The most significant learning stories: TIMSS assessment items as a prompt for professional learning
Апстракт
Education policymakers in Serbia recognized that schools and teachers should include
the results of International Large-scale Assessments (ILSAs) in further plans for
improving the quality of teaching (Official Gazette of the Republic of Serbia, 14/2018).
According to Đerić et al. (2020) and Mullis et al. (2020), in TIMSS 2019, teachers
from Serbia identified Improving Students’ Critical Thinking or Problem-Solving
Skills (MATH: 54%; SCI: 56%) as one of the greatest needs for further professional
development (PD). Thus, it is crucial to design effective PD programs to help teachers
connect the TIMSS framework and data with their practice. Moreover, PD programs
need to be constructed within a Universal Design for Learning (UDL) framework to
promote inclusive pedagogy (Sanger, 2020; Schreffler et al., 2019). With this in mind,
we developed a PD program entitled TIMSS 2019 for Teachers: Quest for Quality
Questions (TIMSSQs).
Извор:
Towards a More Equitable Education: From Research to Change, 2023, 118-123Издавач:
- Belgrade : Institute for Educational Research
Финансирање / пројекти:
- Министарство науке, технолошког развоја и иновација Републике Србије, институционално финансирање - 200018 (Институт за педагошка истраживања, Београд) (RS-MESTD-inst-2020-200018)
Напомена:
- Book of Proceedings: The 29th International Scientific Conference “Educational Research and School Practice“ Towards a More Equitable Education: From Research to Change,1. December, 2023
Институција/група
IPITY - CONF AU - Ševa, Nada AU - Đerić, Ivana PY - 2023 UR - http://ipir.ipisr.org.rs/handle/123456789/1013 AB - Education policymakers in Serbia recognized that schools and teachers should include the results of International Large-scale Assessments (ILSAs) in further plans for improving the quality of teaching (Official Gazette of the Republic of Serbia, 14/2018). According to Đerić et al. (2020) and Mullis et al. (2020), in TIMSS 2019, teachers from Serbia identified Improving Students’ Critical Thinking or Problem-Solving Skills (MATH: 54%; SCI: 56%) as one of the greatest needs for further professional development (PD). Thus, it is crucial to design effective PD programs to help teachers connect the TIMSS framework and data with their practice. Moreover, PD programs need to be constructed within a Universal Design for Learning (UDL) framework to promote inclusive pedagogy (Sanger, 2020; Schreffler et al., 2019). With this in mind, we developed a PD program entitled TIMSS 2019 for Teachers: Quest for Quality Questions (TIMSSQs). PB - Belgrade : Institute for Educational Research C3 - Towards a More Equitable Education: From Research to Change T1 - The most significant learning stories: TIMSS assessment items as a prompt for professional learning EP - 123 SP - 118 UR - https://hdl.handle.net/21.15107/rcub_ipir_1013 ER -
@conference{ author = "Ševa, Nada and Đerić, Ivana", year = "2023", abstract = "Education policymakers in Serbia recognized that schools and teachers should include the results of International Large-scale Assessments (ILSAs) in further plans for improving the quality of teaching (Official Gazette of the Republic of Serbia, 14/2018). According to Đerić et al. (2020) and Mullis et al. (2020), in TIMSS 2019, teachers from Serbia identified Improving Students’ Critical Thinking or Problem-Solving Skills (MATH: 54%; SCI: 56%) as one of the greatest needs for further professional development (PD). Thus, it is crucial to design effective PD programs to help teachers connect the TIMSS framework and data with their practice. Moreover, PD programs need to be constructed within a Universal Design for Learning (UDL) framework to promote inclusive pedagogy (Sanger, 2020; Schreffler et al., 2019). With this in mind, we developed a PD program entitled TIMSS 2019 for Teachers: Quest for Quality Questions (TIMSSQs).", publisher = "Belgrade : Institute for Educational Research", journal = "Towards a More Equitable Education: From Research to Change", title = "The most significant learning stories: TIMSS assessment items as a prompt for professional learning", pages = "123-118", url = "https://hdl.handle.net/21.15107/rcub_ipir_1013" }
Ševa, N.,& Đerić, I.. (2023). The most significant learning stories: TIMSS assessment items as a prompt for professional learning. in Towards a More Equitable Education: From Research to Change Belgrade : Institute for Educational Research., 118-123. https://hdl.handle.net/21.15107/rcub_ipir_1013
Ševa N, Đerić I. The most significant learning stories: TIMSS assessment items as a prompt for professional learning. in Towards a More Equitable Education: From Research to Change. 2023;:118-123. https://hdl.handle.net/21.15107/rcub_ipir_1013 .
Ševa, Nada, Đerić, Ivana, "The most significant learning stories: TIMSS assessment items as a prompt for professional learning" in Towards a More Equitable Education: From Research to Change (2023):118-123, https://hdl.handle.net/21.15107/rcub_ipir_1013 .