@inbook{
author = "Jošić, Smiljana and Japelj Pavešić, Barbara and Gutvajn, Nikoleta and Rožman, Mojca",
year = "2022",
abstract = "Education systems can be conceptualized as the scaffolding that supports
the construction and development of student competences. Among other things,
the size, location, and learning resources of schools can affect how efficient that
system is at delivering the required support. Data from international large-scale
assessments have indicated that the resources of rural schools may differ from those
of urban schools; students in schools in urban and more economically developed
environments often demonstrate higher achievement. Data from IEA’s Trends in
International Mathematics and Science Study (TIMSS) 2019 from across the Dinaric
region provides information on variations in the size of schools and allocation, student
achievement, and the different kinds of scaffolding/support for learning in urban and
rural schools. Secondary analyses of the TIMSS 2019 data for the Dinaric region,
taking into account home and school factors, show that the types of support available
for student learning differed between urban and rural schools. The findings suggest
that policymakers should focus on improving the learning resources available to
rural schools across the region, particularly in response to their lack of technological
resources for developing students’ digital competencies. Concomitant investment
is required for the development of teachers’ competencies for the effective use of
such educational resources. Educators need to compensate for lack of family support
for some students; in such situations, schools need to enhance the scaffolding for
learning available to children.",
publisher = "Springer Nature",
journal = "IEA Research for Education",
booktitle = "Scaffolding the Learning in Rural and Urban Schools: Similarities and Differences",
pages = "239-213",
volume = "13",
doi = "10.1007/978-3-030-85802-5_10"
}
