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Session Information
09 SES 13 A, Evidence from TIMSS on Teacher and School Characteristics and Changes in Mathematics Achievement from 2011 and 2015
Symposium
Contribution
This study investigates whether teacher professional development is related to increased mathematics achievement in grade eight in Sweden and Norway from 2011 to 2015. In both Norway and Sweden efforts have recently been made to enhance teacher competence through professional development. Previous research has shown professional development to be related to student achievement, both directly and indirectly through instructional quality (e.g. Klieme et. al, 2009; Authors, 2016). Method Using data from TIMSS 2015 and 2011, we investigate the relation between teacher professional development, student-assessed instructional quality and 8th grade mathematics achievement in Norway and Sweden. A two-level (students and classes) two-group (Norway and Sweden) structural equation modeling approach was used, with a dummy variable for time (YEAR, coded 0 for 2011 and 1 for 2015). A mediation model was fit to investigate whether professional development and instructional quality may mediate the relation between YEAR and achievement. Results In Sweden professional development, instructional quality and achievement increased significantly between 2011 and 2015. In Norway only achievement increased. In Sweden, professional development was associated with instructional quality (β = 0.171, p<.001) which in turn was related to student achievement (β = 0.258, p<.001). In Norway, there was no significant relation between professional development and instructional quality, but there was a positive relation between instructional quality and achievement (β = 0.262, p<.001). In Sweden, professional development and instructional quality mediated the relation between YEAR and achievement (p<.05). Conclusion and implications In Sweden a large-scale national program for teacher professional development has been in operation since 2013, and the results suggest that this program has led to improved instructional quality, which in turn has improved mathematics achievement from 2011 to 2015. In Norway, neither professional development nor instructional quality has improved, which suggests that the increased level of achievement in Norway requires other explanations. Implications for educational policy and practice in Norway and Sweden are discussed.
References
Klieme, E., Pauli, C., & Reusser, K. (2009). The Pythagoras study: Investigating effects of teaching and learning in Swiss and German mathematics classrooms. The power of video studies in investigating teaching and learning in the classroom, 137-160
Programme by Network 2019
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
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
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