Dinaric Perspectives on TIMSS 2019 : Teaching and Learning Mathematics and Science in South-Eastern Europe / edited by Barbara Japelj Pavešić, Paulína Koršňáková, Sabine Meinck.

Format:

Book

Author/Creator:

Japelj Pavešić, Barbara.

Contributor:

Japelj Pavesić, Barbara.

Korsňáková, Paulína.

Meinck, Sabine.

Series:

IEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA), 2366-164X ; 13

Language:

English

Subjects (All):

Educational tests and measurements.

Education and state.

Teachers--Training of.

Teachers.

Science--Study and teaching.

Science.

Mathematics--Study and teaching.

Mathematics.

Educational sociology.

Assessment and Testing.

Educational Policy and Politics.

Teaching and Teacher Education.

Science Education.

Mathematics Education.

Sociology of Education.

Local Subjects:

Assessment and Testing.

Educational Policy and Politics.

Teaching and Teacher Education.

Science Education.

Mathematics Education.

Sociology of Education.

Physical Description:

1 online resource (x, 244 pages) : color illustrations

Edition:

1st ed. 2022.

Place of Publication:

Cham : Springer International Publishing : Imprint: Springer, 2022.

Language Note:

English

System Details:

Mode of access: World Wide Web.

Summary:

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.

Contents:

Foreword I

Foreword II

1 Introduction to Dinaric Perspectives on TIMSS 2019: Paulína Koršňáková, Sabine Meinck, and Barbara Japelj Pavešić

2 Context and Implementation of TIMSS 2019 at Grade Four in the Dinaric Region: Paulína Koršňáková and Sandra Dohr

3 Opportunity to Learn Mathematics and Science: Agim Alia, Barbara Japelj Pavešić, and Mojca Rožman

4 Students’ Interests, Motivation, and Self-beliefs: Barbara Japelj Pavešić, Marina Radović, and Falk Brese

5 Early Literacy and Numeracy Competencies: Predictors of Mathematics Achievement in the Dinaric Region: Ženeta Džumhur, Nada Ševa, and Mojca Rožman

6 The Role of Learning Resources, School Environment, and Climate in Transforming Schools from Buildings to Learning Communities Ines Elezović, Beti Lameva, and Falk Brese

7 Teachers, Teaching and Student Achievement: Ivana Đerić, Ines Elezović, and Falk Brese

8 Characteristics of Principals and Schools in the Dinaric Region: Beti Lameva, Ženeta Džumhur, and Mojca Rožman

9 Characteristics of High- and Low-performing Students: Rezana Vrapi, Agim Alia, and Falk Brese

10 Scaffolding the Learning in Rural and Urban Schools: Similarities and Differences : Smiljana Jošić, Barbara Japelj Pavešić, Nikoleta Gutvajn, and Mojca Rožman

Acknowledgments.

Notes:

Includes bibliographical references and index.

Access Restriction:

Open access Unrestricted online access