Effective and Equitable Teacher Practice in Mathematics and Science Education: A Nordic Perspective Across Time and Groups of Students (IEA Research for Education, 14)

Series Editors’ Foreword
Foreword
Contents
1 Introduction: Student Achievement and Equity Over Time in the Nordic Countries
	1.1 Introduction
	1.2 The Rationale of the Book and Overview of Chapters
	1.3 Achievements and Inequity in Achievements Over Time
		1.3.1 Theoretical Considerations on Equity in Education
		1.3.2 Results: Student Achievement and Standard Deviation in the Nordic Countries
		1.3.3 Results: Differences in Student Achievement Related to Language Spoken at Home
		1.3.4 Results: Variance in Achievements Explained by SES
	1.4 Conclusion
	Appendices
	Appendix 1 Standard Deviations with Standard Errors in Parentheses
	Appendix 2 Percentages of Students Reporting on Language Spoken at Home in the TIMSS 2011, 2015, and 2019 Student Questionnaires for Mathematics
	Appendix 3 Gap in Mean Achievement Between Students Who Speak the Language “Sometimes or Never” and “Always or Almost Always” at Home
	References
2 Theoretical Framework of Teacher Practice
	2.1 Introduction
	2.2 What Teachers Teach: Content Coverage
	2.3 How Teachers Teach: Teaching Quality
	2.4 How Teachers Assess Their Students: Assessment Practice
	2.5 An Integrated Framework
	2.6 Closing Remarks
	References
3 Analytical Framework
	3.1 Introduction
	3.2 About TIMSS
		3.2.1 The TIMSS Assessment and Questionnaires
		3.2.2 The TIMSS Design
	3.3 The Main Measures Used in This Book
		3.3.1 What Teachers Teach: Content Coverage
		3.3.2 How Teachers Teach: Teaching Quality
		3.3.3 How Teachers Assess Their Students: Assessment Practice
	3.4 Analytical Approaches
		3.4.1 Data Preparation
		3.4.2 Preliminary Analysis
	3.5 Concluding Remarks
	Appendices
	Appendix 1 The Results of Measurement Invariance Across Nordic Countries Based on TIMSS 2019
	References
4 Content Coverage: Development Over Time and Correlation with Achievement
	4.1 Introduction
	4.2 TIMSS and Curricula in the Nordic Countries
		4.2.1 The Test-Curriculum Matching Analysis
		4.2.2 Test Items Covered by the Nordic Curricula Over Time
	4.3 TIMSS and the Intended Curriculum
		4.3.1 The Nordic Curricula and Changes Over Time
	4.4 Students’ Opportunity to Learn—The Implemented Curriculum According to Teachers
		4.4.1 Content Coverage in Mathematics in the Intended and Implemented Curriculum
		4.4.2 Content Coverage in Science in the Intended and Implemented Curriculum
	4.5 The Attained Curriculum—Student Learning and Its Relationship with the Implemented Curriculum
		4.5.1 The Attained Curriculum in Mathematics
		4.5.2 The Attained Curriculum in Science
	4.6 Conclusion
	Appendices
	Appendix 1 OTL Descriptives from TIMSS 2011, 2015, and 2019
	Appendix 2 Mean Differences in Student Achievement
	Appendix 3 The Relationships Between Content Coverage and Student Achievement at the Within/Student and Between/Classroom levels
	Appendix 4 Bar Graphs Showing Achievement in Science Domains for the Years 2011 to 2019 for All Countries
	References
	References
5 Teaching Quality and Assessment Practice: Trends Over Time and Correlation with Achievement
	5.1 Introduction
	5.2 The Nordic Educational Contexts: Mathematics and Science Education
	5.3 Teaching Quality and Student Achievement
	5.4 Teacher Assessment Practice and Student Achievement
	5.5 The Present Study
	5.6 Methods
		5.6.1 Data and Variables
		5.6.2 Data Analysis
	5.7 Findings
		5.7.1 The Trends in Teaching Quality and Assessment Practice Over Time
		5.7.2 The Relationship Between Teaching Quality and Student Achievement
		5.7.3 The Relationship Between Assessment Practice and Student Achievement
	5.8 Discussion and Conclusion
		5.8.1 The Trends in Teaching Quality and Assessment Practice Over Time
		5.8.2 The Relationship Between Teaching Quality and Student Achievement
		5.8.3 The Relations Between Assessment Practice and Student Achievement
	Appendices
	Appendix 1 Response Patterns of Teaching Quality Across Nordic Countries in TIMSS 2019
	Appendix 2 Response Patterns of Assessment Practice Across Nordic Countries in TIMSS 2019
