Testing the dynamic model of educational effectiveness: the impact of teacher factors on interest and achievement in mathematics and biology in Serbia
Само за регистроване кориснике
2022
Аутори
Teodorović, JelenaMilin, Vladeta
Bodroža, Bojana
Đerić, Ivana
Vujačić, Milja
Stanković, Dejan
Cankar, Gašper
Charalambous, Charalambos Y
Van Damme, Jan
Kyriakides, Leonidas
Jakšić, Ivana M.
Чланак у часопису (Објављена верзија)
Метаподаци
Приказ свих података о документуАпстракт
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 reco...mmendations for educational policy and directions for further research.
Кључне речи:
Student achievement / interest in subject / educational effectiveness / teacher factors / multilevel modelingИзвор:
School Effectiveness and School Improvement, 2022, 33, 11, 51-85Издавач:
- London : Routledge Taylor & Francis
Финансирање / пројекти:
- Министарство науке, технолошког развоја и иновација Републике Србије, институционално финансирање - 200140 (Универзитет у Крагујевцу, Учитељски факултет, Јагодина) (RS-MESTD-inst-2020-200140)
- Министарство науке, технолошког развоја и иновација Републике Србије, институционално финансирање - 200163 (Универзитет у Београду, Филозофски факултет) (RS-MESTD-inst-2020-200163)
- Министарство науке, технолошког развоја и иновација Републике Србије, институционално финансирање - 200018 (Институт за педагошка истраживања, Београд) (RS-MESTD-inst-2020-200018)
- Министарство науке, технолошког развоја и иновација Републике Србије, институционално финансирање - 200009 (Институт за економику пољопривреде, Београд) (RS-MESTD-inst-2020-200009)
- Министарство науке, технолошког развоја и иновација Републике Србије, институционално финансирање - 200006 (Институт за архитектуру и урбанизам Србије, Београд) (RS-MESTD-inst-2020-200006)
DOI: 10.1080/09243453.2021.1942076
ISSN: 0924-3453
WoS: 000665627700001
Scopus: 2-s2.0-85108412089
Колекције
Институција/група
FPNTY - 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 . .