Testing the Dynamic Model of Educational Effectiveness: The Impact of Teacher Factors on Interest and Achievement in Mathematics and Biology in Serbia

Autor/inn/en	Teodorovic, Jelena; Milin, Vladeta; Bodroža, Bojana; Deric, Ivana D.; Vujacic, Milja; Jakšic, Ivana M.; Stankovic, Dejan; Cankar, Gašper; Charalambous, Charalambos Y.; Damme, Jan Van; Kyriakides, Leonidas
Titel	Testing the Dynamic Model of Educational Effectiveness: The Impact of Teacher Factors on Interest and Achievement in Mathematics and Biology in Serbia
Quelle	In: School Effectiveness and School Improvement, 33 (2022) 1, S.51-85 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Teodorovic, Jelena) ORCID (Milin, Vladeta) ORCID (Vujacic, Milja) ORCID (Kyriakides, Leonidas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2021.1942076
Schlagwörter	Foreign Countries; Elementary School Students; Mathematics Achievement; Science Achievement; Biology; Teacher Effectiveness; Achievement Tests; Elementary Secondary Education; Mathematics Tests; International Assessment; Science Tests; Outcomes of Education; Serbia; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Biologie; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lernleistung; Schulerfolg; Serbien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01