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Integrating educati...
Integrating educational quality and educational equality into a model of mathematics performance
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- Rolfe, Victoria, 1987 (författare)
- Gothenburg University,Göteborgs universitet,Institutionen för pedagogik och specialpedagogik,Department of Education and Special Education,Department of Education and Special Education, University of Gothenburg, Gothenburg,(SWE)
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- Yang Hansen, Kajsa, 1969 (författare)
- Högskolan Väst,Gothenburg University,Göteborgs universitet,Institutionen för pedagogik och specialpedagogik,Department of Education and Special Education,Avd för utbildningsvetenskap och språk,Department of Education and Special Education, University of Gothenburg, Gothenburg (SWE)
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- Strietholt, Rolf (författare)
- Gothenburg University,Göteborgs universitet,Institutionen för pedagogik och specialpedagogik,Department of Education and Special Education,Department of Education and Special Education, University of Gothenburg, Gothenburg (SWE); Center for Research on Education and School Development, Technische Universität Dortmund, Dortmund (DEU); International Association for the Evaluation of Educational Achievement (IEA), Hamburg (DEU)
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(creator_code:org_t)
- Elsevier BV, 2022
- 2022
- Engelska.
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Ingår i: Studies in Educational Evaluation. - : Elsevier BV. - 0191-491X .- 1879-2529. ; 74
- Relaterad länk:
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https://doi.org/10.1...
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https://hv.diva-port... (primary) (Raw object)
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https://gup.ub.gu.se...
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https://doi.org/10.1...
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https://urn.kb.se/re...
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Abstract
Ämnesord
Stäng
- Using data from TIMSS 2015, this study investigated determinants of inequality between classrooms in mathematics performance in Sweden. Applying multiple-group confirmatory factor analysis and measurement invariance frameworks to identify latent constructs with which to build a two-level structural equation model, this study integrated teacher certification, teacher preparedness and school emphasis on academic success into a model of inequality of outcomes and opportunities. The study found evidence that more socioeconomically advantaged classes had better prepared mathematics teachers. School culture towards academic achievement was not associated with mathematics achievement. Finally, the analyses indicated that substantial inequalities exist for students taught by specialist and non-specialist teachers.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogy (hsv//eng)
- SAMHÄLLSVETENSKAP -- Medie- och kommunikationsvetenskap -- Systemvetenskap, informationssystem och informatik med samhällsvetenskaplig inriktning (hsv//swe)
- SOCIAL SCIENCES -- Media and Communications -- Information Systems, Social aspects (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Lärande (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Learning (hsv//eng)
- NATURVETENSKAP -- Matematik (hsv//swe)
- NATURAL SCIENCES -- Mathematics (hsv//eng)
Nyckelord
- Equality
- Mathematics
- Teacher preparedness
- Teacher specialism
- TIMSS
- TIMSS; Equality; Mathematics; Teacher preparedness; Teacher specialism
Publikations- och innehållstyp
- ref (ämneskategori)
- art (ämneskategori)
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