LEADER 05883nam 22009135 450 001 9910508504803321 005 20251107105923.0 024 7 $a10.1007/978-3-030-85802-5 035 $a(CKB)5590000000630167 035 $aEBL6803042 035 $a(AU-PeEL)EBL6803042 035 $a(MiAaPQ)EBC6803042 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/72816 035 $a(DE-He213)978-3-030-85802-5 035 $a(ODN)ODN0010068295 035 $a(oapen)doab72816 035 $a(EXLCZ)995590000000630167 100 $a20211110d2022 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aDinaric Perspectives on TIMSS 2019 $eTeaching and Learning Mathematics and Science in South-Eastern Europe /$fedited by Barbara Japelj Pave?i?, Paulína Kor??áková, Sabine Meinck 205 $a1st ed. 2022. 210 $d2021 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2022. 215 $a1 online resource (x, 244 pages) $ccolor illustrations 225 1 $aIEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA),$x2366-164X ;$v13 311 0 $a9783030858018 311 0 $a3030858014 311 0 $a9783030858025 311 0 $a3030858022 327 $aForeword I -- Foreword II -- 1 Introduction to Dinaric Perspectives on TIMSS 2019: Paulína Kor??áková, Sabine Meinck, and Barbara Japelj Pave?i? -- 2 Context and Implementation of TIMSS 2019 at Grade Four in the Dinaric Region: Paulína Kor??áková and Sandra Dohr -- 3 Opportunity to Learn Mathematics and Science: Agim Alia, Barbara Japelj Pave?i?, and Mojca Ro?man -- 4 Students? Interests, Motivation, and Self-beliefs: Barbara Japelj Pave?i?, Marina Radovi?, and Falk Brese -- 5 Early Literacy and Numeracy Competencies: Predictors of Mathematics Achievement in the Dinaric Region: ?eneta D?umhur, Nada ?eva, and Mojca Ro?man -- 6 The Role of Learning Resources, School Environment, and Climate in Transforming Schools from Buildings to Learning Communities Ines Elezovi?, Beti Lameva, and Falk Brese -- 7 Teachers, Teaching and Student Achievement: Ivana ?eri?, Ines Elezovi?, and Falk Brese -- 8 Characteristics of Principals and Schools in the Dinaric Region: Beti Lameva, ?eneta D?umhur, and Mojca Ro?man -- 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 Jo?i?, Barbara Japelj Pave?i?, Nikoleta Gutvajn, and Mojca Ro?man -- Acknowledgments. 330 $aThis open access book brings together national experts from across the Dinaric region to rigorously review IEA?s Trends in International Mathematics and Science Study (TIMSS) 2019 grade four data to develop a multidimensional and culturally sensitive perspective on their TIMSS 2019 primary-level results. The Dinaric region, named after the Dinaric Alps, is located in South-eastern Europe, and stretches through Croatia, Bosnia and Herzegovina, Serbia, Montenegro, Kosovo[1], Albania, and North Macedonia. IEA?s TIMSS has been an invaluable resource for monitoring international trends in mathematics and science achievement at grades four and eight since 1995. The TIMSS 2019 administration of the test to grade four students, provided a unique opportunity for analysis within shared regional settings and enabled the construction of this first report based on international study results from the region, prepared by the National Research Coordinators in collaboration with IEA. [1] This designation is without prejudice to positions on status and is in line with UNSCR 1244/1999 and the ICJ Opinion on the Kosovo declaration of independence. 410 0$aIEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA),$x2366-164X ;$v13 606 $aEducational tests and measurements 606 $aEducation and state 606 $aTeachers$xTraining of 606 $aScience$xStudy and teaching 606 $aMathematics$xStudy and teaching 606 $aEducational sociology 606 $aAssessment and Testing 606 $aEducational Policy and Politics 606 $aTeaching and Teacher Education 606 $aScience Education 606 $aMathematics Education 606 $aSociology of Education 606 $aEnsenyament de la matemŕtica$2thub 606 $aEnsenyament científic$2thub 607 $aBalcans$2thub 608 $aLlibres electrňnics$2thub 615 0$aEducational tests and measurements. 615 0$aEducation and state. 615 0$aTeachers$xTraining of. 615 0$aScience$xStudy and teaching. 615 0$aMathematics$xStudy and teaching. 615 0$aEducational sociology. 615 14$aAssessment and Testing. 615 24$aEducational Policy and Politics. 615 24$aTeaching and Teacher Education. 615 24$aScience Education. 615 24$aMathematics Education. 615 24$aSociology of Education. 615 7$aEnsenyament de la matemŕtica 615 7$aEnsenyament científic 676 $a371.26 686 $aEDU000000$aEDU029010$aEDU034000$aEDU040000$aEDU046000$aSCI063000$2bisacsh 700 $aJapelj Pave?i?$b Barbara$01238983 701 $aJapelj Pavesi?$b Barbara 701 $aKors?áková$b Paulína$01238984 701 $aMeinck$b Sabine$01238985 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910508504803321 996 $aDinaric Perspectives on TIMSS 2019$92875083 997 $aUNINA