Using TIMSS items to evaluate the effectiveness of different instructional practices

Eriksson, Kimmo; Helenius, Ola; Ryve, Andreas

doi:10.1007/s11251-018-9473-1

Cited by 32 publications

(32 citation statements)

References 29 publications

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“…Additionally, responding to the teacher context questionnaires is mandatory. Student data can therefore be aggregated to the teacher level (Eriksson et al 2019). TIMSS uses a cross-sectional design and is conducted every 4 years.…”

Section: Data and Measurementmentioning

confidence: 99%

Assessing the comparability of teacher-related constructs in TIMSS 2015 across 46 education systems: an alignment optimization approach

2021

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Research related to the “teacher characteristics” dimension of teacher quality has proven inconclusive and weakly related to student success, and addressing the teaching contexts may be crucial for furthering this line of inquiry. International large-scale assessments are well positioned to undertake such questions due to their systematic sampling of students, schools, and education systems. However, researchers are frequently prohibited from answering such questions due to measurement invariance related issues. This study uses the traditional multiple group confirmatory factor analysis (MGCFA) and an alignment optimization method to examine measurement invariance in several constructs from the teacher questionnaires in the Trends in International Mathematics and Science Study (TIMSS) 2015 across 46 education systems. Constructs included mathematics teacher’s Job satisfaction, School emphasis on academic success, School condition and resources, Safe and orderly school, and teacher’s Self-efficacy. The MGCFA results show that just three constructs achieve invariance at the metric level. However, an alignment optimization method is applied, and results show that all five constructs fall within the threshold of acceptable measurement non-invariance. This study therefore presents an argument that they can be validly compared across education systems, and a subsequent comparison of latent factor means compares differences across the groups. Future research may utilize the estimated factor means from the aligned models in order to further investigate the role of teacher characteristics and contexts in student outcomes.

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Section: Data and Measurementmentioning

confidence: 99%

Assessing the comparability of teacher-related constructs in TIMSS 2015 across 46 education systems: an alignment optimization approach

2021

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“…Students are given achievement tests in mathematics and science as well as a background questionnaire including some items on teachers' use of various instructional practices. Such data can be related to student outcomes to estimate the association between instructional practices and achievement (e.g., Blömeke et al, 2016;Eriksson et al, 2019). Specifically, the 2015 wave of TIMSS 2 included the item "My teacher tells me how to do better when I make a mistake."…”

Section: The Present Studymentioning

confidence: 99%

“…Following prior research we average responses from all students in a class to obtain a measure of the teacher's teaching style (Eriksson et al, 2019). (In the binary recoding, the class average would simply reflect how frequently students in a class responded by Agree a lot to the MBF item about a given teacher.)…”

Section: Use Of Mistake-based Feedbackmentioning

confidence: 99%

“…When studying antecedents of student achievement it is common to control for socio-economic status and gender. Following some previous research on TIMSS data (Blömeke et al, 2016;Eriksson et al, 2019), we used the response to the item "About how many books are there in your home?" as a proxy for socio-economic status, henceforth referred to as SES.…”

Section: Control Variablesmentioning

confidence: 99%

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Cultural Variation in the Effectiveness of Feedback on Students’ Mistakes

et al. 2020

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One of the many things teachers do is to give feedback on their students' work. Feedback pointing out mistakes may be a key to learning, but it may also backfire. We hypothesized that feedback based on students' mistakes may have more positive effects in cultures where teachers have greater authority over students, which we assume to be cultures that are high on power distance and religiosity. To test this hypothesis we analyzed data from 49 countries taking part in the 2015 wave of the TIMSS assessment, in which students in the 4th and 8th grades were asked whether their teachers in mathematics and science told them how to do better when they had made a mistake. For each country we could then estimate the association between the reported use of mistake-based feedback and student achievement. Consistent with our hypothesis, the estimated effect of mistake-based feedback was positive only in certain countries, and these countries tended to be high on power distance and religiosity. These results highlight the importance of cultural values in educational practice.

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“…This may seem odd from Sweden's mainstream pedagogic perspective, which is dominated by a relational and contextual appr oach to education that emphasizes conceptual understanding as well as the active construction of knowledge (Carlgren, Forsberg, & Lindberg, 2009). As for the Swedish system's view of rote memorization, it has been largely considered as an outmoded method of education for quite some time, although of late it appears to have made a comeback, specifically in the area of math memorization, which has been shown to improve performance (Eriksson, Helenius, & Ryve, 2018;Skemp, 1979) 1 .…”

Section: Memorization As Understandingmentioning

confidence: 99%

Liturgical literacy as hidden capital

Berglund¹

2019

Apples

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This article focuses on a form of supplementary Islamic education that centres on Qur'an studies and examines the reported experiences of Muslim students that regularly shift between this and their mainstream secular school. Its aim is to better comprehend the dialectical interplay between this type of supplementary education and mainstream secular schooling. Within this framework, the article explores how the traditional way of reading, reciting, and memorizing the Qur'an might relate to the type of teaching and learning that occurs within mainstream public schools. It also explores the possibility of a secular bias within the Swedish school system, the contribution of Qur'an studies to mainstream schooling (and vice versa), Qur'anbased vs. mainstream notions of "reading", especially in relation to the idea of "understanding" and "meaning", and how competency in Qur'an recitation becomes valuable secular "capital" when translated from language of "liturgical literacy" to the language of "skills". To balance and enhance our understanding of student experiences, this article employs a constructive understanding of Pierre Bourdieu's concepts of cultural capital and habitus as well as Andrey Rosowsky's notion of liturgical literacy.

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Using TIMSS items to evaluate the effectiveness of different instructional practices

Cited by 32 publications

References 29 publications

Assessing the comparability of teacher-related constructs in TIMSS 2015 across 46 education systems: an alignment optimization approach

Assessing the comparability of teacher-related constructs in TIMSS 2015 across 46 education systems: an alignment optimization approach

Cultural Variation in the Effectiveness of Feedback on Students’ Mistakes

Liturgical literacy as hidden capital

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