Overname van gegevens uit deze publicatie is niet toegestaan, tenzij de bron wordt vermeld. Beginnende geletterdheid vóór groep 3, volgens de schoolleider, 119 in percentages 8. 4 Beginnende geletterdheid vóór groep 3, door de ouders, in percentages 119 8.5 Inhoudsopgave Overzicht van figuren en tabellen iiiBeginnende gecijferdheid voor groep 3, volgens de schoolleider, 120 in percentages 8. 6 Beginnende gecijferdheid, door de ouders, in percentages 120 8.7Ouderbetrokkenheid, door de ouders, in percentages 121 8.8Ouderbetrokkenheid, door de leerlingen, in percentages 122 8.9Mening over school van kind, door de ouders, in percentages 123 8.10 Verwachtingen opleidingsniveau kind, door de ouders, in percentages 123 8.11 Attitude t.o.v. lezen, door de ouders, in percentages 125 9.1 Mate waarin de schoolleiders gebreken of onvolkomenheden in de 128 infrastructuur belemmerend vinden voor het onderwijs, in percentages 9.2Mate waarin de leerkrachten gebreken of problemen ten aanzien van hun 129 werkcondities belemmerend vinden voor het onderwijs, in percentages 9.3 Activiteiten schoolleider, volgens de schoolleider, in percentages 130 9. 4 Wijze van evaluatie instructiepraktijken docenten 131 9.5Ouderbetrokkenheid volgens de schoolleider, in percentages 132 9.6Leerklimaat volgens de leerlingen in gemiddelden en standaarddeviaties 133 9.7Veiligheid op school volgens de leerlingen, in percentages 133 9.8Ernst probleemgedrag volgens schoolleiders, in gemiddelden en 134 standaarddeviaties viii PIRLS-en TIMSS-2011 9.9Veiligheid op de school volgens de leerkrachten, in gemiddelden en 134 standaarddeviaties 9.10 Oordeel van de leerkrachten groep 6 en schoolleiders over het leerklimaat 135 op hun school, in gemiddelden en standaarddeviaties 9.11 Tevredenheid van de docent over zijn beroep in gemiddelden en standaard-135 deviatie 10.1 Significante ranglijstpositie Nederland in PIRLS (2001-2011) en 138 TIMSS (1995-2011 Voorwoord Voor u ligt het verslag van het Nederlandse aandeel in Progress in International ReadingLiteracy Study (PIRLS-2011) en Trends in International Mathematics and Science Study (TIMSS-2011). PIRLS werd voor het eerst uitgevoerd in 2001 en TIMSS in 1995. In 2011 is het voor het eerst in de geschiedenis dat zowel PIRLS als TIMSS in hetzelfde jaar plaatsvinden. Dit heeft geleid tot een gezamenlijk Nederlands rapport, waarin zowel de leesresultaten als de resultaten op het gebied van rekenen en natuuronderwijs gepresenteerd worden.PIRLS en TIMSS worden uitgevoerd onder auspiciën van IEA, de International Association for the Evaluation of Educational Achievement. De IEA is een internationale onafhankelijke organisatie die internationaal vergelijkende studies naar opbrengsten en contexten van onderwijs verricht. De Programmaraad voor het Onderwijsonderzoek (PROO) van de Nederlandse Organisatie voor Wetenschappelijk Onderzoek (NWO) heeft het Nederlandse aandeel in deze studies gesubsidieerd.Aan PIRLS en TIMSS hebben in Nederland vele mensen een bijdrage geleverd. In de eerste plaats zou dit rapport niet...
In this study an attempt was made to construct a multi-factor model predicting the development of reading literacy in the upper grades of primary school in the Netherlands for subgroups of 729 first language (L1) learners and 93 second language (L2) learners. Following a longitudinal design, it was explored to what extent the variation in reading literacy development in L1 and L2 from grade 4 to grade 6 can be explained from children’s word decoding, language, mathematics and nonverbal reasoning skills, reading motivation and self confidence as well as their home reading resources. The results showed that L1 and L2 learners differed in reading literacy skills, language, mathematics, and reasoning skills. Structural equation modelling showed that the reading literacy development in both L1 and L2 learners could be explained from decoding, language, mathematics and reasoning skills, as well as their motivation and self-confidence. A striking difference was the fact that home reading resources had an impact on reading literacy in L1 learners but not in L2 learners.
This study examined how linguistic and sociocultural diversity have an impact on the reading literacy outcomes of a representative sample of 3,549 first‐language (L1) and 208 second‐language (L2) fourth‐grade students in the Netherlands. A multilevel modelling analysis was conducted using Progress in International Reading Literacy Study 2006 data to explore to what extent linguistic background, socioeconomic status (SES), home and school literacy environment and reading attitudes explain differences in reading literacy achievement. Significant differences between L1 and L2 students were found with regard to reading literacy achievement, SES and the home and school literacy environment. Multilevel modelling analysis showed 34.7% of explained variance in reading literacy achievement, whereby the student level accounts for most of the explained variance. In the final model, linguistic background, SES, home and school literacy environment and reading attitudes were found to have a significant effect on reading literacy achievement.
Studies undertaken under the auspices of the International Association for the Evaluation of Educational Achievement (IEA) use rigorous quality control processes to help ensure high quality data and facilitate crosscountry comparisons of study results. This chapter provides an overview of the quality control processes implemented during data collection including the production of detailed manuals to standardize data collection procedures and the monitoring of how these procedures are implemented through national and international quality control programs. National and international quality control procedures help to confirm the validity of the data by monitoring data collection efforts. National quality control programs are carried out by participating countries with specific guidance provided by IEA and the international study centers (ISCs). International quality control monitoring ensures that sampling procedures are followed at participating school, classroom, and student levels, monitors on-site data collection to check whether the test administration procedures and security guidelines set by IEA and the ISCs are met, and provides information on circumstances that occurred during data collection that could influence the data reliability and quality. This chapter provides a history of the development of these different quality control procedures and information on their implementation within IEA studies. The chapter concludes with a series of recommendations for potential improvements to consider for the future.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.