Teacher quality, instructional quality and student outcomes

IEA Research for Education A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA) Trude Nilsen Jan-Eric Gustafsson Editors Teacher Quality, Instructional Quality and Student Outcomes Relationships Across Countries, Cohorts and Time IEA Research for Education A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA) Volume Series editors Dirk Hastedt, Executive Director of the International Association for the Evaluation of Educational Achievement (IEA) Seamus Hegarty, University of Warwick, UK, and Chair of IEA Publications and Editorial Committee Editorial Board John Ainley, Australian Council for Educational Research, Australia Kadriye Ercikan, University of British Columbia, Canada Eckhard Klieme, German Institute for International Educational Research (DIPF), Germany Fou-Lai Lin, National Taiwan Normal University, Chinese Taipei Michael O Martin, TIMSS & PIRLS International Study Center at Boston College, Chestnut Hill, MA, USA Sarah Maughan, AlphaPlus Consultancy, UK Ina V.S Mullis, TIMSS & PIRLS International Study Center at Boston College, Chestnut Hill, MA, USA Elena Papanastasiou, University of Nicosia, Cyprus Valena White Plisko, Independent Consultant, USA David Rutkowski, University of Oslo, Norway Jouni Välijärvi, University of Jyväskylä, Finland Hans Wagemaker, Senior Advisor to IEA, New Zealand The International Association for the Evaluation of Educational Achievement (IEA) is an independent nongovernmental nonprofit cooperative of national research institutions and governmental research agencies that originated in Hamburg, Germany, in 1958 For nearly 60 years, IEA has developed and conducted high-quality, large-scale comparative studies in education to support countries’ efforts to engage in national strategies for educational monitoring and improvement IEA continues to promote capacity building and knowledge sharing to foster innovation and quality in education, proudly uniting more than 60 member institutions, with studies conducted in more than 100 countries worldwide IEA’s comprehensive data provide an unparalleled longitudinal resource for researchers, and this series of in-depth thematic reports can be used to shed light on critical questions concerning educational policies and educational research The goal is to encourage international dialogue focusing on policy matters and technical evaluation procedures The resulting debate integrates powerful conceptual frameworks, comprehensive datasets and rigorous analysis, thus enhancing understanding of diverse education systems worldwide More information about this series at http://www.springer.com/series/14293 Trude Nilsen Jan-Eric Gustafsson • Editors Teacher Quality, Instructional Quality and Student Outcomes Relationships Across Countries, Cohorts and Time Editors Trude Nilsen University of Oslo Blindern, Oslo Norway Jan-Eric Gustafsson Department of Education and Special Education University of Gothenburg Gothenburg Sweden and Faculty of Educational Sciences Centre for Educational Measurement at the University of Oslo (CEMO) Oslo Norway ISSN 2366-1631 IEA Research for Education ISBN 978-3-319-41251-1 DOI 10.1007/978-3-319-41252-8 ISSN 2366-164X (electronic) ISBN 978-3-319-41252-8 (eBook) Jointly published with International Association for the Evaluation of Educational Achievement (IEA) Library of Congress Control Number: 