Overview
- This open access book makes use of the wealth of information provided by TIMSS
- Analyzes grade four school students’ performance in science and mathematics across the Dinaric regions
- Offers multidimensional and culturally sensitive perspectives TIMSS 2019 results
- Provides insight into underrepresented education systems in comparative research in education
Part of the book series: IEA Research for Education (IEAR, volume 13)
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Table of contents (10 chapters)
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Front Matter
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Back Matter
Keywords
- TIMSS 2019
- Student attitudes in mathematics
- Student attitudes in science
- achievement at the primary level
- early learning activities
- Regional characteristics of school
- educational systems Dinaric
- School resources at primary level
- teachers Western Balkan region
- IEA studies across the Dinaric region
- Educational policies
- Open access
About this book
This open access book brings together national experts from across the Dinaric region to rigorously review IEA’s Trends in International Mathematics and Science Study (TIMSS) 2019 grade four data to develop a multidimensional and culturally sensitive perspective on their TIMSS 2019 primary-level results. The Dinaric region, named after the Dinaric Alps, is located in South-eastern Europe, and stretches through Croatia, Bosnia and Herzegovina, Serbia, Montenegro, Kosovo[1], Albania, and North Macedonia.
IEA’s TIMSS has been an invaluable resource for monitoring international trends in mathematics and science achievement at grades four and eight since 1995. The TIMSS 2019 administration of the test to grade four students, provided a unique opportunity for analysis within shared regional settings and enabled the construction of this first report based on international study results from the region, prepared by the National Research Coordinators in collaboration with IEA.
[1] This designation is without prejudice to positions on status and is in line with UNSCR 1244/1999 and the ICJ Opinion on the Kosovo declaration of independence.
Editors and Affiliations
About the editors
Dr. Paulína Koršňáková as Senior Research and Liaison Adviser for IEA, is responsible for supporting and developing existing memberships and institutional partnerships within IEA’s mission of researching education to improve learning. Prior to her various assignments at IEA since 2010, she led implementation and reporting for various international large-scale assessments at a national level in the Slovak Republic. Dr Koršňáková is an experienced teacher, lecturer and researcher and represents Slovakia on the European Educational Research Association (EERA) Council.
Dr Sabine Meinck works for the IEA in Hamburg, Germany, being head of both its Research and Analysis Unit and Sampling Unit. Since 2006, she has been involved with the sampling, weighting, variance estimation, and analysis of nearly all contemporary large-scale assessments in education. Dr Meinck provides guidance and support for research activities within the IEA, and is associated editor of the Springer journal "Large-scale Assessments in Education". Her main research interest lies with the science of cross-national large-scale assessments, and the methodological challenges of complex survey data.
Bibliographic Information
Book Title: Dinaric Perspectives on TIMSS 2019
Book Subtitle: Teaching and Learning Mathematics and Science in South-Eastern Europe
Editors: Barbara Japelj Pavešić, Paulína Koršňáková, Sabine Meinck
Series Title: IEA Research for Education
DOI: https://doi.org/10.1007/978-3-030-85802-5
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: International Association for the Evaluation of Educational Achievement (IEA) 2022
Hardcover ISBN: 978-3-030-85801-8Published: 11 November 2021
Softcover ISBN: 978-3-030-85804-9Published: 11 November 2021
eBook ISBN: 978-3-030-85802-5Published: 10 November 2021
Series ISSN: 2366-1631
Series E-ISSN: 2366-164X
Edition Number: 1
Number of Pages: X, 244
Number of Illustrations: 53 illustrations in colour
Topics: Education, general, Educational Policy and Politics, Teaching and Teacher Education, Science Education, Mathematics Education, Sociology of Education