Teacher characteristics that predict students’ mathematics achievement in European countries: An examination of TIMSS 2015 results using Hierarchical Linear Modeling
Yazarlar (1)
| Makale Türü | Özgün Makale (Uluslararası alan indekslerindeki dergilerde yayınlanan tam makale) | ||
| Dergi Adı | |||
| Makale Dili | – | Basım Tarihi | 01-2019 |
| Makale Linki | https://scholar.google.com/scholar?cluster=309205880001022903&hl=en&oi=scholarr | ||
| UAK Araştırma Alanları |
İlköğretim Matematik Eğitimi
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| Özet |
| This study focused on possible relationships between teacher characteristics and students’ mathematics achievement in European Union (EU) countries, including Hungary, Italy, Lithuania, Malta, Slovenia, Sweden, and Turkey, after controlling for student and teacher background characteristics. The data consisted of the sample of 31,969 students and their teachers (n= 1,687) from the seven EU countries that participated in TIMSS 2015 international assessment at the eighth-grade level in mathematics. While the largest sample was Turkey (n-students= 6,079, n-teachers= 220), the smallest was Malta (n-students= 3,817, n-teachers= 156). The Qualities of Effective Teachers (Stronge, 2007) were used as a conceptual framework for variable selection, and 24 characteristics he identified were tested across these EU countries. |
| Anahtar Kelimeler |
