Testing the dynamic model of educational effectiveness: The impact of teacher factors on interest and achievement in mathematics and biology in Serbia
Аутори
Teodorović, JelenaMilin, Vladeta
Bodroža, Bojana
Đerić, Ivana
Vujačić, Milja
Jakšić, Ivana
Stanković, Dejan
Cankar, Gašper
Charalambous, C.Y.
Damme, J.V.
Kyriakides, Leonidas
Чланак у часопису (Рецензирана 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. © 2021 Informa UK Limited, trading as Taylor & Francis Group.
Кључне речи:
educational effectiveness / interest in subject / multilevel modeling / Student achievement / teacher factorsИзвор:
School Effectiveness and School Improvement, 2022, 33, 1, 51-85Издавач:
- Routledge
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 - 200018 (Институт за педагошка истраживања, Београд) (RS-MESTD-inst-2020-200018)
- Министарство науке, технолошког развоја и иновација Републике Србије, институционално финансирање - 200163 (Универзитет у Београду, Филозофски факултет) (RS-MESTD-inst-2020-200163)
Напомена:
- This is the peer-reviewed version of the article: Teodorović, J.; Milin, V.; Bodroža, B.; Đerić, I. D.; Vujačić, M.; Jakšić, I. M.; Stanković, D.; Cankar, G.; Charalambous, C. Y.; Damme, J. V.; Kyriakides, L. Testing the Dynamic Model of Educational Effectiveness: The Impact of Teacher Factors on Interest and Achievement in Mathematics and Biology in Serbia. School Effectiveness and School Improvement 2021. https://doi.org/10.1080/09243453.2021.1942076
- Related to published version: http://ipir.ipisr.org.rs/handle/123456789/525
- The work presented in this paper was funded by the European Commission’s Comenius project “Improving Educational Effectiveness in PrimarySchools” (IEEPS), 538992-LLP-1-2013-1-RS-COMENIUS-CMP
Повезане информације:
- Друга верзија
https://doi.org/10.1080/09243453.2021.1942076 - Друга верзија
http://ipir.ipisr.org.rs/handle/123456789/525
DOI: 10.1080/09243453.2021.1942076
ISSN: 0924-3453
WoS: 000665627700001
Scopus: 2-s2.0-85108412089
Институција/група
IPITY - JOUR AU - Teodorović, Jelena AU - Milin, Vladeta AU - Bodroža, Bojana AU - Đerić, Ivana AU - Vujačić, Milja AU - Jakšić, Ivana AU - Stanković, Dejan AU - Cankar, Gašper AU - Charalambous, C.Y. AU - Damme, J.V. AU - Kyriakides, Leonidas PY - 2022 UR - http://ipir.ipisr.org.rs/handle/123456789/525 UR - http://ipir.ipisr.org.rs/handle/123456789/593 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. © 2021 Informa UK Limited, trading as Taylor & Francis Group. PB - Routledge 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 - 1 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 Jakšić, Ivana and Stanković, Dejan and Cankar, Gašper and Charalambous, C.Y. and Damme, J.V. and Kyriakides, Leonidas", 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. © 2021 Informa UK Limited, trading as Taylor & Francis Group.", publisher = "Routledge", 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 = "1", volume = "33", doi = "10.1080/09243453.2021.1942076" }
Teodorović, J., Milin, V., Bodroža, B., Đerić, I., Vujačić, M., Jakšić, I., Stanković, D., Cankar, G., Charalambous, C.Y., Damme, J.V.,& Kyriakides, L.. (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 Routledge., 33(1), 51-85. https://doi.org/10.1080/09243453.2021.1942076
Teodorović J, Milin V, Bodroža B, Đerić I, Vujačić M, Jakšić I, Stanković D, Cankar G, Charalambous C, Damme J, Kyriakides L. 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(1):51-85. doi:10.1080/09243453.2021.1942076 .
Teodorović, Jelena, Milin, Vladeta, Bodroža, Bojana, Đerić, Ivana, Vujačić, Milja, Jakšić, Ivana, Stanković, Dejan, Cankar, Gašper, Charalambous, C.Y., Damme, J.V., Kyriakides, Leonidas, "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. 1 (2022):51-85, https://doi.org/10.1080/09243453.2021.1942076 . .