標(biāo)題: Titlebook: Education Scorecard in the Middle East; Performance and Cont Saouma BouJaoude,Muhammad Faour Book 2024 The Editor(s) (if applicable) and Th [打印本頁] 作者: Randomized 時(shí)間: 2025-3-21 19:12
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作者: faculty 時(shí)間: 2025-3-21 21:57
Achievement in International Tests,oth fourth and eighth graders, the percentages of students reaching the international benchmarks increased between 2011 and 2019 in most countries. In PIRLS reading, the percentages of fourth graders reaching the international benchmarks increased between 2011 and 2016 in four out of nine countries.作者: staging 時(shí)間: 2025-3-22 03:23
Gender Differences in Achievement, and boys were very similar. Similarly, in PISA reading, girls scored significantly higher than boys in all countries in 2015 and 2018. However, in the PISA mathematics, the results did not exhibit an obvious pattern in the differences between boys and girls. As for the PISA science, girls scored si作者: 徹底檢查 時(shí)間: 2025-3-22 08:01
School Context,t eighth graders. There was a strong statistical association between socioeconomic status of students and their average performance in mathematics, science, and reading in all tests. A moderate to strong association was found between early literacy and academic achievement for fourth graders. The as作者: Adjourn 時(shí)間: 2025-3-22 09:39
Home Environment Support,lationship did not apply to the 15-year-olds in the PISA test. Furthermore, the combined effect of pre-primary education attendance and parental engagement in early numeracy and literacy activities had a stronger impact on academic achievement of fourth graders than had each of these two factors alo作者: opalescence 時(shí)間: 2025-3-22 14:29
Classroom Context,s compared to those with the “somewhat satisfied” teachers. Teaching was limited by students not ready for instruction due to lack of prerequisite knowledge or skills and hunger, leading to substantial differences in average student scores between classrooms where teaching was limited “a lot” and ot作者: opalescence 時(shí)間: 2025-3-22 20:37
Curriculum: Topics, Instructional Time, and Use of Technology,to mathematics and science in many countries. In TIMSS 2011 and 2019, there was no statistically significant relationship between students’ achievement in science and the extent to which teachers emphasized the investigative approach in their instruction in fourth and eighth grades. Similarly, there作者: 駭人 時(shí)間: 2025-3-23 00:12
Summary and Conclusion,creased, declined, or no change. Based on the findings from this analysis, policy recommendations were provided to parents, teachers, school administrators, and governments of each country. The recommendations focus on two types of action: (a) addressing certain issues because ignoring them may resu作者: 路標(biāo) 時(shí)間: 2025-3-23 04:09
Education During and After COVID-19, science, and reading between 2018 and 2022 showed a wide variation among countries, with no clear impact of the pandemic. Gender and socioeconomic gaps in mathematics performance in PISA between 2018 and 2022 varied across countries. The frequency of bullying declined, with variation across countri作者: anatomical 時(shí)間: 2025-3-23 06:58 作者: Lumbar-Spine 時(shí)間: 2025-3-23 12:51
Heavy Menstrual Bleeding in Adolescents,olment rates in primary and secondary schools. The Middle East includes four main cultures: Arab, Turkish, Persian, and Hebrew. These cultures embrace three major world religions: Islam, Christianity, and Judaism. Each of the cultures and religions has valued learning and knowledge in the past and t作者: 過分 時(shí)間: 2025-3-23 17:43 作者: 不透明性 時(shí)間: 2025-3-23 20:01
Genders and Sexualities in History and boys were very similar. Similarly, in PISA reading, girls scored significantly higher than boys in all countries in 2015 and 2018. However, in the PISA mathematics, the results did not exhibit an obvious pattern in the differences between boys and girls. As for the PISA science, girls scored si作者: 召集 時(shí)間: 2025-3-23 23:21
Project 1: Office Fire Safety Part 2t eighth graders. There was a strong statistical association between socioeconomic status of students and their average performance in mathematics, science, and reading in all tests. A moderate to strong association was found between early literacy and academic achievement for fourth graders. The as作者: 草率女 時(shí)間: 2025-3-24 03:07 作者: SUGAR 時(shí)間: 2025-3-24 06:44 作者: 不朽中國 時(shí)間: 2025-3-24 13:55
Other Philosophical Traditions,to mathematics and science in many countries. In TIMSS 2011 and 2019, there was no statistically significant relationship between students’ achievement in science and the extent to which teachers emphasized the investigative approach in their instruction in fourth and eighth grades. Similarly, there作者: Acetabulum 時(shí)間: 2025-3-24 15:18
https://doi.org/10.1007/978-981-97-3072-8creased, declined, or no change. Based on the findings from this analysis, policy recommendations were provided to parents, teachers, school administrators, and governments of each country. The recommendations focus on two types of action: (a) addressing certain issues because ignoring them may resu作者: 一再煩擾 時(shí)間: 2025-3-24 20:34
https://doi.org/10.1007/978-94-017-2237-7 science, and reading between 2018 and 2022 showed a wide variation among countries, with no clear impact of the pandemic. Gender and socioeconomic gaps in mathematics performance in PISA between 2018 and 2022 varied across countries. The frequency of bullying declined, with variation across countri作者: 著名 時(shí)間: 2025-3-25 01:25
