Session Information
09 SES 08 B, International Large-Scale Assessments of Student Performance II
Paper Session
Contribution
The IEA-Study „Progress in International Reading Literacy Study” (PIRLS) (Mullis, Martin, Kennedy & Foy, 2007) offers an international comparison of fourth grade student`s reading literacy achievement. The same tests used in PIRLS have been employed in Primary Schools in the German-speaking Community of Belgium to get a deeper understanding of the acquisition of reading literacy and to classify these data in the international ranking.
Results of this study named IGLU Belgien have been published in 2008 (Bos, Sereni & Stubbe, 2008).
In the international comparison the analyses show that the average reading achievement of the students does not significantly differ from the international average respectively the average of the participating countries of the European Union respectively the OECD (Organisation for Economic Cooperation and Development).
Within Belgium the analyses illustrate that students of the Flemish Community perform significantly higher than students of the French Community. A pleasant finding is the in international comparison very low correlation between socioeconomic status and reading achievement in the German-speaking community.
Based on the collected data of IGLU Belgien, we focus the variety of methods used by teachers and further significant characteristics. Here, our paper focuses detailed analyses about the teaching methods of teachers in the German-speaking Community of Belgium. On this issue Lankes and Carstensen (2007) carried out a Latent Class Analysis (LCA) to explore the educational design of teachers in Austria, Canada (Alberta), England, Germany, Italy, Netherlands, Poland,Sweden and USA. According to their analyses we employed the data of IGLU Belgien to identify different teaching-types by using the same indicators.
To describe this issue more precisely the identified teaching-types, which are characterized by their specific use of teaching methods, will be completed by further characteristics (like demographical data or occupational skills). We assume that there are certain other characteristics correlating with the teaching-types which will be discovered and described with the help of information the students and headmasters gave within IGLU Belgien as additional respondents.
The essential research questions are the following:
1) Do we find the same teaching-types in the German-speaking community of Belgium that Lankes and Carstensen (2007) found in other countries when using the same method and the same indicators?
2) Is there a correlation between the identified teaching-types and other characteristics of the teacher, the school or the students in the class?
Method
Expected Outcomes
References
Bos, W., Sereni, S., & Stubbe, T. C. (Eds.). (2008). IGLU Belgien. Lese- und Orthografiekompetenzen von Grundschulkindern in der Deutschsprachigen Gemeinschaft. Münster: Waxmann. Lankes, E.-M., & Carstensen, C. H. (2007). Der Leseunterricht aus der Sicht der Lehrkräfte. In W. Bos, S. Hornberg, K.-H. Arnold, G. Faust, L. Fried, E.-M. Lankes, K. Schwippert & R. Valtin (Eds.), IGLU 2006. Lesekompetenzen von Grundschulkindern in Deutschland im internationalen Vergleich (pp. 161-193). Münster: Waxmann. Lazarsfeld, P. F. & Henry, N. W. (1968). Latent Structure Analysis. Boston, MA: Houghton Mifflin. Mullis, I. V. S., Martin, M. O., Kennedy, A. M., & Foy, P. (2007). PIRLS 2006 international report. IEA's Progress in Internationale Reading Literacy Study in primary schools in 40 countries. Chestnut Hill, MA: TIMSS & PIRLS International Study Center. Rost, J. (2004). Lehrbuch Testtheorie - Testkonstruktion (2. vollständig überarbeitete und erweiterte Auflage ed.). Bern: Huber. Von Davier, M. (2001). Winmira. http://www.winmira.von-davier.de
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