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ISBN: 9783030616489

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Sprache: Englisch

Schlagwort(e): Nordische Staaten ; Bildungspolitik ; Soziale Gerechtigkeit ; Pädagogische Psychologie ; Electronic books. ; Electronic books.

DOI: 10.1007/978-3-030-61648-9

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Mehr zum Autor: Buchholtz, Nils 1982-

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Umfang: 1 Online-Ressource (412 p.)

ISBN: 9783030616489

Inhalt: Does the Nordic model of education still stand by its original principles and safeguard education for all? This Open Access volume is a carefully crafted collection of chapters that investigate the different aspects of equity, equality and diversity across the education systems in the Nordic countries. Based on data from various national and international large-scale assessments, the volume provides a better understanding of both the functions and foundations of the Nordic model, along with how the concepts mentioned above are enacted in practice. Across the chapters, data from different national and international large-scale assessment studies are used for cross- and single-country analyses on a variety of issues related to equity, equality and inequality in diverse educational settings. The investigations address different subject domains (i.e., mathematics, science, reading), age and grade groups, but also issues related to teachers and the schools themselves. In addition to these empirical chapters, the book addresses the theoretical and methodological underpinnings of the ideas and tools embedded in the phenomena of equity and equality and how they have met in the Nordic model of education

Anmerkung: English

Sprache: Englisch

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Umfang: 1 online resource (412 pages)