2016943875 © International Association for the Evaluation of Educational Achievement (IEA) 2016 This book is published open access The copyright of this volume is with the International Association for the Evaluation of Educational Achievement (IEA) Open Access This book is distributed under the terms of the Creative Commons AttributionNonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, duplication, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made The images or other third party material in this book are included in the work’s Creative Commons license, unless indicated otherwise in the credit line; if such material is not included in the work’s Creative Commons license and the respective action is not permitted by statutory regulation, users will need to obtain permission from the license holder to duplicate, adapt or reproduce the material This work is subject to copyright All commercial rights are reserved by the Publishers, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed The use of general descriptive names, registered names, trademarks, service marks, etc in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use The publishers, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication Neither the publishers nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer International Publishing AG Switzerland Foreword IEA’s mission is to enhance knowledge about education systems worldwide and to provide high-quality data that will support education reform and lead to better teaching and learning in schools In pursuit of this aim, it conducts, and reports on, major studies of student achievement in literacy, mathematics, science, citizenship, and digital literacy These studies, most notably the Trends in Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), and the International Civic and Citizenship Study (ICCS), are well established and have set the benchmark for international comparative studies in education The studies have generated vast data sets encompassing student achievement, disaggregated in a variety of ways, along with a wealth of contextual information which contains considerable explanatory power The numerous reports that have emerged from them are a valuable contribution to the corpus of educational research Valuable though these detailed reports are, IEA’s goal of supporting education reform needs something more: deep understanding of education systems and the many factors that bear on student learning requires in-depth analysis of the global data sets IEA has long championed such analysis and facilitates scholars and policy makers in conducting secondary analysis of our data sets So we provide software such as the International Database Analyzer to encourage the analysis of our data sets, support numerous publications including a peer-reviewed journal— Large-scale Assessment in Education—dedicated to the science of large-scale assessments and publishing articles that draw on large-scale assessment databases, and organize a biennial international research conference to nurture exchanges between researchers working with IEA data This new series of thematic reports represents a further effort by IEA to capitalize on our unique data sets, so as to provide powerful information for policy makers and researchers Each report will focus on a specific topic and will be produced by a dedicated team of leading scholars on the