Session Information
09 SES 09 A, Structure and Determinants of Multiple Competencies of Grade 4 Learners: Findings from PIRLS/TIMSS 2011 combined – PART 1
Symposium
Contribution
With almost 40 countries administering TIMSS and PIRLS 2011 to the same fourth grade students, the resulting data provide an unprecedented opportunity to investigate how the characteristics of effective schools operate across countries to influence achievement in reading, mathematics, and science in primary schools, and whether schools in some countries are relatively more effective in one or other of these subjects. Considering an effective school to be one that has an effect on student achievement over and above any home background influences, this study uses hierarchical linear modeling techniques to isolate the influence of school beyond that of the home and then examine the effects of school factors on achievement. Relative school effectiveness in reading, mathematics, and science will be gauged by comparing the amount of achievement variance in each subject accounted for by the school factors after controlling for home environment and by examining the magnitude of the effects of particular school variables. The analysis will be conducted in two stages: examining basic overall factors of school effectiveness including school resources, safety/orderliness, and academic climate, and addressing the influence of school factors specific to each of the curriculum areas, including teacher preparation, classroom resources, and instructional approaches.
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