Quality and equity in math achievement in primary schools in Flanders (Belgium) based on TIMSS 2015: The moderating role of teachers' instructional quality

The participation of about 150 Flemish primary schools in TIMSS 2015 (grade 4) was used to test the Klieme model of instructional quality, including these three components: supportive climate, classroom management and cognitive activation. In addition to the effect of instructional quality on achievement, we explored whether instructional quality moderated the socio-cultural effects. Two level CFA and SEM (students within classes/schools) were used. Our results have indicated that instructional quality affects math achievement. A negative relation between cognitive activation and math was found, which might point to reversed causality. Furthermore, supportive climate positively buffers the negative effects of speaking a foreign language on achievement.

ISBN:978-86-7604-150-3

Publication year:2016

Accessibility:Closed