Associations between Teacher Quality, Instructional Quality and Student Reading Outcomes in Nordic PIRLS 2016 Data

Autor/inn/en	Leino, Kaisa; Nissinen, Kari; Sirén, Marjo
Titel	Associations between Teacher Quality, Instructional Quality and Student Reading Outcomes in Nordic PIRLS 2016 Data
Quelle	In: Large-scale Assessments in Education, 10 (2022), Artikel 25 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leino, Kaisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40536-022-00146-4
Schlagwörter	Foreign Countries; Achievement Tests; Reading Achievement; Reading Tests; International Assessment; Grade 4; Teacher Qualifications; Professional Identity; Classroom Techniques; Teacher Student Relationship; Self Esteem; Self Efficacy; Specialization; Cognitive Processes; Denmark; Finland; Norway; Sweden; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Leseleistung; Lesetest; School year 04; 4. Schuljahr; Schuljahr 04; Lehrqualifikation; Klassenführung; Teacher student relationships; Lehrer-Schüler-Beziehung; Self-esteem; Selbstaufmerksamkeit; Self-efficacy; Selbstwirksamkeit; Arbeitsteilige Spezialisierung; Cognitive process; Kognitiver Prozess; Dänemark; Finnland; Norwegen; Schweden
Abstract	Progress in International Reading Literacy Study (PIRLS) focuses on the reading proficiency of students mostly in the fourth year of schooling. A wide selection of studies has shown that family background and early literacy activities at home have substantial associations with student achievement in reading literacy. However, research focusing on teacher qualities and teaching processes is inadequate. In this study, we focus on associations of teacher quality (formal qualifications and professional identity) and instructional quality (classroom management, cognitive activation and teacher support) with cognitive and affective-motivational student outcomes (variables Reading Achievement, Students Confident in Reading, and Students Like Reading). We analyzed PIRLS 2016 data from four Nordic countries (Denmark, Finland, Norway, and Sweden), consisting altogether of 923 teachers and 17,161 students. Using path analysis, we considered selected background variables from teacher and student questionnaires in relation to the outcomes. Overall, the associations of student outcomes with teacher quality and instruction quality were found to be weak in all the countries, and there was little variation between the countries. The strongest association observed in all countries was the positive relation between Teacher Support Perceived by Students and Students Like Reading. Further, a positive Working Atmosphere in the Classroom tended to promote Reading Achievement and Students Confident in Reading. Teacher's Specialization in reading and the language of the test was positively associated with Teacher's Self-Efficacy in teaching reading, which in turn was related to measures of instructional quality. The implications for practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01