09 SES 13 A, Evidence from TIMSS on Teacher and School Characteristics and Changes in Mathematics Achievement from 2011 and 2015
A large body of research has found students’ educational outcomes to be related to contextual factors, such as school climate, teacher quality and students’ opportunity to learn (e.g. Kyriakides and Creemers, 2008). However, relying on cross-sectional data entails threats to causal interpretations, such as the problems of reverse causality and omitted variables. Results presented in this symposium were obtained using data from Trends in International Mathematics and Science Study (TIMSS). Through focusing on change over time, some of the mentioned threats to valid causal inference may be avoided. With six cycles of the TIMSS the IEA provides data for cross-time comparisons on country level. Through the alignment of populations and variables between the cycles the data from these studies provide unique opportunities for education analysts to conduct research on trends using repeated observations at the system/population level.
The first contribution investigates whether teacher professional development is directly or indirectly (through instructional quality) related to increased mathematics achievement in grade eight in Sweden and Norway from 2011 to 2015. It applies a two-level (students and classes) two-group (Norway and Sweden) mediation model with a dummy variable for time to investigate whether professional development and instructional quality may mediate the relation between the time and achievement. The second contributions explores teacher quality and school climate and changes in mathematics achievement from 2011 and 2015. Using a structural equation modeling approach, the analysis is done at the country-level with fixed effects for countries and time. In the third contribution content changes in mathematics between 2011 and 2015 for all participating countries are analyzed establishing a causal link between the changing OTL (Opportunity to Learn) and the changing achievement gaps between students of different social demographic and ethnic background.
The discussion will be guided by the overarching question whether and under which conditions trend analysis at the country level may be considered longitudinal and what are the resulting implications for policy and practice. The symposium provides a platform for discussions on related topics such as:
- Benefits and add-ons from trend analysis for research, policy and practice
- Limitations, challenges and approaches (methodological, dissemination of results, etc.)
- Future developments and recommendations
Kyriakides, L., & Creemers, B. P. (2008). Using a multidimensional approach to measure the impact of classroom-level factors upon student achievement: A study testing the validity of the dynamic model. School Effectiveness and School Improvement, 19(2), 183-205.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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