Introduction to Dinaric Perspectives on TIMSS 2019

Koršňáková, Paulína; Meinck, Sabine; Pavešić, Barbara Japelj

doi:10.1007/978-3-030-85802-5_1

Cited by 3 publications

(4 citation statements)

References 4 publications

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“…TIMSS through its tests and context questioners gathers data and makes it available to everyone to enhance and support student learning in science and mathematics. Context questioners provide reach information about school structure, curricula teacher, and classroom practices, among others to contribute to the improvement of teaching and learning across countries (Koršňáková et al, 2022). This information can lead to more effective teaching and learning strategies across countries that participate in this international assessment program complete questionaries that required them to provide data on national policies as well as on national curricula for science and mathematics.…”

Section: Literature Reviewmentioning

confidence: 99%

“…To that ended school, classroom and home environments can be very effective learning venues. To assess these different factors, TIMSS includes questionnaires about the home contexts school context, classroom context, and finally attitudes characteristics of students (Koršňáková et al, 2022). Socioeconomic status can often be a form of inequality.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Often, according to the research, schools that have many students with disadvantaged socioeconomic status can consider education and schooling as practices that have little influence (Agirdag et al, 2012). The stipulated link between lower achievement and low socioeconomic status can also be attributed to school factors, more specifically schools that have a higher number of low socioeconomic bedground students also tend to have a higher number of unqualified or low qualified teachers (Koršňáková et al, 2022). The correlation between lower socioeconomic status and lower achievement may be able to be partially explained by other school factors.…”

Section: School Composition By Student Socioeconomic Backgroundmentioning

confidence: 99%

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Kosovar Students’ Performance in the 2019 TIMSS Assessment: Why School and Home Resources Drive Achievement?

Shala

2023

International Journal of Educational Reform

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Results of the TIMSS 2019 reveal that Kosovar students have lower achievement levels in both mathematics and science. In understanding this gap in achievement, it is of value to take a closer look at factors that may influence student learning. Results of this analysis reveal that factors such as home and school resources influence achievement with students who report more home resources and attend high-resource schools outperforming other groups of students. Student perceptions of their learning also shaped achievement with students performing higher when they had higher levels of confidence and preference for the subjects.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: School Composition By Student Socioeconomic Backgroundmentioning

confidence: 99%

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Kosovar Students’ Performance in the 2019 TIMSS Assessment: Why School and Home Resources Drive Achievement?

Shala

2023

International Journal of Educational Reform

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“…Norway used results from PIRLS 2006 to motivate early interventions for weak learners, while in New Zealand PIRLS and TIMSS helped set standards of achievement expected in primary schools. Likewise, Korsnakova et al (2021) discuss how TIMSS influenced policy development in Croatia, Serbia and North Macedonia, most notably in terms of curriculum development. PIRLS and TIMSS are also used by some countries to benchmark progress against the Sustainable Development Goals.…”

Section: Introductionmentioning

confidence: 99%

Has Peak PISA passed? An investigation of interest in International Large-Scale Assessments across countries and over time

Jerrim¹

2023

European Educational Research Journal

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International Large-Scale Assessments (ILSAs) have had significant impact on education policy across the globe. But has interest in ILSAs now started to wane? This paper presents new evidence on this issue, exploring how the amount of attention three major ILSAs receive compares across countries, between studies and over time. Using information on Google searches made for ILSAs over time, we illustrate how results from TIMSS and PIRLS results receive significantly less attention than those from PISA. Globally, interest in ILSAs seems to have peaked in 2012 and has been on the decline since. There is however substantial cross-country variation, with increasing interest in some countries over the last decade (e.g. Sweden, Turkey) offsetting some of the fall in others (e.g. Japan, German). Moreover, while changes in scores seem to be related to the attention that ILSAs receive, other factors – including their current position in political and policy narratives – are also likely at play.

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Teaching mathematics for social justice: The challenges and the prospects in the Ghanaian senior high schools

Atta¹,

Bonyah²

2023

Journal of Mathematics and Science Teacher

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The<b> </b>study aimed to explore the prospects and challenges of teaching mathematics for social justice at Ghanaian senior high schools (SHSs). A non-random sample of seven respondents, including two experienced mathematics educators and five SHS students, were interviewed and analyzed qualitatively using thematic analysis. The analysis revealed seven themes: individual differences, students’ mathematics interests, participatory lessons, extracurriculars, non-interactive teaching, technology use, and cultural diversity. These thematic findings are related to technical, practical, and emancipatory knowledge constituent interests in schools and Ghanaian social, cultural, and historical settings. A teacher should utilize egalitarian pedagogy so that the students will gain practical and emancipatory skills.

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Introduction to Dinaric Perspectives on TIMSS 2019

Cited by 3 publications

References 4 publications

Kosovar Students’ Performance in the 2019 TIMSS Assessment: Why School and Home Resources Drive Achievement?

Kosovar Students’ Performance in the 2019 TIMSS Assessment: Why School and Home Resources Drive Achievement?

Has Peak PISA passed? An investigation of interest in International Large-Scale Assessments across countries and over time

Teaching mathematics for social justice: The challenges and the prospects in the Ghanaian senior high schools

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