ISBN: 9783030616489

Anmerkung: Intro -- Preface -- Acknowledgement -- Contents -- Chapter 1: Equity, Equality and Diversity in the Nordic Model of Education-Contributions from Large-Scale Studies -- 1.1 Introduction -- 1.2 Challenges Put to the Nordic Model -- 1.3 The Outline of This Volume -- 1.4 Content and Structure of the Book -- References -- Part I: Theoretical and Methodological Considerations -- Chapter 2: Equity, Equality and Diversity-Putting Educational Justice in the Nordic Model to a Test -- 2.1 Equity and Equality in Educational Contexts -- 2.1.1 Equality -- 2.1.2 Equity -- 2.1.3 The Tension Between Equity and Equality -- 2.1.4 Diversity in Educational Contexts -- 2.2 Equality, Equity and Diversity in the Educational Systems of the Nordic Countries -- 2.2.1 The Case for Norway -- 2.2.2 The Case for Sweden -- 2.2.3 The Case for Iceland -- 2.2.4 The Case for Finland -- 2.2.5 The Case for Denmark -- 2.3 Discussion -- References -- Chapter 3: Measuring Equity Across the Nordic Education Systems-Conceptual and Methodological Choices as Implications for Educational Policies -- 3.1 Overview -- 3.1.1 What Is Equity? -- 3.1.2 Equity in Education as a Sustainable Development Goal -- 3.1.3 How Can We Measure Equity? -- 3.1.4 Who Gets Left Behind? -- 3.1.5 SES, Equity, and Operationalization -- 3.2 Methodology -- 3.2.1 Data and Sample -- 3.2.2 Measures -- 3.2.3 Analyses -- 3.3 Findings -- 3.3.1 SES Latent Construct: Measurement Invariance -- 3.3.2 Operationalization of SES -- 3.3.3 Levels of Analysis: Regression of Achievement on SES -- 3.3.4 Dispersion of Achievement Scores -- 3.3.5 Achievement Gaps Between the Highest-SES and Lowest-SES Groups -- 3.3.6 Summary -- 3.4 Discussion -- 3.4.1 Limitations -- 3.5 Concluding Remarks, Implications, and Further Research -- References -- Part II: Focus on the Schools and Teachers. , Chapter 4: Teaching Culturally Diverse Student Groups in the Nordic Countries-What Can the TALIS 2018 Data Tell Us? -- 4.1 Effective Teachers in Multicultural Classrooms -- 4.2 Equity and Classroom Diversity in the Nordic Countries -- 4.3 Aim of the Chapter -- 4.4 Methods -- 4.4.1 Variables -- 4.5 Data Analysis -- 4.6 Results -- 4.6.1 The Two-Level Model -- 4.6.2 One-Level Models -- 4.7 Discussion -- 4.7.1 Limitations of the Study -- 4.8 Conclusions -- Appendices -- Appendix 1 -- Appendix 2 -- References -- Chapter 5: Exploring Diversity in the Relationships Between Teacher Quality and Job Satisfaction in the Nordic Countries-Insights from TALIS 2013 and 2018 -- 5.1 Diverse Faces of Teacher Quality -- 5.1.1 The Nordic Lens on Equity and Teacher Quality -- 5.2 The Present Study -- 5.3 Method -- 5.3.1 Participants -- 5.3.2 Variables -- 5.3.3 Analytical Method and Data Analyses -- 5.4 Results -- 5.4.1 Diverse Mechanisms in the TALIS 2013 Data -- 5.4.2 Diverse Mechanisms in the TALIS 2018 Data -- 5.4.3 Discussion -- 5.4.4 Limitation and Further Research -- 5.5 Conclusions -- Appendices -- Appendix A: Standardized Direct Effects Among Variable in the Path Analysis for the Four Nordic Countries in TALIS 2013 -- Appendix B: Standardized Total Direct and Indirect Effects Among Variable in the Path Analysis for the Four Nordic Countries in TALIS 2013 -- Appendix C: Detailed Indirect Effect in the Operationalized Model in All Four Nordic Countries in TALIS 2013 -- Appendix D: Standardized Direct Effects Among Variable in the Path Analysis for the Four Nordic Countries in TALIS 2018 -- Appendix E: Standardized Total Direct and Indirect Effects Among Variables in the Path Analysis for the Four Nordic Countries in TALIS 2018 -- Appendix F: Detailed Indirect Effect in the Operationalized Model in All Four NORDIC Countries in TALIS 2018 -- References. , Chapter 6: Digital Inclusion in Norwegian and Danish Schools-Analysing Variation in Teachers' Collaboration, Attitudes, ICT Use and Students' ICT Literacy -- 6.1 Theoretical Background -- 6.1.1 Digital Inclusion and the Use of ICT in Teaching Practices -- 6.1.2 Digital Equality and Teacher Collaboration -- 6.1.3 Computer and Information Literacy (CIL) -- 6.1.4 The Context of ICT in Norway and Denmark -- 6.1.5 The Present Study -- 6.2 Methods -- 6.2.1 International Computer and Information Literacy Study (ICILS) 2013 -- 6.2.2 Study Sample -- 6.2.3 Measures -- 6.2.4 Analytical Approaches -- 6.3 Results -- 6.3.1 Summary of Scale Reliabilities, the Means and Standard Deviations -- 6.3.2 Variation in Teachers' Self-Reported ICT Access, ICT Use and Their Attitudes (H1) -- 6.3.3 Variation in Teacher Self-Efficacy, Developing ICT Capabilities and Their Collaboration (H2) -- 6.3.4 Teacher Collaboration Predicts ICT Use and