theme in question Teams are selected on the basis of an open call for tenders The intention is to have two v vi Foreword such calls a year Tenders are subject to a thorough review process, as are the reports produced (Full details are available on the IEA Web site.) This second report is based on secondary analysis of TIMSS 2011 It aims to deepen understanding of the relationships between teacher quality, instructional quality, and learning outcomes Conducted by researchers at the University of Oslo, University of Gothenburg and the Humboldt-Universität zu Berlin, Teacher Quality, Instructional Quality and Student Outcomes is a valuable addition to the growing body of research on measuring teacher and instructional quality and their impact on learner outcomes By analyzing TIMSS data across countries and grades (four and eight) and taking account of a multiplicity of background variables, the report both demonstrates the unique value of international large-scale assessments and highlights implications for policy and practice A forthcoming thematic report will focus on perceptions of school safety and the school environment for learning and their impact on student learning Seamus Hegarty Chair IEA Publications and Editorial Committee Contents Conceptual Framework and Methodology of This Report Trude Nilsen, Jan-Eric Gustafsson and Sigrid Blömeke Relation of Student Achievement to the Quality of Their Teachers and Instructional Quality Sigrid Blömeke, Rolf Vegar Olsen and Ute Suhl 21 The Relations Among School Climate, Instructional Quality, and Achievement Motivation in Mathematics Ronny Scherer and Trude Nilsen 51 The Impact of School Climate and Teacher Quality on Mathematics Achievement: A Difference-in-Differences Approach Jan Eric Gustafsson and Trude Nilsen The Importance of Instructional Quality for the Relation Between Achievement in Reading and Mathematics Guri A Nortvedt, Jan-Eric Gustafsson and Anne-Catherine W Lehre 81 97 The Relation Between Students’ Perceptions of Instructional Quality and Bullying Victimization 115 Leslie Rutkowski and David Rutkowski Final Remarks 135 Jan-Eric Gustafsson and Trude Nilsen vii viii Contents Appendix A 149 Appendix B 159 Appendix C 161 Appendix D 165 Chapter Conceptual Framework and Methodology of This Report Trude Nilsen, Jan-Eric Gustafsson and Sigrid Blömeke Abstract In this volume, five separate studies examine differing aspects of relations between teacher quality, instructional quality and learning outcomes across countries, taking into account context characteristics such as school climate The 2007 and 2011 TIMSS (Trends in Mathematics and Science Study) cycles provided the research data These five studies cover grade four or grade eight students and their teachers, including cognitive or affective-motivational learning outcomes This introductory chapter describes the overall conceptual framework and the research questions posed by each chapter, and outlines the general design features of TIMSS Key constructs, and common methodological issues among the five studies are discussed, and this introduction concludes with an overview of all chapters Á Á Á Keywords Instructional quality Teacher quality Student outcome Theoretical framework Trends in Mathematics and Science Study (TIMSS) Á 1.1 Introduction Researchers and practitioners have long known that the quality of teachers and the quality of their instruction are key determinants of student learning outcomes (Klieme et al 2009; Seidel and Shavelson 2007) However, the relationships have T Nilsen (&) Department of Teacher Education and School Research, University of Oslo, Oslo, Norway e-mail: trude.nilsen@ils.uio.no J.