Zobrazeno 1 - 10
of 34
pro vyhledávání: '"Kajsa Yang Hansen"'
Publikováno v:
Large-scale Assessments in Education, Vol 10, Iss 1, Pp 1-26 (2022)
Abstract Background The current study investigates school contextual effects on students’ academic self-concept and achievement, that is, peer socioeconomic effect and big-fish-little-pond effect (BFLPE), in four Nordic education systems (i.e., Den
Externí odkaz:
https://doaj.org/article/4373d13e538341b9b62b6fc82743ea81
Publikováno v:
Frontiers in Education, Vol 7 (2022)
This paper attempts to demonstrate the usefulness of the linkage data from two international large-scale assessment studies, Teaching and Learning International Survey 2013 (TALIS) 2013 and Programme for International Student Assessment (PISA) 2012,
Externí odkaz:
https://doaj.org/article/0047474806264f249ceae888bae8b9ce
Autor:
Kajsa Yang Hansen, Jan-Eric Gustafsson
Publikováno v:
Large-scale Assessments in Education, Vol 4, Iss 1, Pp 1-13 (2016)
Abstract Background In a previous study, the total, direct and indirect effects of parental education on reading, mathematics and science achievement have been estimated for Grade 4 pupils of 37 countries that participated in PIRLS and TIMSS 2011 stu
Externí odkaz:
https://doaj.org/article/da373ec521aa4c2c8aa02bc65e674b61
This open access book presents original research on effective and equitable teacher practice in mathematics and science education across Nordic countries. It focuses on three key aspects of teacher practice: what teachers teach, how teachers teach, a
Publikováno v:
INTED2022 Proceedings.
Publikováno v:
SUSTAINABILITY
Sustainability; Volume 14; Issue 9; Pages: 5267
Sustainability; Volume 14; Issue 9; Pages: 5267
Based on the TALIS 2013 and PISA 2012 linkage data, we examine the measurement properties of school instructional quality and study its relationship with mathematics performance, considering school context characteristics (school composition, teacher
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::74e8f808c0e8787f2a8fbf064643d8dc
https://biblio.ugent.be/publication/8750817
https://biblio.ugent.be/publication/8750817
Using data from TIMSS 2015, this study investigated determinants of inequality between classrooms in mathematics performance in Sweden. Applying multiple-group confirmatory factor analysis and measurement invariance frameworks to identify latent cons
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::fe6bc9c0d7496cacbf8c74ae5aa8a3d9
http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-18670
http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-18670
Publikováno v:
International Journal of Educational Research. 119:102170
Autor:
Francisco Peixoto, Jelena Radišić, Ksenija Krstić, Kajsa Yang Hansen, Anu Laine, Aleksandar Baucal, Maarja Sõrmus, Lourdes Mata
Publikováno v:
Journal of Psychoeducational Assessment. :073428292211448
Grounded in ‘expectancy-value’ theory, this paper reports on the psychometric properties of an instrument intended to measure students’ motivation in mathematics. The participants were 2045 third-, fourth- and fifth-grade students from Estonia,
Publikováno v:
INTED2021 Proceedings.