Teachers' Positive Views (H3) -- 6.3.5 Variation in CIL Score Using Teacher Variables (H4) -- 6.4 Discussion -- 6.4.1 Digital Inclusion/Equity -- 6.4.2 Limitations and Future Directions -- 6.5 Conclusion -- Appendix -- Teachers' Use of Specific ICT Applications (T_USEAPP) -- Teachers' Use of ICT for Learning (T_USELRN) -- Teachers' Use of ICT in Teaching Practices (T_USETCH) -- Teachers' ICT Self-Efficacy (T_EFF) -- Teachers' Emphasis on Teaching ICT Skills (T_EMPH) -- Teachers' Positive Views on Using ICT in Teaching and Learning (T_VWPOS) -- Teachers' Negative Views on Using ICT in Teaching and Learning (T_VWNEG) -- Teachers' Lack of Computer Resources at School -- Teachers' Collaboration in Using ICT (T_COLICT) -- References -- Chapter 7: Teachers' Role in Enhancing Equity-A Multilevel Structural Equation Modelling with Mediated Moderation -- 7.1 Background and Rationale -- 7.2 Theoretical Framework -- 7.2.1 Educational Equity. , 7.2.2 Teacher Quality -- 7.2.3 Teacher Qualifications in Norway and Sweden -- 7.2.4 Instructional Quality -- 7.3 Methodology -- 7.3.1 Data and Sample -- 7.3.2 Measures -- 7.3.3 Data Analysis -- 7.4 Results -- 7.5 Discussion -- 7.6 Limitations of the Study -- 7.7 Contributions and Implications -- References -- Chapter 8: The Case for Good Discipline? Evidence on the Interplay Between Disciplinary Climate, Socioeconomic Status, and Science Achievement from PISA 2015 -- 8.1 Theoretical Framework -- 8.1.1 Disciplinary Climate and Academic Achievement -- 8.1.2 Socioeconomic Status and Academic Achievement -- 8.1.3 Three Hypotheses on the Interplay Between Disciplinary Climate, SES, and Academic Achievement -- 8.1.4 The Present Study -- 8.2 Data and Methodological Approaches -- 8.2.1 PISA 2015 Science Data of the Nordic Countries -- 8.2.1.1 Science Achievement -- 8.2.1.2 Socioeconomic Status -- 8.2.1.3 Disciplinary Climate in School Science Lessons -- 8.2.2 Multilevel Structural Equation Modeling of the PISA 2015 Science Data -- 8.2.2.1 Analytic Setup -- 8.2.2.2 Evaluating the Disciplinary Climate Measurement Model -- 8.2.2.3 Evaluating the Structural Models -- 8.3 Results -- 8.3.1 Compensation Hypothesis (RQ 1) -- 8.3.1.1 Compensation Hypothesis at the Student Level -- 8.3.1.2 Compensation Hypothesis at the School Level -- 8.3.1.3 Contextual Direct Effects -- 8.3.2 Mediation Hypothesis (RQ 2) -- 8.3.2.1 Mediation Hypothesis at the Student Level -- 8.3.2.2 Mediation Hypothesis at the School Level -- 8.3.2.3 Contextual Indirect Effects -- 8.3.3 Moderation Hypotheses (RQ 3) -- 8.3.4 Summary of the Main Findings -- 8.4 Discussion -- 8.4.1 The Three Hypotheses in the Context of Equity and Equality -- 8.4.2 Limitations and Future Directions -- 8.5 Conclusions and Implications -- References. , Chapter 9: Improving Equity Through National-Level Assessment Initiatives -- 9.1 Introduction -- 9.2 Theoretical Framework -- 9.2.1 Equity, Equality and Inclusion in Education -- 9.2.2 Assessment for Learning -- 9.2.3 Teachers' Assessment Literacy -- 9.2.4 National-Level Assessments from an Equity Perspective -- 9.2.5 The Norwegian Context -- 9.3 The Present Study -- 9.4 Method -- 9.4.1 Design -- 9.4.2 Samples and Recruitment -- 9.4.3 Data Collection -- 9.4.4 Data Analysis -- 9.5 Results -- 9.5.1 What Happened to the Mapping Test Quality After Five Test Administrations? -- 9.5.2 What Happens over Time to Students Identified as 'At Risk' in Grade 1 or 2? -- 9.5.3 To What Extent Does the Mapping Test Function as a Tool for Teachers to Support Student Learning? -- 9.6 Discussion -- 9.6.1 National-Level Initiatives Such as the Mapping Tests May Contribute to Equity in Schools -- 9.6.2 Teachers' Assessment Literacy and Assessment for Learning Practices Conditions How Mapping Tests Might Contribute to Equity -- 9.7 Concluding Remarks-Linking Equity, National-Level Initiatives and Assessment Literacy -- References -- Part III: Focus on the Students and the Learning Environment -- Chapter 10: Can Teachers' Instruction Increase Low-SES Students' Motivation to Learn Mathematics? -- 10.1 Introduction -- 10.2 Theoretical Framework -- 10.2.1 Equity -- 10.2.2 Instructional Quality (InQ) and Its Relationship to Student Outcomes -- 10.2.2.1 Classroom Management -- 10.2.2.2 Supportive Climate -- 10.2.2.3 Clarity of Instruction -- 10.2.2.4 Cognitive Activation -- 10.2.3 Instructional Quality (InQ) and Equity -- 10.2.4 Intrinsic Motivation -- 10.2.5 Motivation and Equity -- 10.3 Present Study -- 10.4 Methodology -- 10.4.1 Data, Sample, and Measurements -- 10.4.2 Data Analysis -- 10.4.3 Structural Equation Model (SEM) -- 10.5 Results -- 10.6 Discussion. , 10.7 Limitations and Future Research.