-E Gustafsson Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden e-mail: jan-eric.gustafsson@ped.gu.se J.-E Gustafsson Á S Blömeke Faculty of Educational Sciences, Centre for Educational Measurement at the University of Oslo (CEMO), Oslo, Norway e-mail: sigrid.blomeke@cemo.uio.no © The Author(s) 2016 T Nilsen and J.-E Gustafsson (eds.), Teacher Quality, Instructional Quality and Student Outcomes, IEA Research for Education 2, DOI 10.1007/978-3-319-41252-8_1 Appendix A Country-specific descriptives, including information about their distribution in terms of skewness and kurtosis (see Tables A.1, A.2, A.3, A.4, A.5 and A.6.) Table A.1 Country-specific descriptives of teacher’s years of experience Country Min Max M SD Skewness (SE) Kurtosis (SE) Poland Lithuania Armenia Italy Serbia Hungary Georgia Azerbaijan Romania Croatia Slovenia Slovak Republic Tunisia Spain Portugal Czech Republic Iran Finland Germany Morocco Thailand Sweden 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 2.74 2.68 2.61 2.55 2.52 2.48 2.43 2.39 2.29 2.28 2.26 2.22 2.16 2.15 2.14 2.13 2.10 2.07 2.00 1.99 1.99 1.97 0.63 0.56 0.71 0.77 0.68 0.91 0.83 0.83 0.82 0.93 0.93 0.98 1.06 1.11 0.81 1.07 0.97 0.98 1.11 0.99 1.16 0.93 –2.72 –1.77 –2.03 –1.74 –1.41 –1.67 –1.56 –1.18 –0.94 –1.19 –1.09 –1.06 –0.95 –0.98 –0.73 –0.92 –0.90 –0.83 –0.71 –0.68 –0.68 –0.63 7.18 3.26 3.93 2.37 1.74 1.60 1.87 0.50 0.14 0.47 0.18 –0.01 –0.45 –0.52 0.08 –0.49 –0.15 –0.35 –0.91 –0.60 –1.07 –0.45 (0.02) (0.06) (0.07) (0.01) (0.04) (0.04) (0.05) (0.03) (0.02) (0.05) (0.08) (0.05) (0.03) (0.02) (0.03) (0.04) (0.01) (0.04) (0.01) (0.02) (0.01) (0.04) © The Author(s) 2016 T Nilsen and J.-E Gustafsson (eds.), Teacher Quality, Instructional Quality and Student Outcomes, IEA Research for Education 2, DOI 10.1007/978-3-319-41252-8 (0.04) (0.13) (0.13) (0.03) (0.08) (0.07) (0.10) (0.06) (0.04) (0.10) (0.16) (0.09) (0.06) (0.04) (0.06) (0.07) (0.02) (0.09) (0.03) (0.03) (0.03) (0.08) (continued) 149 150 Appendix A Table A.1 (continued) Country Min Max M SD Skewness (SE) Kurtosis (SE) Chinese Taipei 0.00 3.00 1.93 0.84 –0.60 (0.02) –0.05 (0.05) Northern Ireland 0.00 3.00 1.92 0.93 –0.39 (0.08) –0.81 (0.17) Norway 0.00 3.00 1.85 0.99 –0.44 (0.04) –0.87 (0.09) Hong Kong 0.00 3.00 1.81 0.98 –0.67 (0.06) –0.50 (0.12) Japan 0.00 3.00 1.81 1.24 –0.36 (0.01) –1.53 (0.02) Denmark 0.00 3.00 1.79 1.10 –0.36 (0.05) –1.21 (0.09) Korea 0.00 3.00 1.77 1.14 –0.31 (0.02) –1.34 (0.04) Chile 0.00 3.00 1.76 1.21 –0.39 (0.03) –1.41 (0.05) Yemen 0.00 3.00 1.76 0.82 –0.72 (0.02) 0.14 (0.04) Netherlands 0.00 3.00 1.72 1.05 –0.18 (0.03) –1.22 (0.06) United States 0.00 3.00 1.68 1.01 –0.28 (0.01) –1.00 (0.01) Botswana 0.00 3.00 1.64 1.06 –0.23 (0.07) –1.17 (0.13) Bahrain 0.00 3.00 1.63 0.85 –0.24 (0.11) –0.51 (0.22) Malta 0.00 3.00 1.61 1.03 –0.03 (0.28) –1.16 (0.54) Saudi Arabia 0.00 3.00 1.59 1.00 –0.28 (0.02) –0.99 (0.04) Ireland 0.00 3.00 1.58 1.19 –0.07 (0.04) –1.52 (0.08) New Zealand 0.00 3.00 1.57 1.10 –0.11 (0.04) –1.30 (0.08) Honduras 0.00 3.00 1.53 1.04 –0.18 (0.03) –1.15 (0.05) Turkey 0.00 3.00 1.48 1.06 –0.08 (0.01) –1.24 (0.02) –1.49 (0.03) England 0.00 3.00 