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Titlebook: Dinaric Perspectives on TIMSS 2019; Teaching and Learnin Barbara Japelj Pave?i?,Paulína Kor?ňáková,Sabine M Book‘‘‘‘‘‘‘‘ 2022 International

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發(fā)表于 2025-3-21 18:33:15 | 只看該作者 |倒序瀏覽 |閱讀模式
書目名稱Dinaric Perspectives on TIMSS 2019
副標題Teaching and Learnin
編輯Barbara Japelj Pave?i?,Paulína Kor?ňáková,Sabine M
視頻videohttp://file.papertrans.cn/281/280515/280515.mp4
概述This open access book makes use of the wealth of information provided by TIMSS.Analyzes grade four school students’ performance in science and mathematics across the Dinaric regions.Offers multidimens
叢書名稱IEA Research for Education
圖書封面Titlebook: Dinaric Perspectives on TIMSS 2019; Teaching and Learnin Barbara Japelj Pave?i?,Paulína Kor?ňáková,Sabine M Book‘‘‘‘‘‘‘‘ 2022 International
描述.This open access book brings together national experts from across the Dinaric region to rigorously review IEA’s Trends in International Mathematics and Science Study (TIMSS) 2019 grade four data to develop a multidimensional and culturally sensitive perspective on their TIMSS 2019 primary-level results. The Dinaric region, named after the Dinaric Alps, is located in South-eastern Europe, and stretches through Croatia, Bosnia and Herzegovina, Serbia, Montenegro, Kosovo[1], Albania, and North Macedonia. ..IEA’s TIMSS has been an invaluable resource for monitoring international trends in mathematics and science achievement at grades four and eight since 1995. The TIMSS 2019 administration of the test to grade four students, provided a unique opportunity for analysis within shared regional settings and enabled the construction of this first report based on international study results from the region, prepared by the National Research Coordinators in collaboration with IEA. .. .[1] This designation is without prejudice to positions on status and is in line with UNSCR 1244/1999 and the ICJ Opinion on the Kosovo declaration of independence... .
出版日期Book‘‘‘‘‘‘‘‘ 2022
關鍵詞TIMSS 2019; Student attitudes in mathematics; Student attitudes in science; achievement at the primary
版次1
doihttps://doi.org/10.1007/978-3-030-85802-5
isbn_softcover978-3-030-85804-9
isbn_ebook978-3-030-85802-5Series ISSN 2366-1631 Series E-ISSN 2366-164X
issn_series 2366-1631
copyrightInternational Association for the Evaluation of Educational Achievement (IEA) 2022
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https://doi.org/10.1057/9780230359550 science curricula. The role of assessments for quality assurance in the region, and an introduction to the TIMSS 2019 survey design and its local implementation, provide additional context. Together, this supporting documentation gives crucial insight into how education functions throughout the reg
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Anxo Calvo Silvosa,Rubén C. Lois-Gonzálezcula differed from the teacher reports of content taught in school. The analyses also revealed that there were no significant common relations between the percentage of students that were taught the topics and mean national achievement in TIMSS 2019 across the Dinaric region and that, contrary to ex
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Elementary Differential Geometryctional practice in the Dinaric region.?Teacher quality was not a statistically significant predictor for student achievement in mathematics and science, although teachers’ formal education and years of experience were related to some aspects of student achievement.
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Elementary Differential GeometryCroatia, Kosovo, Montenegro, North Macedonia, and Serbia) was used to determine whether the level of education, years of experience of the principal, the location of the school, and/or school composition have significant effects on student achievement and thus potentially identify elements that faci
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