Equity, Equality and Diversity in the Nordic Model of Education. 1st ed. 2020.

Sonst. Personen	Frønes, Tove Stjern (Hrsg.); Pettersen, Andreas (Hrsg.); Radisic, Jelena (Hrsg.); Buchholtz, Nils (Hrsg.)
Titel	Equity, Equality and Diversity in the Nordic Model of Education. 1st ed. 2020.
Quelle	Cham: Springer International Publishing (2020), X, 412 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen 29; farbige Illustrationen 13
Zusatzinformation	Zusammenfassung
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-3-030-61647-2; 978-3-030-61648-9; 978-3-030-61649-6; 978-3-030-61650-2
DOI	10.1007/978-3-030-61648-9
Schlagwörter	Vergleichende Erziehungswissenschaft; Soziale Ungleichheit; Pädagogische Psychologie; Bewertung; Lernen; Pädagogische Psychologie; Soziale Ungleichheit; Sozialstruktur; Unterrichtsprozess; Vergleichende Erziehungswissenschaft; Internationale Erziehung; Lernen; Unterrichtsprozess; Sozialstruktur; Bewertung
Abstract	Content: Section 1 -- Equity, Equality and Diversity - Putting educational justice in the Nordic Model to a test. Nils Buchholtz, Amelie Stuart & Tove Stjern Frønes -- Measuring Equity across the Nordic Education Systems: Conceptual and Methodological Choices as Implications for Educational Policies. Oleksandra Mittal, Trude Nilsen & Julius K. Björnsson -- Section 2 -- Teaching culturally diverse student groups in the Nordic countries: What can the TALIS 2018 data tell us? Julius K. Bjørnsson -- Exploring diversity in the relationships between teacher quality and job satisfaction in the Nordic countries: Insights from TALIS 2013 and 2018. Kajsa Yang Hansen, Jelena Radisic, Xin Liu & Leah Natasha Glassow -- Digital inclusion in Norwegian and Danish schools: Analysing variation in teachers' collaboration, attitudes, ICT use and students' ICT literacy. Anubha Rohatgi, Jeppe Bundsgaard & Ove E. Hatlevik -- Teachers' Role in Enhancing Equity: A Multilevel Structural Equation Modelling with Mediated Moderation. Trude Nilsen, Ronny Scherer, Jan-Eric Gustafsson, Nani Teig1 & Hege Kaarstein -- The Case for Good Discipline? Evidence on the Interplay Between Disciplinary Climate, Socioeconomic Status, and Science Achievement from PISA 2015. Ronny Scherer -- Improving equity through national-level assessment initiatives. G. A. Nortvedt, K. B. Bratting, O. Kovpanets, A. Pettersen & A. Rohatgi -- Section 3. Can teachers' instruction increase low-SES students' motivation to learn mathematics? Ole Kristian Bergem, Trude Nilsen, Oleksandra Mittal & Henrik Galligani Ræder -- Resilient and non-resilient students in Sweden and Norway- Investigating the interplay between their self-beliefs and the school environment. Jelena Radisic & Andreas Pettersen -- Equity and Diversity in Reading Comprehension-A Case Study of PISA 2000-2018. Tove Stjern Frønes, Maria Rasmusson & Jesper Bremholm -- Implications of changing the delivery mode on reading tests in Norway - A gender perspective. Ragnhild Engdal Jensen -- The importance of parents' own reading for 10-year old students' reading achievement in the Nordic countries. Hildegunn Støle, Åse Kari H. Wagner & Knut Schwippert -- Section 4. The black box of Nordic education held against the light of large-scale international assessment resources-a critical commentary (Commentary chapter). Fritjof Sahlström -- Equity, Equality and Diversity in the Nordic countries-Final thoughts and looking ahead (Concluding chapter). Tove Stjern Frønes, Andreas Pettersen, Jelena Radisic & Nils Buchholtz. (Verlag).
Erfasst von	Springer Nature
Update	2022/2