Приказ основних података о документу

dc.creatorJošić, Smiljana
dc.creatorJapelj Pavešić, Barbara
dc.creatorGutvajn, Nikoleta
dc.creatorRožman, Mojca
dc.date2022
dc.date.accessioned2021-11-22T12:02:25Z
dc.date.available2021-11-22T12:02:25Z
dc.date.issued2022
dc.identifier.isbn978-3-030-85801-8
dc.identifier.isbn
dc.identifier.issn2366-1631
dc.identifier.urihttp://ipir.ipisr.org.rs/handle/123456789/701
dc.description.abstractEducation 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.
dc.language.isoen
dc.publisherSpringer Nature
dc.rightsopenAccess
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/
dc.sourceIEA Research for Education
dc.subjectachievement gap
dc.subjectgrade four
dc.subjectlocation of school
dc.subjectscaffolding
dc.subjecttrends in international mathematics and science study (TIMSS)
dc.titleScaffolding the Learning in Rural and Urban Schools: Similarities and Differences
dc.typebookPart
dc.rights.licenseBY-NC
dc.citation.epage239
dc.citation.spage213
dc.citation.volume13
dc.description.other[https://link.springer.com/chapter/10.1007%2F978-3-030-85802-5_10]
dc.identifier.doi10.1007/978-3-030-85802-5_10
dc.identifier.fulltexthttp://ipir.ipisr.org.rs/bitstream/id/2127/Scaffolding_The_Learning_In_Ruralal_and_urban_schools_2022.pdf
dc.identifier.scopus2-s2.0-85119141444
dc.type.versionpublishedVersion


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Приказ основних података о документу