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

Boekbijdrage - Boekhoofdstuk Conferentiebijdrage

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.
Boek: International Scientific Conference: Improving quality of education in elementary schools. Proceedings
Pagina's: 33 - 42
ISBN:978-86-7604-150-3
Jaar van publicatie:2016
Toegankelijkheid:Closed