Weitere Ausg.: Print version: ønes, Tove Stjern Equity, Equality and Diversity in the Nordic Model of Education Cham : Springer International Publishing AG,c2021 ISBN 9783030616472

Sprache: Englisch

Schlagwort(e): Electronic books.

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UID:

Umfang: 1 online resource (X, 412 p. 29 illus., 13 illus. in color.)

Ausgabe: 1st ed. 2020.

ISBN: 3-030-61648-7

Inhalt: Does the Nordic model of education still stand by its original principles and safeguard education for all? This Open Access volume is a carefully crafted collection of chapters that investigate the different aspects of equity, equality and diversity across the education systems in the Nordic countries. Based on data from various national and international large-scale assessments, the volume provides a better understanding of both the functions and foundations of the Nordic model, along with how the concepts mentioned above are enacted in practice. Across the chapters, data from different national and international large-scale assessment studies are used for cross- and single-country analyses on a variety of issues related to equity, equality and inequality in diverse educational settings. The investigations address different subject domains (i.e., mathematics, science, reading), age and grade groups, but also issues related to teachers and the schools themselves. In addition to these empirical chapters, the book addresses the theoretical and methodological underpinnings of the ideas and tools embedded in the phenomena of equity and equality and how they have met in the Nordic model of education.

Anmerkung: Section 1 -- Equity, Equality and Diversity – Putting educational justice in the Nordic Model to a test. Nils Buchholtz, Amelie Stuart & Tove Stjern Frønes -- Measuring Equity across the Nordic Education Systems: Conceptual and Methodological Choices as Implications for Educational Policies. Oleksandra Mittal, Trude Nilsen & Julius K. Björnsson -- Section 2 -- Teaching culturally diverse student groups in the Nordic countries: What can the TALIS 2018 data tell us? Julius K. Bjørnsson -- 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 Radišić, 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 Ræder -- Resilient and non-resilient students in Sweden and Norway– Investigating the interplay between their self-beliefs and the school environment. Jelena Radišić & Andreas Pettersen -- Equity and Diversity in Reading Comprehension—A Case Study of PISA 2000–2018. Tove Stjern Frønes, 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 Støle, Åse 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 Sahlström -- Equity, Equality and Diversity in the Nordic countries—Final thoughts and looking ahead (Concluding chapter). Tove Stjern Frønes, Andreas Pettersen, Jelena Radišić & Nils Buchholtz. , English

Weitere Ausg.: ISBN 3-030-61647-9

Sprache: Englisch

DOI: 10.1007/978-3-030-61648-9

UID:

Umfang: 1 online resource (X, 412 p. 29 illus., 13 illus. in color.)

Ausgabe: 1st ed. 2020.

ISBN: 3-030-61648-7

Inhalt: Does the Nordic model of education still stand by its original principles and safeguard education for all? This Open Access volume is a carefully crafted collection of chapters that investigate the different aspects of equity, equality and diversity across the education systems in the Nordic countries. Based on data from various national and international large-scale assessments, the volume provides a better understanding of both the functions and foundations of the Nordic model, along with how the concepts mentioned above are enacted in practice. Across the chapters, data from different national and international large-scale assessment studies are used for cross- and single-country analyses on a variety of issues related to equity, equality and inequality in diverse educational settings. The investigations address different subject domains (i.e., mathematics, science, reading), age and grade groups, but also issues related to teachers and the schools themselves. In addition to these empirical chapters, the book addresses the theoretical and methodological underpinnings of the ideas and tools embedded in the phenomena of equity and equality and how they have met in the Nordic model of education.

Anmerkung: Section 1 -- Equity, Equality and Diversity – Putting educational justice in the Nordic Model to a test. Nils Buchholtz, Amelie Stuart & Tove Stjern Frønes -- Measuring Equity across the Nordic Education Systems: Conceptual and Methodological Choices as Implications for Educational Policies. Oleksandra Mittal, Trude Nilsen & Julius K. Björnsson -- Section 2 -- Teaching culturally diverse student groups in the Nordic countries: What can the TALIS 2018 data tell us? Julius K. Bjørnsson -- 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 Radišić, 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 Ræder -- Resilient and non-resilient students in Sweden and Norway– Investigating the interplay between their self-beliefs and the school environment. Jelena Radišić & Andreas Pettersen -- Equity and Diversity in Reading Comprehension—A Case Study of PISA 2000–2018. Tove Stjern Frønes, 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 Støle, Åse 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 Sahlström -- Equity, Equality and Diversity in the Nordic countries—Final thoughts and looking ahead (Concluding chapter). Tove Stjern Frønes, Andreas Pettersen, Jelena Radišić & Nils Buchholtz. , English

Weitere Ausg.: ISBN 3-030-61647-9

Sprache: Englisch

DOI: 10.1007/978-3-030-61648-9

UID:

Umfang: 1 online resource (X, 412 p. 29 illus., 13 illus. in color.)

Ausgabe: 1st ed. 2020.

