Northern Lights on TIMSS and PIRLS 2011

Hansen, Kajsa Yang; Gustafsson, Jan‐Eric; Rosén, Monica; Sulkunen, Sari; Nissinen, Kari; Kupari, Pekka; Ólafsson, Ragnar F.; Björnsson, Julius Kristjan; Grønmo, Liv Sissel; Rønberg, Louise; Mejding, Jan

doi:10.6027/tn2014-528

Cited by 22 publications

(7 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This supports the conclusions of many studies (see e.g. Chung, 2008;Sulkunen, et al, 2014). Further, high-performing students are also more interested in mathematics, more motivated, have higher mathematics self-efficacy and self-concept and a lower degree of mathematics anxiety than the median-performing group of students.…”

Section: Analysis and Discussionsupporting

confidence: 76%

“…Across the four societies, the self-concept of high-performing students was significantly higher than that of low-performing students. Sulkunen et al (2014) and the present study focus on Nordic countries, while other studies have focussed on other sets of culturally related countries. Areepattamannil and Caleon (2013) investigated learning strategies among students in Shanghai-China, Hong Kong-China, Korea, and Singapore, using data from PISA 2009.…”

Section: Studies Of High-performing Studentsmentioning

confidence: 99%

“…Characteristics of high-performing students in the Nordic countries were also studied by Sulkunen, Nissinen and Kupari (2014), focusing achievement in reading and mathematics in grade 4. They compared questionnaire data for students from three achievement tiers based on the TIMSS and PIRLS international benchmarks, which are similar to proficiency levels in PISA.…”

Section: Studies Of High-performing Studentsmentioning

confidence: 99%

“…achieving at least 625 score points. Sulkunen et al (2014) analysed the factors associated with low and top performance and used a preliminary collection of variables from the PIRLS and TIMSS background questionnaires (student, teacher and parent questionnaires) for the exploratory analysis. One of their objectives was to determine the background variables that significantly distinguish top performers from intermediate performers.…”

Section: Studies Of High-performing Studentsmentioning

confidence: 99%

See 3 more Smart Citations

Northern Lights on PISA and TALIS

Ludvigsen¹,

Nortvedt²,

Pettersen³

et al. 2016

TemaNord

View full text Add to dashboard Cite

Section: Analysis and Discussionsupporting

confidence: 76%

Section: Studies Of High-performing Studentsmentioning

confidence: 99%

Section: Studies Of High-performing Studentsmentioning

confidence: 99%

Section: Studies Of High-performing Studentsmentioning

confidence: 99%

See 2 more Smart Citations

Northern Lights on PISA and TALIS

Ludvigsen¹,

Nortvedt²,

Pettersen³

et al. 2016

TemaNord

View full text Add to dashboard Cite

“…A plausible explanation is that the Finish educational policy about equality has contributed to the small differences between Finnish schools. Simultaneously, studies also point at the classroomlevel explanations for the related variation in mathematics performance [123]. We discuss the findings of Finland in more detail in the next section.…”

Section: Measurement Model Of Schools' Mathematics Instructional Qual...mentioning

confidence: 94%

Does School-Level Instructional Quality Matter for School Mathematics Performance? Comparing Teacher Data across Seven Countries

et al. 2022

View full text Add to dashboard Cite

Based on the TALIS 2013 and PISA 2012 linkage data, we examine the measurement properties of school instructional quality and study its relationship with mathematics performance, considering school context characteristics (school composition, teacher–student relationship, and teacher qualifications). The study adopts a cross-country perspective. In five of the seven countries, a three-dimensional framework has been confirmed to study mathematics instructional quality (disciplinary climate, supportive climate, and cognitive activation). As a common factor, disciplinary climate explains the variation in school mathematics achievement in four countries. The key is the interaction with socioeconomic status. Schools composed of students with favourable socioeconomic backgrounds reflect a disciplinary climate conducive to learning. Schools consisting of students with low socioeconomic backgrounds benefit more from a supportive climate, contributing to the reduction in the achievement gap. Schools with harmonious teacher–student relationships reflect differential effects on mathematics performance of schools consisting of students from lower- and higher-socioeconomic status families. Low-SES schools are more likely have less academically qualified teachers. School collective teacher qualification seems not directly related to school mathematics performance, but disciplinary climate mediates this link. Consistently, schools composed of students from high-socioeconomic status families tend to perform better.

show abstract

Implementation of Large‐Scale Education Assessments

Lietz¹,

Cresswell²,

Rust³

et al. 2017

View full text Add to dashboard Cite

Northern Lights on TIMSS and PIRLS 2011

Cited by 22 publications

References 37 publications

Northern Lights on PISA and TALIS

Northern Lights on PISA and TALIS

Does School-Level Instructional Quality Matter for School Mathematics Performance? Comparing Teacher Data across Seven Countries

Implementation of Large‐Scale Education Assessments

Contact Info

Product

Resources

About