Equity, Equality and Diversity in the Nordic Model of Education
portes grátis
Equity, Equality and Diversity in the Nordic Model of Education
Radisic, Jelena; Buchholtz, Nils; Frones, Tove Stjern; Pettersen, Andreas
Springer Nature Switzerland AG
01/2022
412
Mole
Inglês
9783030616502
15 a 20 dias
762
Descrição não disponível.
Section 1.- Equity, Equality and Diversity - Putting educational justice in the Nordic Model to a test. Nils Buchholtz, Amelie Stuart & Tove Stjern Frones.- Measuring Equity across the Nordic Education Systems: Conceptual and Methodological Choices as Implications for Educational Policies. Oleksandra Mittal, Trude Nilsen & Julius K. Bjoernsson.- Section 2.- Teaching culturally diverse student groups in the Nordic countries: What can the TALIS 2018 data tell us? Julius K. Bjornsson.- Exploring diversity in the relationships between teacher quality and job satisfaction in the Nordic countries: Insights from TALIS 2013 and 2018. Kajsa Yang Hansen, Jelena Radisic, Xin Liu & Leah Natasha Glassow.- Digital inclusion in Norwegian and Danish schools: Analysing variation in teachers' collaboration, attitudes, ICT use and students' ICT literacy. Anubha Rohatgi, Jeppe Bundsgaard & Ove E. Hatlevik.- Teachers' Role in Enhancing Equity: A Multilevel Structural Equation Modelling with Mediated Moderation. Trude Nilsen, Ronny Scherer, Jan-Eric Gustafsson, Nani Teig1 & Hege Kaarstein.- The Case for Good Discipline? Evidence on the Interplay Between Disciplinary Climate, Socioeconomic Status, and Science Achievement from PISA 2015. Ronny Scherer.- Improving equity through national-level assessment initiatives. G. A. Nortvedt, K. B. Bratting, O. Kovpanets, A. Pettersen & A. Rohatgi.- Section 3. Can teachers' instruction increase low-SES students' motivation to learn mathematics? Ole Kristian Bergem, Trude Nilsen, Oleksandra Mittal & Henrik Galligani Raeder.- Resilient and non-resilient students in Sweden and Norway- Investigating the interplay between their self-beliefs and the school environment. Jelena Radisic & Andreas Pettersen.- Equity and Diversity in Reading Comprehension-A Case Study of PISA 2000-2018. Tove Stjern Frones, Maria Rasmusson & Jesper Bremholm.- Implications of changing the delivery mode on reading tests in Norway - A gender perspective. Ragnhild Engdal Jensen.- The importance of parents' own reading for 10-year old students' reading achievement in the Nordic countries. Hildegunn Stole, Ase Kari H. Wagner & Knut Schwippert.- Section 4. The black box of Nordic education held against the light of large-scale international assessment resources-a critical commentary (Commentary chapter). Fritjof Sahlstroem.- Equity, Equality and Diversity in the Nordic countries-Final thoughts and looking ahead (Concluding chapter). Tove Stjern Frones, Andreas Pettersen, Jelena Radisic & Nils Buchholtz.
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Equity Equality Diversity;Nordic education model;International large-scale assessment;PISA;TIMSS;PIRLS;TALIS;ICILS;Mathematics achievement;Science achievement;Reading achievement;Teacher competence;Teacher satisfaction;Instructional quality;Student outcomes;Student motivation and beliefs;Immigrant students;SES and gender in education;Quantitative methods;Open Access
Section 1.- Equity, Equality and Diversity - Putting educational justice in the Nordic Model to a test. Nils Buchholtz, Amelie Stuart & Tove Stjern Frones.- Measuring Equity across the Nordic Education Systems: Conceptual and Methodological Choices as Implications for Educational Policies. Oleksandra Mittal, Trude Nilsen & Julius K. Bjoernsson.- Section 2.- Teaching culturally diverse student groups in the Nordic countries: What can the TALIS 2018 data tell us? Julius K. Bjornsson.- Exploring diversity in the relationships between teacher quality and job satisfaction in the Nordic countries: Insights from TALIS 2013 and 2018. Kajsa Yang Hansen, Jelena Radisic, Xin Liu & Leah Natasha Glassow.- Digital inclusion in Norwegian and Danish schools: Analysing variation in teachers' collaboration, attitudes, ICT use and students' ICT literacy. Anubha Rohatgi, Jeppe Bundsgaard & Ove E. Hatlevik.- Teachers' Role in Enhancing Equity: A Multilevel Structural Equation Modelling with Mediated Moderation. Trude Nilsen, Ronny Scherer, Jan-Eric Gustafsson, Nani Teig1 & Hege Kaarstein.- The Case for Good Discipline? Evidence on the Interplay Between Disciplinary Climate, Socioeconomic Status, and Science Achievement from PISA 2015. Ronny Scherer.- Improving equity through national-level assessment initiatives. G. A. Nortvedt, K. B. Bratting, O. Kovpanets, A. Pettersen & A. Rohatgi.- Section 3. Can teachers' instruction increase low-SES students' motivation to learn mathematics? Ole Kristian Bergem, Trude Nilsen, Oleksandra Mittal & Henrik Galligani Raeder.- Resilient and non-resilient students in Sweden and Norway- Investigating the interplay between their self-beliefs and the school environment. Jelena Radisic & Andreas Pettersen.- Equity and Diversity in Reading Comprehension-A Case Study of PISA 2000-2018. Tove Stjern Frones, Maria Rasmusson & Jesper Bremholm.- Implications of changing the delivery mode on reading tests in Norway - A gender perspective. Ragnhild Engdal Jensen.- The importance of parents' own reading for 10-year old students' reading achievement in the Nordic countries. Hildegunn Stole, Ase Kari H. Wagner & Knut Schwippert.- Section 4. The black box of Nordic education held against the light of large-scale international assessment resources-a critical commentary (Commentary chapter). Fritjof Sahlstroem.- Equity, Equality and Diversity in the Nordic countries-Final thoughts and looking ahead (Concluding chapter). Tove Stjern Frones, Andreas Pettersen, Jelena Radisic & Nils Buchholtz.
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Equity Equality Diversity;Nordic education model;International large-scale assessment;PISA;TIMSS;PIRLS;TALIS;ICILS;Mathematics achievement;Science achievement;Reading achievement;Teacher competence;Teacher satisfaction;Instructional quality;Student outcomes;Student motivation and beliefs;Immigrant students;SES and gender in education;Quantitative methods;Open Access