1.46 1.17 0.00 (0.02) Qatar 0.00 3.00 1.42 1.11 0.10 (0.11) –1.33 (0.21) United Arab 0.00 3.00 1.26 1.01 0.18 (0.06) –1.12 (0.11) Emirates Singapore 0.00 3.00 1.18 1.02 0.33 (0.07) –1.08 (0.14) Oman 0.00 3.00 1.14 0.79 0.53 (0.06) 0.08 (0.12) Kuwait 0.00 3.00 1.01 0.83 0.22 (0.08) –1.00 (0.15) Note A normal distribution has a skewness of and a kurtosis of Countries are ordered according to the mean of the categories “less than years” (0), “at least years but less than 10 years” (1), “at least 10 years but less than 20 years” (2), or “20 years or more” (3) of experience Table A.2 Country-specific descriptives of teacher’s degree from teacher education Country Min Max M SD Skewness (SE) Kurtosis (SE) Slovak Republic Poland Czech Republic Georgia Finland United States England Armenia Northern Ireland 1.00 2.00 1.00 2.00 1.00 4.00 2.00 0.00 3.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 4.98 4.95 4.74 4.70 4.67 4.61 4.37 4.34 4.28 0.25 0.29 0.93 0.59 0.78 0.49 0.53 1.27 0.52 –13.04 –7.44 –3.37 –2.28 –3.44 –0.46 –0.09 –1.57 0.23 179.26 64.39 9.66 5.65 12.98 –1.79 –0.30 0.88 –0.51 (0.05) (0.02) (0.04) (0.05) (0.04) (0.01) (0.02) (0.06) (0.08) (0.09) (0.04) (0.07) (0.10) (0.08) (0.01) (0.03) (0.13) (0.17) (continued) Appendix A 151 Table A.2 (continued) Country Min Max M SD Skewness (SE) Kurtosis (SE) Chinese Taipei 2.00 5.00 4.22 0.53 –0.60 (0.02) 3.81 (0.05) Qatar 2.00 5.00 4.17 0.65 –1.20 (0.10) 3.62 (0.21) Bahrain 2.00 5.00 4.17 0.47 –0.30 (0.11) 5.08 (0.21) Hong Kong 3.00 5.00 4.15 0.50 0.30 (0.06) 0.53 (0.12) Ireland 3.00 5.00 4.14 0.43 0.73 (0.04) 1.36 (0.08) Korea 3.00 5.00 4.13 0.50 0.26 (0.02) 0.67 (0.04) Thailand 1.00 5.00 4.07 0.47 –2.41 (0.01) 19.08 (0.03) Kuwait 2.00 5.00 4.04 0.31 –0.89 (0.08) 19.94 (0.15) United Arab 1.00 5.00 4.03 0.61 –1.13 (0.06) 3.78 (0.11) Emirates Hungary 3.00 5.00 4.02 0.18 2.31 (0.04) 26.52 (0.07) Chile 3.00 5.00 4.01 0.46 0.05 (0.03) 1.69 (0.05) Spain 4.00 5.00 4.01 0.10 9.73 (0.02) 92.75 (0.03) New Zealand 3.00 5.00 4.01 0.59 0.00 (0.04) –0.13 (0.08) Lithuania 2.00 5.00 4.01 0.56 –1.16 (0.06) 4.33 (0.12) Netherlands 1.00 5.00 3.99 0.30 –7.37 (0.03) 78.76 (0.06) Norway 3.00 5.00 3.98 0.29 –0.59 (0.04) 8.65 (0.09) Portugal 3.00 5.00 3.96 0.28 –1.28 (0.03) 9.39 (0.06) Sweden 0.00 4.00 3.90 0.44 –6.10 (0.04) 43.58 (0.08) Turkey 3.00 5.00 3.89 0.40 –0.81 (0.01) 2.30 (0.02) Japan 2.00 5.00 3.86 0.62 –2.06 (0.01) 4.60 (0.02) Denmark 1.00 5.00 3.83 0.50 –2.08 (0.05) 8.72 (0.09) Germany 1.00 5.00 3.75 0.79 –2.55 (0.01) 6.31 (0.03) Malta 0.00 5.00 3.74 1.14 –1.82 (0.28) 3.19 (0.56) Oman 0.00 5.00 3.74 0.88 –1.69 (0.06) 2.91 (0.12) Singapore 1.00 5.00 3.65 0.84 –0.91 (0.07) 0.50 (0.14) Slovenia 3.00 5.00 3.62 0.50 –0.33 (0.08) –1.44 (0.16) Azerbaijan 0.00 5.00 3.61 0.80 –1.42 (0.03) 5.38 (0.06) Saudi Arabia 2.00 5.00 3.42 0.93 –0.82 (0.02) –1.17 (0.04) Croatia 1.00 5.00 3.35 0.55 0.21 (0.05) 1.13 (0.10) Serbia 1.00 5.00 3.12 1.09 –0.36 (0.04) –1.48 (0.08) Iran 1.00 5.00 3.07 0.99 –0.91 (0.01) 0.09 (0.02) Botswana 1.00 5.00 3.07 0.61 –0.14 (0.06) 2.97 (0.13) Romania 1.00 5.00 2.73 1.34 –0.12 (0.02) –1.40 (0.04) Honduras 0.00 4.00 2.57 1.35 –0.19 (0.02) –1.72 (0.05) Yemen 0.00 4.00 2.24 1.23 0.47 (0.02) –1.30 (0.04) Tunisia 0.00 5.00 2.14 1.13 0.32 (0.03) –1.32 (0.06) Morocco 0.00 5.00 1.95 1.54 0.59 (0.02) –1.40 (0.03) Italy 1.00 5.00 1.71 1.34 1.44 (0.01) 0.25 (0.03) Note Countries are ordered according to the mean of