen the study investigates how the reading performance trend for groups of students with different genders, home backgrounds and minorities has developed. The study is contextualised through an up-to-date description of reading comprehension instruction in the countries. In addition to trend analyses o
作者: Keshan-disease    時(shí)間: 2025-3-28 05:38
https://doi.org/10.1007/978-3-663-13830-3h teaching and learning activities. Together with some practical and logistical reasons, the former has very much facilitated the change of delivery mode of the Norwegian National Assessment of Reading Literacy. At the same time, a concern arose regarding whether the test will continue to measure th
作者: 糾纏    時(shí)間: 2025-3-28 08:11
https://doi.org/10.1007/978-3-642-47963-2ding ability. It is well documented that both students’ and their parents’ reading interest is closely and positively associated with students’ reading achievement. There is therefore cause for concern when reading interests seem to be in decline both among parents and among today’s students. Family
作者: TRUST    時(shí)間: 2025-3-28 11:46
Arbeitsabl?ufe auf Krankenstationenso-called Nordic model, what can we learn from large-scale international student assessments? The findings presented are not only new and valuable, but they also raise critical questions, some of which I will discuss below.
作者: Impugn    時(shí)間: 2025-3-28 18:38
tothese empirical chapters, the book addresses the theoretical and methodological underpinnings of the ideas and tools embedded in the phenomena of equity and equality and how they have met in the Nordic model978-3-030-61650-2978-3-030-61648-9
作者: 發(fā)怨言    時(shí)間: 2025-3-28 21:18

作者: intuition    時(shí)間: 2025-3-28 23:49

作者: hematuria    時(shí)間: 2025-3-29 06:59
Teaching Culturally Diverse Student Groups in the Nordic Countries—What Can the TALIS 2018 Data Tellis a somewhat surprising, albeit reassuring, result, as it indicates that a good and trustworthy teacher education and functional general teacher competencies are the most essential ingredients in adequately handling a multicultural classroom.
作者: Dictation    時(shí)間: 2025-3-29 09:20

作者: 急急忙忙    時(shí)間: 2025-3-29 12:45

作者: 顧客    時(shí)間: 2025-3-29 17:20
Teachers’ Role in Enhancing Equity—A Multilevel Structural Equation Modelling with Mediated Moderatiup, multilevel (students and classes) structural equation models with random slopes were employed to investigate which aspects of teacher quality moderate the relation between SES and student science achievement via instructional quality. The findings show that teacher professional development and s
作者: FLAIL    時(shí)間: 2025-3-29 20:17

作者: 元音    時(shí)間: 2025-3-30 00:03
Improving Equity Through National-Level Assessment Initiatives reveal that teachers often struggle to use the assessment outcomes to improve teaching. These results suggest that the initiative to improve equity in primary school numeracy education depends on teachers’ assessment literacy. In accordance with Nordic model principles, schools have significant aut
作者: Resign    時(shí)間: 2025-3-30 07:34
Can Teachers’ Instruction Increase Low-SES Students’ Motivation to Learn Mathematics?wer the research questions. In line with previous research from Germany and the USA, the results showed that SES is more important to student motivation in secondary than primary school, that low SES students’ motivation depends more on their teachers’ instructional quality than high SES students an
作者: 莊嚴(yán)    時(shí)間: 2025-3-30 09:20
Resilient and Nonresilient Students in Sweden and Norway—Investigating the Interplay Between Their Singuish the same student groups across Sweden and Norway, their distribution within the countries differs. The latter results contribute to the ongoing debate on the dissolution/unification of the Nordic model, especially regarding particular trends within the Swedish education system.
作者: 有法律效應(yīng)    時(shí)間: 2025-3-30 15:54
Equity and Diversity in Reading Comprehension—A Case Study of PISA 2000–2018t. There are large gender differences in the average reading performance in all three countries, disfavouring boys, especially low-performing boys from low SES home backgrounds. We find a huge and stable gap between minority and majority students’ reading achievement, even when corrected for SES. Ta
作者: nephritis    時(shí)間: 2025-3-30 17:34
Implications of Changing the Delivery Mode on Reading Tests in Norway—A Gender Perspective a field trial study for the 2016 Norwegian National Assessment in reading. Nine hundred seventy-three eighth graders from nine different schools participated in completing reading tests on either paper or screen. The main aim of the study is to explore to what extent delivery mode seems to influenc
作者: Contend    時(shí)間: 2025-3-31 00:09
The Importance of Parents’ Own Reading for 10-Year Old Students’ Reading Achievement in the Nordic C at home, provide their children with a basis for acquiring good reading skills, regardless of their educational background. Our article analyses data from four cycles (2001–2016) of the Progress in International Reading Literacy Study (PIRLS), and several Nordic countries, in order to establish whe
作者: Herd-Immunity    時(shí)間: 2025-3-31 00:56
Equity, Equality and Diversity in the Nordic Model of Education
作者: AWRY    時(shí)間: 2025-3-31 07:39

作者: Gene408    時(shí)間: 2025-3-31 11:06
Book‘‘‘‘‘‘‘‘ 2020 grade groups, but also issues related to teachers and the schools themselves. In addition tothese empirical chapters, the book addresses the theoretical and methodological underpinnings of the ideas and tools embedded in the phenomena of equity and equality and how they have met in the Nordic model
作者: ostensible    時(shí)間: 2025-3-31 14:16

作者: 冥想后    時(shí)間: 2025-3-31 19:36
Die zeitliche Dimension der InanspruchnahmeS 2015. We applied two-level multigroup regression models within the structural equation modelling framework to investigate the sensitivity of the countries’ level of equity to: (a) operationalization of the socioeconomic status measure; (b) operationalization of equity or, in other words, the metho




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