TY  - JOUR
AU  - Teodorović, Jelena
AU  - Milin, Vladeta
AU  - Bodroža, Bojana
AU  - Đerić, Ivana
AU  - Vujačić, Milja
AU  - Stanković, Dejan
AU  - Cankar, Gašper
AU  - Charalambous, Charalambos Y
AU  - Van Damme, Jan
AU  - Kyriakides, Leonidas
AU  - Jakšić, Ivana M.
PY  - 2022
UR  - http://rfpn.fpn.bg.ac.rs/handle/123456789/1059
AB  - Having in mind that student achievement and interest in subject are some of the most important educational goals, and that quality of teaching is the crucial schooling factor influencing them, we examined the contribution of teacher-level variables from the dynamic model of educational effectiveness to student achievement and interest in mathematics and biology. The representative sample included 5,476 students from 125 elementary schools in Serbia and 5,021 parents. Data on student and teacher variables were collected through student and parent questionnaires, while data on prior and current achievement were comprised from students’ Trends in International Mathematics and Science Study (TIMSS) 2011 scores and national examination results, respectively. Data were analyzed using multilevel modeling. The results indicate that teacher factors from the dynamic model did not impact student achievement in mathematics and biology but influenced student interest in both subjects. We offer recommendations for educational policy and directions for further research.
PB  - London : Routledge Taylor & Francis
T2  - School Effectiveness and School Improvement
T1  - Testing the dynamic model of educational effectiveness: the impact of teacher factors on interest and achievement in mathematics and biology in Serbia
EP  - 85
IS  - 11
SP  - 51
VL  - 33
DO  - 10.1080/09243453.2021.1942076
ER  - 

@article{
author = "Teodorović, Jelena and Milin, Vladeta and Bodroža, Bojana and Đerić, Ivana and Vujačić, Milja and Stanković, Dejan and Cankar, Gašper and Charalambous, Charalambos Y and Van Damme, Jan and Kyriakides, Leonidas and Jakšić, Ivana M.",
year = "2022",
abstract = "Having in mind that student achievement and interest in subject are some of the most important educational goals, and that quality of teaching is the crucial schooling factor influencing them, we examined the contribution of teacher-level variables from the dynamic model of educational effectiveness to student achievement and interest in mathematics and biology. The representative sample included 5,476 students from 125 elementary schools in Serbia and 5,021 parents. Data on student and teacher variables were collected through student and parent questionnaires, while data on prior and current achievement were comprised from students’ Trends in International Mathematics and Science Study (TIMSS) 2011 scores and national examination results, respectively. Data were analyzed using multilevel modeling. The results indicate that teacher factors from the dynamic model did not impact student achievement in mathematics and biology but influenced student interest in both subjects. We offer recommendations for educational policy and directions for further research.",
publisher = "London : Routledge Taylor & Francis",
journal = "School Effectiveness and School Improvement",
title = "Testing the dynamic model of educational effectiveness: the impact of teacher factors on interest and achievement in mathematics and biology in Serbia",
pages = "85-51",
number = "11",
volume = "33",
doi = "10.1080/09243453.2021.1942076"
}

Teodorović, J., Milin, V., Bodroža, B., Đerić, I., Vujačić, M., Stanković, D., Cankar, G., Charalambous, C. Y., Van Damme, J., Kyriakides, L.,& Jakšić, I. M.. (2022). Testing the dynamic model of educational effectiveness: the impact of teacher factors on interest and achievement in mathematics and biology in Serbia. in School Effectiveness and School Improvement
London : Routledge Taylor & Francis., 33(11), 51-85.
https://doi.org/10.1080/09243453.2021.1942076

Teodorović J, Milin V, Bodroža B, Đerić I, Vujačić M, Stanković D, Cankar G, Charalambous CY, Van Damme J, Kyriakides L, Jakšić IM. Testing the dynamic model of educational effectiveness: the impact of teacher factors on interest and achievement in mathematics and biology in Serbia. in School Effectiveness and School Improvement. 2022;33(11):51-85.
doi:10.1080/09243453.2021.1942076 .