the categories “Not completed ISCED level 3” (0), “Finished ISCED level 3” (1), “Finished ISCED level 4” (2), “Finished ISCED level 5B” (3), “Finished ISCED level 5A, first degree” (4), or “Finished ISCED level 5A, second degree or higher” (5) 152 Appendix A Table A.3 Country-specific descriptives of teacher’s major in mathematics or mathematics education Country Min Max M SD Skewness (SE) Kurtosis (SE) Kuwait Bahrain Oman United Arab Emirates Azerbaijan Saudi Arabia Georgia Armenia Qatar Sweden Hong Kong Singapore Thailand Denmark Germany Yemen Botswana Tunisia Chile Romania Morocco Chinese Taipei Norway Serbia Spain Portugal Iran Netherlands Turkey England Japan Poland Honduras Italy Croatia Malta New Zealand Slovak Republic 0.00 0.00 0.00 0.00 1.00 1.00 1.00 1.00 0.97 0.93 0.84 0.81 0.18 0.26 0.37 0.40 –5.18 –3.38 –1.84 –1.55 (0.08) (0.11) (0.06) (0.05) 24.90 9.44 1.37 0.41 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 0.80 0.78 0.77 0.76 0.70 0.68 0.66 0.65 0.63 0.58 0.51 0.48 0.44 0.42 0.36 0.35 0.34 0.34 0.32 0.31 0.31 0.27 0.26 0.24 0.24 0.23 0.20 0.20 0.19 0.18 0.17 0.15 0.15 0.14 0.40 0.41 0.42 0.43 0.46 0.47 0.48 0.48 0.48 0.49 0.50 0.50 0.50 0.49 0.48 0.48 0.47 0.47 0.47 0.46 0.46 0.45 0.44 0.43 0.43 0.42 0.40 0.40 0.39 0.38 0.37 0.36 0.36 0.35 –1.50 –1.35 –1.28 –1.19 –0.89 –0.77 –0.66 –0.65 –0.53 –0.32 –0.04 0.07 0.26 0.31 0.59 0.61 0.69 0.69 0.77 0.83 0.84 1.02 1.10 1.22 1.24 1.31 1.48 1.53 1.57 1.70 1.78 1.95 1.97 2.06 (0.03) (0.02) (0.05) (0.06) (0.10) (0.04) (0.06) (0.07) (0.01) (0.05) (0.01) (0.02) (0.06) (0.03) (0.03) (0.02) (0.02) (0.02) (0.04) (0.04) (0.02) (0.03) (0.01) (0.03) (0.01) (0.02) (0.01) (0.02) (0.03) (0.02) (0.05) (0.28) (0.04) (0.05) 0.25 –0.17 –0.37 –0.58 –1.22 –1.41 –1.57 –1.58 –1.72 –1.90 –2.00 –1.99 –1.94 –1.90 –1.65 –1.63 –1.53 –1.52 –1.41 –1.32 –1.29 –0.95 –0.80 –0.51 –0.47 –0.29 0.19 0.34 0.48 0.88 1.16 1.85 1.87 2.25 (0.15) (0.21) (0.12) (0.11) (0.06) (0.04) (0.10) (0.13) (0.21) (0.08) (0.12) (0.14) (0.03) (0.09) (0.03) (0.04) (0.13) (0.06) (0.05) (0.05) (0.03) (0.05) (0.09) (0.08) (0.03) (0.06) (0.02) (0.06) (0.02) (0.03) (0.02) (0.04) (0.05) (0.04) (0.10) (0.56) (0.08) (0.09) (continued) Appendix A 153 Table A.3 (continued) Country Min Max M SD Skewness (SE) Kurtosis (SE) Finland 0.00 1.00 0.14 0.35 2.08 (0.04) 2.31 (0.08) Ireland 0.00 1.00 0.13 0.33 2.27 (0.04) 3.15 (0.08) United States 0.00 1.00 0.11 0.32 2.44 (0.01) 3.93 (0.01) Northern Ireland 0.00 1.00 0.10 0.30 2.63 (0.08) 4.95 (0.16) Lithuania 0.00 1.00 0.10 0.30 2.73 (0.06) 5.45 (0.12) Korea 0.00 1.00 0.09 0.29 2.83 (0.02) 6.01 (0.04) Hungary 0.00 1.00 0.08 0.27 3.20 (0.04) 8.24 (0.07) Czech Republic 0.00 1.00 0.07 0.26 3.25 (0.04) 8.60 (0.07) Slovenia 0.00 1.00 0.04 0.20 4.57 (0.08) 18.88 (0.16) Note Countries are ordered according to the proportion of teachers with a major in mathematics or mathematics education Table A.4 Country-specific descriptives of the item parcel indicating teacher’s participation in professional development (PD) activities preparing for specific challenges of mathematics instruction (out of three item-parcels of the latent construct “PD”) Country Min Max M SD Skewness (SE) Kurtosis (SE) Kuwait Singapore New Zealand Thailand Hong Kong Saudi Arabia United States Honduras Armenia Azerbaijan Northern Ireland Portugal England Sweden Croatia Qatar Romania United Arab Emirates Serbia Bahrain Chinese Taipei Poland 