ISBN: 3-030-61648-7

Inhalt: Does the Nordic model of education still stand by its original principles and safeguard education for all? This Open Access volume is a carefully crafted collection of chapters that investigate the different aspects of equity, equality and diversity across the education systems in the Nordic countries. Based on data from various national and international large-scale assessments, the volume provides a better understanding of both the functions and foundations of the Nordic model, along with how the concepts mentioned above are enacted in practice. Across the chapters, data from different national and international large-scale assessment studies are used for cross- and single-country analyses on a variety of issues related to equity, equality and inequality in diverse educational settings. The investigations address different subject domains (i.e., mathematics, science, reading), age and grade groups, but also issues related to teachers and the schools themselves. In addition to these empirical chapters, the book addresses the theoretical and methodological underpinnings of the ideas and tools embedded in the phenomena of equity and equality and how they have met in the Nordic model of education.

Anmerkung: Section 1 -- Equity, Equality and Diversity – Putting educational justice in the Nordic Model to a test. Nils Buchholtz, Amelie Stuart & Tove Stjern Frønes -- Measuring Equity across the Nordic Education Systems: Conceptual and Methodological Choices as Implications for Educational Policies. Oleksandra Mittal, Trude Nilsen & Julius K. Björnsson -- Section 2 -- Teaching culturally diverse student groups in the Nordic countries: What can the TALIS 2018 data tell us? Julius K. Bjørnsson -- 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 Radišić, 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 Ræder -- Resilient and non-resilient students in Sweden and Norway– Investigating the interplay between their self-beliefs and the school environment. Jelena Radišić & Andreas Pettersen -- Equity and Diversity in Reading Comprehension—A Case Study of PISA 2000–2018. Tove Stjern Frønes, 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 Støle, Åse 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 Sahlström -- Equity, Equality and Diversity in the Nordic countries—Final thoughts and looking ahead (Concluding chapter). Tove Stjern Frønes, Andreas Pettersen, Jelena Radišić & Nils Buchholtz. , English

Weitere Ausg.: ISBN 3-030-61647-9

Sprache: Englisch

DOI: 10.1007/978-3-030-61648-9

UID:

Umfang: X, 412 p. 29 illus., 13 illus. in color. , online resource.

Ausgabe: 1st ed. 2020.

ISBN: 9783030616489

Inhalt: Does the Nordic model of education still stand by its original principles and safeguard education for all? This Open Access volume is a carefully crafted collection of chapters that investigate the different aspects of equity, equality and diversity across the education systems in the Nordic countries. Based on data from various national and international large-scale assessments, the volume provides a better understanding of both the functions and foundations of the Nordic model, along with how the concepts mentioned above are enacted in practice. Across the chapters, data from different national and international large-scale assessment studies are used for cross- and single-country analyses on a variety of issues related to equity, equality and inequality in diverse educational settings. The investigations address different subject domains (i.e., mathematics, science, reading), age and grade groups, but also issues related to teachers and the schools themselves. In addition to these empirical chapters, the book addresses the theoretical and methodological underpinnings of the ideas and tools embedded in the phenomena of equity and equality and how they have met in the Nordic model of education.

Anmerkung: Section 1 -- Equity, Equality and Diversity - Putting educational justice in the Nordic Model to a test. Nils Buchholtz, Amelie Stuart & Tove Stjern Frønes -- Measuring Equity across the Nordic Education Systems: Conceptual and Methodological Choices as Implications for Educational Policies. Oleksandra Mittal, Trude Nilsen & Julius K. Björnsson -- Section 2 -- Teaching culturally diverse student groups in the Nordic countries: What can the TALIS 2018 data tell us? Julius K. Bjørnsson -- 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 Radišić, 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 Ræder -- Resilient and non-resilient students in Sweden and Norway- Investigating the interplay between their self-beliefs and the school environment. Jelena Radišić & Andreas Pettersen -- Equity and Diversity in Reading Comprehension-A Case Study of PISA 2000-2018. Tove Stjern Frønes, 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 Støle, Åse 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 Sahlström -- Equity, Equality and Diversity in the Nordic countries-Final thoughts and looking ahead (Concluding chapter). Tove Stjern Frønes, Andreas Pettersen, Jelena Radišić & Nils Buchholtz.

In: Springer Nature eBook

Weitere Ausg.: Printed edition: ISBN 9783030616472

Weitere Ausg.: Printed edition: ISBN 9783030616496

Weitere Ausg.: Printed edition: ISBN 9783030616502

Sprache: Englisch

DOI: 10.1007/978-3-030-61648-9

URL: https://doi.org/10.1007/978-3-030-61648-9