	References
6 Are Changes in Content Coverage Related to Changes in Achievement Over Time?
	6.1 Introduction
	6.2 Theoretical Framework
		6.2.1 Content Coverage in Grade Four Mathematics
	6.3 Research Question
	6.4 Methodology
		6.4.1 Data and Sample
		6.4.2 Measures
		6.4.3 The Analytical Approach
	6.5 Results
		6.5.1 The Base Model—Changes in Achievement Over Time
		6.5.2 Relations Between Changes in OTL and Changes in Mathematics Achievements
		6.5.3 Relations Between Changes in OTL and Changes in Science Achievements
	6.6 Summary and Discussion
		6.6.1 Limitations, Reliability, and Validity
		6.6.2 Concluding Remarks, Contributions, and Implications
	Appendices
	Appendix 1 How Changes in OTL in Number, Geometry, and Data Are Related to Changes in Mathematics Achievement Over Time
	Appendix 2 Percentages of Teachers/classrooms with no Responses to the Content Coverage Items in Science
	Appendix 3 Indirect Effects and the Total Indirect Effect for the Model Where All Three OTL Variables in Science Were Included Simultaneously in One Model
	References
7 Changes in Teacher Practices Related to Changes in Student Achievement
	7.1 Introduction
	7.2 Theoretical Framework
		7.2.1 Teaching Quality
		7.2.2 Interaction Between the Teaching and the Students—Limitations to Teaching Quality
		7.2.3 Homework
	7.3 Research Questions
	7.4 Methodology
		7.4.1 Data and Sample
		7.4.2 Measures
		7.4.3 The Analytical Approach
	7.5 Results
	7.6 Discussion
		7.6.1 Interpretation of Findings and Discussion in Light of Previous Research
		7.6.2 Limitations, Reliability, and Validity
		7.6.3 Concluding Remarks, Contributions, and Implications
	Appendices
	Appendix 1 How Changes in Teacher Practices Are Related to Changes in Science Achievement Over Time
	Appendix 2 How Changes in Teacher Practices Are Related to Changes in Mathematics Achievement Over Time
	References
8 Equality in Content Coverage in the Nordic Countries?
	8.1 Introduction
	8.2 Conceptual Framework
		8.2.1 Socioeconomic Inequalities
		8.2.2 Content Coverage
		8.2.3 Inequalities in Content Coverage
		8.2.4 Socioeconomic Inequalities in Content Coverage and Student Achievement
		8.2.5 Research Questions
		8.2.6 Methodology
		8.2.7 Statistical Analyses
	8.3 Results
	8.4 Discussion
		8.4.1 Limitations
	8.5 Conclusions and Further Research
	References
9 Examining the Role of Teaching Quality and Assessment Practice in Reducing Socioeconomic and Ethnic Inequities in Mathematics Achievement
	9.1 Introduction
	9.2 Review of Previous Research
		9.2.1 Students’ Socioeconomic and Ethnic Backgrounds and Their Academic Achievement
		9.2.2 School Emphasis on Academic Success of Teachers and Student’s Academic Achievement
		9.2.3 Teaching Quality and Student’s Academic Achievement
		9.2.4 Assessment Practices and Students’ Academic Achievement
		9.2.5 Opportunity to Learn and Students’ Academic Achievement
	9.3 The Hypothesis Model and Research Questions
	9.4 Method
		9.4.1 Samples
		9.4.2 Variables
		9.4.3 Analytical Method and Process
	9.5 Results
		9.5.1 Socioeconomic and Ethnic Inequality in Mathematics Achievement at Student and Classroom Levels
		9.5.2 Testing Random Slopes
		9.5.3 Impacts of Teacher-Related Factors on Mathematics Achievement and Inequalities
	9.6 Discussion and Conclusions
	Appendices
	Appendix 1 Hypothetical Model of the Conditioning Mechanism Among Teacher Practices and Student’s Level and Inequality of Mathematics Achievement
	Appendix 2 List of the Variables Used in the Analysis
	Appendix 3 Results from Measurement Invariance Tests and Homogeneity of Variance Tests of the Constructs in the Current Study
	References
10 Discussions of Findings on Teacher Practice Across Countries, Time, and Chapters
	10.1 Introduction
	10.2 Short Summaries of the Findings of the Chapters
	10.3 Discussion of Findings on Content Coverage
	10.4 Discussion of Findings on Teaching Quality and Assessment Practices
	10.5 Reliability and Validity
		10.5.1 Approach 1: Relations to Achievement in 2019
		10.5.2 Approach 2: Explaining Changes in Achievement
		10.5.3 Approach 3: Equality
	10.6 Contributions and Concluding Remarks
	References