Associations between teacher quality, instructional quality and student reading outcomes in Nordic PIRLS 2016 data
- Standort
-
Deutsche Nationalbibliothek Frankfurt am Main
- ISSN
-
2196-0739
- Umfang
-
Online-Ressource
- Sprache
-
Englisch
- Anmerkungen
-
online resource.
- Erschienen in
-
Associations between teacher quality, instructional quality and student reading outcomes in Nordic PIRLS 2016 data ; volume:10 ; number:1 ; day:19 ; month:12 ; year:2022 ; pages:1-30 ; date:12.2022
Large-scale assessments in education ; 10, Heft 1 (19.12.2022), 1-30, 12.2022
- Klassifikation
-
Erziehung, Schul- und Bildungswesen
- Urheber
-
Leino, Kaisa
Nissinen, Kari
Sirén, Marjo
- Beteiligte Personen und Organisationen
-
SpringerLink (Online service)
- DOI
-
10.1186/s40536-022-00146-4
- URN
-
urn:nbn:de:101:1-2023030121161922863996
- Rechteinformation
-
Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Letzte Aktualisierung
-
14.08.2025, 10:50 MESZ
Datenpartner
Dieses Objekt wird bereitgestellt von:
Deutsche Nationalbibliothek. Bei Fragen zum Objekt wenden Sie sich bitte an den Datenpartner.
Deutsche Nationalbibliothek. Bei Fragen zum Objekt wenden Sie sich bitte an den Datenpartner.
Beteiligte
- Leino, Kaisa
- Nissinen, Kari
- Sirén, Marjo
- SpringerLink (Online service)
Ähnliche Objekte (12)
Teacher versus student perspectives on instructional quality in mathematics education across countries
Teacher specialization and student perceived instructional quality: what are the relationships to student reading achievement?
The interplay between teacher beliefs, instructional practices, and students’ reading achievement: national evidence from PIRLS 2021 using path analysis
Teacher quality and incentives theoretical and empirical effects of standards on teacher quality
Assessing Teacher Quality in India
Students’ ratings of instructional quality and achievement in mathematics
Pirl
Teacher career opportunities and school quality
Differences in instructional quality during the Covid-19 pandemic between Oman and Germany and the role of teacher competences
Instructional design for English foreign language teacher training
Grundakten Möderau Nr. 3, Pirl, Häntzl, Pirl
Pirl, Otto
Teacher versus student perspectives on instructional quality in mathematics education across countries
Teacher specialization and student perceived instructional quality: what are the relationships to student reading achievement?
The interplay between teacher beliefs, instructional practices, and students’ reading achievement: national evidence from PIRLS 2021 using path analysis
Teacher quality and incentives theoretical and empirical effects of standards on teacher quality
Assessing Teacher Quality in India
Students’ ratings of instructional quality and achievement in mathematics
Pirl
Teacher career opportunities and school quality
Differences in instructional quality during the Covid-19 pandemic between Oman and Germany and the role of teacher competences
Instructional design for English foreign language teacher training
Grundakten Möderau Nr. 3, Pirl, Häntzl, Pirl
Pirl, Otto
Teacher versus student perspectives on instructional quality in mathematics education across countries
Teacher specialization and student perceived instructional quality: what are the relationships to student reading achievement?
The interplay between teacher beliefs, instructional practices, and students’ reading achievement: national evidence from PIRLS 2021 using path analysis
Teacher quality and incentives theoretical and empirical effects of standards on teacher quality
Assessing Teacher Quality in India
Students’ ratings of instructional quality and achievement in mathematics
Pirl
Teacher career opportunities and school quality
Differences in instructional quality during the Covid-19 pandemic between Oman and Germany and the role of teacher competences
Instructional design for English foreign language teacher training
Grundakten Möderau Nr. 3, Pirl, Häntzl, Pirl