04811oam 22005895 450 991050850480332120231124161325.010.1007/978-3-030-85802-5(CKB)5590000000630167EBL6803042(AU-PeEL)EBL6803042(MiAaPQ)EBC6803042(oapen)https://directory.doabooks.org/handle/20.500.12854/72816(DE-He213)978-3-030-85802-5(EXLCZ)99559000000063016720211110d2022 uy 0engur|n|---|||||txtrdacontentcrdamediacrrdacarrierDinaric perspectives on TIMSS 2019 teaching and learning mathematics and science in South-Eastern Europe /edited by Barbara Japelj Pavešić, Paulína Koršňáková, Sabine Meinck1st ed. 2022.Cham :Springer International Publishing :Imprint: Springer,2022.1 online resource (x, 244 pages) color illustrationsIEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA),2366-164X3-030-85801-4 3-030-85802-2 Foreword I -- Foreword II -- 1 Introduction to Dinaric Perspectives on TIMSS 2019: Paulína Koršňáková, Sabine Meinck, and Barbara Japelj Pavešić -- 2 Context and Implementation of TIMSS 2019 at Grade Four in the Dinaric Region: Paulína Koršňáková and Sandra Dohr -- 3 Opportunity to Learn Mathematics and Science: Agim Alia, Barbara Japelj Pavešić, and Mojca Rožman -- 4 Students’ Interests, Motivation, and Self-beliefs: Barbara Japelj Pavešić, Marina Radović, and Falk Brese -- 5 Early Literacy and Numeracy Competencies: Predictors of Mathematics Achievement in the Dinaric Region: Ženeta Džumhur, Nada Ševa, and Mojca Rožman -- 6 The Role of Learning Resources, School Environment, and Climate in Transforming Schools from Buildings to Learning Communities Ines Elezović, Beti Lameva, and Falk Brese -- 7 Teachers, Teaching and Student Achievement: Ivana Đerić, Ines Elezović, and Falk Brese -- 8 Characteristics of Principals and Schools in the Dinaric Region: Beti Lameva, Ženeta Džumhur, and Mojca Rožman -- 9 Characteristics of High- and Low-performing Students: Rezana Vrapi, Agim Alia, and Falk Brese -- 10 Scaffolding the Learning in Rural and Urban Schools: Similarities and Differences : Smiljana Jošić, Barbara Japelj Pavešić, Nikoleta Gutvajn, and Mojca Rožman -- Acknowledgments.This open access book brings together national experts from across the Dinaric region to rigorously review IEA’s Trends in International Mathematics and Science Study (TIMSS) 2019 grade four data to develop a multidimensional and culturally sensitive perspective on their TIMSS 2019 primary-level results. The Dinaric region, named after the Dinaric Alps, is located in South-eastern Europe, and stretches through Croatia, Bosnia and Herzegovina, Serbia, Montenegro, Kosovo[1], Albania, and North Macedonia. IEA’s TIMSS has been an invaluable resource for monitoring international trends in mathematics and science achievement at grades four and eight since 1995. The TIMSS 2019 administration of the test to grade four students, provided a unique opportunity for analysis within shared regional settings and enabled the construction of this first report based on international study results from the region, prepared by the National Research Coordinators in collaboration with IEA. [1] This designation is without prejudice to positions on status and is in line with UNSCR 1244/1999 and the ICJ Opinion on the Kosovo declaration of independence.IEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA),2366-164X ;13MathematicsStudy and teachingBalkan PeninsulaScienceStudy and teachingBalkan PeninsulaEnsenyament de la matemàticathubEnsenyament científicthubBalcansthubLlibres electrònicsthubMathematicsStudy and teachingScienceStudy and teachingEnsenyament de la matemàticaEnsenyament científic371.26Japelj Pavesić Barbara1238983Korsňáková Paulína1238984Meinck Sabine1238985AU-PeELAU-PeELAU-PeELBOOK9910508504803321Dinaric Perspectives on TIMSS 20192875083UNINA