Teodorović, Jelena, Milin, Vladeta, Bodroža, Bojana, Đerić, Ivana, Vujačić, Milja, Stanković, Dejan, Cankar, Gašper, Charalambous, Charalambos Y, Van Damme, Jan, Kyriakides, Leonidas, Jakšić, Ivana M., "Testing the dynamic model of educational effectiveness: the impact of teacher factors on interest and achievement in mathematics and biology in Serbia" in School Effectiveness and School Improvement, 33, no. 11 (2022):51-85,
https://doi.org/10.1080/09243453.2021.1942076 . .

TY  - JOUR
AU  - Teodorović, Jelena
AU  - Jaksić, Ivan
AU  - Milin, Vladeta
AU  - Teodorović, Jelena
AU  - Jakšić, Ivana M.
AU  - Milin, Vladeta
PY  - 2020
UR  - http://rfpn.fpn.bg.ac.rs/handle/123456789/799
AB  - Value added (VA) is one of the measures to assess the quality of school work; when calculating this value, the individual characteristics of students are statistically equalised in order to focus on the factors that are under the jurisdiction of the educational system. The basic value of VA is seen in providing as fair information as possible about the contribution of teachers and / or schools to student achievement. In this paper, we investigate the value added of schools in Serbia. We have set the following research goals: (1) examining the contribution of students' individual characteristics on student achievement in seven subjects, (2) establishing the connection between the student achievement and the expected VA, (3) examining the representation of school groups selected by the expected student achievement and VA and (4) determining the variability of VA of subjects in a particular school. The study was conducted on the sample of 125 elementary schools, with participation of 5065 8th grade students and 5021 parents of these students. Data on student variables were collected through a questionnaire, and from student achievement from the 2011 TIMSS and 2015 final exam databases. Hierarchical modelling was used for the analyses. The results, among other things, show that the expected student achievement and VA are unrelated for most schools, that most schools have both negative VA and below-average expected achievement, and that VA varies between school subjects. The limitations of this study are also given, as well as the implications that the obtained data have on educational policy in Serbia.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Value added of schools in Serbia
EP  - 135
IS  - 1
SP  - 81
VL  - 52
DO  - 10.2298/ZIPI2001081T
ER  - 

@article{
author = "Teodorović, Jelena and Jaksić, Ivan and Milin, Vladeta and Teodorović, Jelena and Jakšić, Ivana M. and Milin, Vladeta",
year = "2020",
abstract = "Value added (VA) is one of the measures to assess the quality of school work; when calculating this value, the individual characteristics of students are statistically equalised in order to focus on the factors that are under the jurisdiction of the educational system. The basic value of VA is seen in providing as fair information as possible about the contribution of teachers and / or schools to student achievement. In this paper, we investigate the value added of schools in Serbia. We have set the following research goals: (1) examining the contribution of students' individual characteristics on student achievement in seven subjects, (2) establishing the connection between the student achievement and the expected VA, (3) examining the representation of school groups selected by the expected student achievement and VA and (4) determining the variability of VA of subjects in a particular school. The study was conducted on the sample of 125 elementary schools, with participation of 5065 8th grade students and 5021 parents of these students. Data on student variables were collected through a questionnaire, and from student achievement from the 2011 TIMSS and 2015 final exam databases. Hierarchical modelling was used for the analyses. The results, among other things, show that the expected student achievement and VA are unrelated for most schools, that most schools have both negative VA and below-average expected achievement, and that VA varies between school subjects. The limitations of this study are also given, as well as the implications that the obtained data have on educational policy in Serbia.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Value added of schools in Serbia",
pages = "135-81",
number = "1",
volume = "52",
doi = "10.2298/ZIPI2001081T"
}

Teodorović, J., Jaksić, I., Milin, V., Teodorović, J., Jakšić, I. M.,& Milin, V.. (2020). Value added of schools in Serbia. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 52(1), 81-135.
https://doi.org/10.2298/ZIPI2001081T

Teodorović J, Jaksić I, Milin V, Teodorović J, Jakšić IM, Milin V. Value added of schools in Serbia. in Zbornik Instituta za pedagoška istraživanja. 2020;52(1):81-135.
doi:10.2298/ZIPI2001081T .

Teodorović, Jelena, Jaksić, Ivan, Milin, Vladeta, Teodorović, Jelena, Jakšić, Ivana M., Milin, Vladeta, "Value added of schools in Serbia" in Zbornik Instituta za pedagoška istraživanja, 52, no. 1 (2020):81-135,
https://doi.org/10.2298/ZIPI2001081T . .