Published: Instructional quality: catalyst or pitfall in educational systems’ aim for high achievement and equity? An answer based on multilevel SEM analyses of TIMSS 2015 data in Flanders (Belgium), Germany, and Norway

This paper presents an empirical study of instructional quality based on the TIMSS 2015 data in Flanders, Germany, and Norway. The study investigates the link between instructional quality, mathematics achievement, and students' socioeconomic status across the three countries and utilizes the strengths of multilevel structural equation modeling. Implications for the strive for equity and high achievement in mathematics are presented.

The full article can be accessed here.

DOI: 10.1186/s40536-019-0069-2

 

Tags: Instructional quality, TIMSS, Mathematics Education, Equity
Published Feb. 13, 2019 10:28 AM - Last modified Feb. 13, 2019 11:01 AM