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dc.creatorTeodorović, Jelena
dc.creatorMilin, Vladeta
dc.creatorBodroža, Bojana
dc.creatorĐerić, Ivana
dc.creatorVujačić, Milja
dc.creatorJakšić, Ivana
dc.creatorStanković, Dejan
dc.creatorCankar, Gašper
dc.creatorCharalambous, C.Y.
dc.creatorDamme, J.V.
dc.creatorKyriakides, Leonidas
dc.date2021
dc.date.accessioned2021-06-30T09:26:34Z
dc.date.accessioned2021-08-23T11:30:42Z
dc.date.available2022-12-24
dc.date.available2022-12-24
dc.date.issued2022
dc.identifier.issn0924-3453
dc.identifier.urihttp://ipir.ipisr.org.rs/handle/123456789/525
dc.identifier.urihttp://ipir.ipisr.org.rs/handle/123456789/593
dc.description.abstractHaving 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.
dc.languageEnglish
dc.publisherRoutledge
dc.relationinfo:eu-repo/grantAgreement/MESTD/inst-2020/200140/RS//
dc.relationinfo:eu-repo/grantAgreement/MESTD/inst-2020/200018/RS//
dc.relationinfo:eu-repo/grantAgreement/MESTD/inst-2020/200163/RS//
dc.relation.isversionofhttps://doi.org/10.1080/09243453.2021.1942076
dc.relation.isversionofhttp://ipir.ipisr.org.rs/handle/123456789/525
dc.rightsembargoedAccess
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/
dc.sourceSchool Effectiveness and School Improvement
dc.subjecteducational effectiveness
dc.subjectinterest in subject
dc.subjectmultilevel modeling
dc.subjectStudent achievement
dc.subjectteacher factors
dc.titleTesting the dynamic model of educational effectiveness: The impact of teacher factors on interest and achievement in mathematics and biology in Serbia
dc.typearticle
dc.rights.licenseBY-NC
dc.citation.epage85
dc.citation.issue1
dc.citation.rankM22
dc.citation.spage51
dc.citation.volume33
dc.description.otherThis 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 ]
dc.description.otherRelated to published version: [http://ipir.ipisr.org.rs/handle/123456789/525]
dc.description.otherThe 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
dc.identifier.doi10.1080/09243453.2021.1942076
dc.identifier.fulltexthttp://ipir.ipisr.org.rs/bitstream/id/2527/Testing_the_dynamic_model_of_educational_effectiveness_peer_reviwed_version2021.pdf
dc.identifier.scopus2-s2.0-85108412089
dc.identifier.wos000665627700001
dc.type.versionacceptedVersion


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