Book 2024esults, it explores the impact of context on student performance in Arab States, Israel, Iran, and Turkey...The volume concentrates on measuring education quality through international test results in reading, mathematics, and science, demonstrating long-term investment by teachers, principals, educ作者: 擦掉 時(shí)間: 2025-3-25 05:24
rough tables, figures, and case studies.This book examines student achievement in global tests in Middle Eastern countries.?Through statistical analysis of published TIMSS, PISA and PIRLS results, it explores the impact of context on student performance in Arab States, Israel, Iran, and Turkey...The作者: 疏遠(yuǎn)天際 時(shí)間: 2025-3-25 10:00
https://doi.org/10.1007/978-3-658-36334-5ries and entities?that participated in international tests are covered, and the contextual factors that influence the test scores are examined. The book also studies the situation of education during and after the COVID-19 pandemic in a separate chapter.作者: figurine 時(shí)間: 2025-3-25 12:29
Book 2024, political and cultural factors. In addition to scrutinizing gender gaps, school climate, home influence, teaching quality, students’ math/science attitudes, and the role of tech, a special chapter addresses the impact of Covid-19 on education..作者: forecast 時(shí)間: 2025-3-25 17:34
https://doi.org/10.1007/978-981-19-2996-0ations. Despite the promising objectives revealed in the educational plans of the thirteen countries, several challenges seem to stifle the effective implementation of these plans, and little is being done to tackle these challenges effectively.作者: 輕快來事 時(shí)間: 2025-3-25 21:13
Education Systems,ations. Despite the promising objectives revealed in the educational plans of the thirteen countries, several challenges seem to stifle the effective implementation of these plans, and little is being done to tackle these challenges effectively.作者: 健壯 時(shí)間: 2025-3-26 02:20 作者: paleolithic 時(shí)間: 2025-3-26 07:08
Introduction,g the students’ achievement scores on all the international tests in reading, mathematics, and science between 2011 and 2019. All Middle Eastern countries and entities?that participated in international tests are covered, and the contextual factors that influence the test scores are examined. The bo作者: 語源學(xué) 時(shí)間: 2025-3-26 11:32 作者: 迎合 時(shí)間: 2025-3-26 15:01
Education Systems,strategic plans of these countries within the relevant time frame for our study (2011–2019). Six common themes were identified across the plans including: “Good Governance”, “Curriculum and Instruction”, “Digital Content and Integration”, “Measurement and Evaluation”, “Human Resources Development an作者: 傀儡 時(shí)間: 2025-3-26 18:01 作者: 胖人手藝好 時(shí)間: 2025-3-26 22:24 作者: 無辜 時(shí)間: 2025-3-27 04:10 作者: 閹割 時(shí)間: 2025-3-27 07:34 作者: Project 時(shí)間: 2025-3-27 09:32
Classroom Context,The overwhelming majority of fourth and eighth graders in Middle Eastern schools were taught by university graduates, but there was no clear relationship between teachers’ major and student achievement in mathematics and science. Teachers in all countries participated in professional development in 作者: BORE 時(shí)間: 2025-3-27 15:20 作者: Fulsome 時(shí)間: 2025-3-27 21:33 作者: 事情 時(shí)間: 2025-3-28 00:03 作者: Mendicant 時(shí)間: 2025-3-28 04:13 作者: NOT 時(shí)間: 2025-3-28 09:50
https://doi.org/10.1007/978-3-658-36334-5g the students’ achievement scores on all the international tests in reading, mathematics, and science between 2011 and 2019. All Middle Eastern countries and entities?that participated in international tests are covered, and the contextual factors that influence the test scores are examined. The bo作者: 改革運(yùn)動(dòng) 時(shí)間: 2025-3-28 13:20 作者: agnostic 時(shí)間: 2025-3-28 15:02 作者: Altitude 時(shí)間: 2025-3-28 19:31
https://doi.org/10.1007/978-3-030-14358-9ool grade (4 and 8) or age (15?years). For each grade or age, the analysis reveals which countries performed better in one cycle and at which international benchmark: low, intermediate, high, and advanced. Fourth and eighth graders in all countries, except Israel, performed poorly in both mathematic作者: 貧窮地活 時(shí)間: 2025-3-29 02:02
Genders and Sexualities in Historyd 2019, fourth and eighth-grade girls outperformed boys in most countries, with statistically significant gender differences in only a few countries. Similar results were obtained in TIMSS science, where fourth and eighth-grade girls scored higher than boys in the majority of the participating count作者: 激勵(lì) 時(shí)間: 2025-3-29 05:07 作者: FIN 時(shí)間: 2025-3-29 10:20 作者: itinerary 時(shí)間: 2025-3-29 15:07
Mental Disorder and Criminal LawThe overwhelming majority of fourth and eighth graders in Middle Eastern schools were taught by university graduates, but there was no clear relationship between teachers’ major and student achievement in mathematics and science. Teachers in all countries participated in professional development in 作者: CHURL 時(shí)間: 2025-3-29 17:28 作者: 恃強(qiáng)凌弱 時(shí)間: 2025-3-29 22:39
https://doi.org/10.1007/978-981-97-3072-8h graders. Summary statistics are computed for TIMSS results in 2011 and 2019 followed by policy recommendations. The factors that were found to be significantly related to students’ achievement in mathematics and science are identified separately for fourth and eighth graders. Middle Eastern countr