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 0.78 0.70 0.68 0.67 0.66 0.64 0.64 0.63 0.62 0.59 0.58 0.58 0.57 0.54 0.53 0.53 0.52 0.51 0.33 0.37 0.41 0.40 0.37 0.40 0.40 0.39 0.41 0.34 0.44 0.44 0.42 0.40 0.38 0.44 0.43 0.39 –1.32 –0.83 –0.76 –0.67 –0.59 –0.61 –0.58 –0.53 –0.46 –0.46 –0.30 –0.32 –0.27 –0.08 –0.11 –0.14 –0.06 –0.05 (0.08) (0.07) (0.04) (0.01) (0.06) (0.02) (0.01) (0.02) (0.06) (0.03) (0.08) (0.03) (0.02) (0.04) (0.05) (0.11) (0.02) (0.06) 0.49 –0.77 –1.12 –1.18 –1.07 –1.25 –1.26 –1.27 –1.44 –0.92 –1.69 –1.68 –1.60 –1.52 –1.41 –1.72 –1.67 –1.48 0.00 0.00 0.00 0.00 1.00 1.00 1.00 1.00 0.49 0.48 0.47 0.46 0.40 0.42 0.42 0.38 0.01 0.08 0.10 0.08 (0.04) (0.11) (0.02) (0.02) –1.56 –1.64 –1.64 –1.42 (0.15) (0.14) (0.08) (0.03) (0.12) (0.04) (0.01) (0.05) (0.13) (0.06) (0.16) (0.06) (0.03) (0.08) (0.10) (0.21) (0.04) (0.11) (0.08) (0.21) (0.05) (0.04) (continued) 154 Appendix A Table A.4 (continued) Country Min Max Germany 0.00 1.00 Oman 0.00 1.00 Japan 0.00 1.00 Lithuania 0.00 1.00 Iran 0.00 1.00 Korea 0.00 1.00 Tunisia 0.00 1.00 Chile 0.00 1.00 Slovenia 0.00 1.00 Italy 0.00 1.00 Ireland 0.00 1.00 Hungary 0.00 1.00 Slovak Republic 0.00 1.00 Georgia 0.00 1.00 Yemen 0.00 1.00 Malta 0.00 1.00 Denmark 0.00 1.00 Norway 0.00 1.00 Spain 0.00 1.00 Netherlands 0.00 1.00 Czech Republic 0.00 1.00 Morocco 0.00 1.00 Botswana 0.00 1.00 Turkey 0.00 1.00 Finland 0.00 1.00 Note Countries are ordered according to activities M SD 0.44 0.38 0.44 0.40 0.42 0.40 0.40 0.39 0.40 0.42 0.40 0.39 0.37 0.39 0.35 0.37 0.33 0.36 0.32 0.38 0.29 0.37 0.28 0.33 0.26 0.33 0.26 0.35 0.26 0.35 0.24 0.35 0.23 0.34 0.22 0.33 0.21 0.32 0.19 0.30 0.18 0.28 0.15 0.33 0.13 0.28 0.11 0.26 0.10 0.21 the proportion of Skewness (SE) 0.16 0.28 0.22 0.39 0.38 0.36 0.55 0.53 0.69 0.70 0.91 0.89 1.02 1.06 1.03 1.20 1.13 1.16 1.32 1.38 1.47 1.94 2.12 2.48 1.99 teachers (0.01) (0.06) (0.01) (0.06) (0.01) (0.02) (0.03) (0.03) (0.08) (0.01) (0.04) (0.04) (0.05) (0.05) (0.02) (0.28) (0.05) (0.04) (0.02) (0.03) (0.04) (0.02) (0.07) (0.01) (0.04) that took Kurtosis (SE) –1.41 (0.03) –1.49 (0.12) –1.52 (0.02) –1.33 (0.13) –1.54 (0.02) –1.40 (0.04) –1.19 (0.06) –1.19 (0.06) –0.85 (0.16) –1.01 (0.03) –0.71 (0.08) –0.44 (0.07) –0.08 (0.09) –0.28 (0.10) –0.39 (0.04) 0.02 (0.55) –0.14 (0.10) –0.17 (0.09) 0.47 (0.03) 0.62 (0.06) 1.27 (0.07) 2.04 (0.03) 3.28 (0.13) 5.10 (0.02) 2.91 (0.08) part in specific PD Table A.5 Country-specific descriptives of teacher’s sense of preparedness to teach geometry (item-parcel) Country Min Max M SD Skewness (SE) Kurtosis (SE) Poland Denmark Kuwait Romania Portugal United States Croatia Saudi Arabia 0.50 1.43 1.00 1.00 0.57 0.00 0.00 0.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 1.95 1.93 1.93 1.92 1.90 1.90 1.89 1.89 0.17 0.13 0.18 0.19 0.16 0.22 0.26 0.27 –4.31 –2.24 –3.46 –2.96 –2.51 –3.44 –4.01 –3.94 24.04 4.38 12.62 9.04 10.19 17.20 20.87 19.79 (0.02) (0.05) (0.08) (0.02) (0.03) (0.01) (0.05) (0.02) (0.04) (0.10) (0.15) (0.04) (0.06) (0.01) (0.16) (0.04) (continued) Appendix A 155 Table A.5 (continued) Country Min Max M SD Skewness (SE) Kurtosis (SE) England 0.86 2.00 1.89 0.23 –2.76 (0.02) 7.81 (0.03) Czech Republic 0.75 2.00 1.88 0.26 –2.58 (0.04) 6.27 (0.07) Northern Ireland 0.00 2.00 1.88 0.24 –3.26 (0.08) 16.94 (0.17) Lithuania 1.00 2.00 1.87 0.22 –1.86 (0.06) 3.03 (0.13) Slovak Republic 0.57 2.00 1.86 0.25 –1.98 (0.05) 3.49 (0.10) Qatar 0.00 2.00 1.86 0.32 –3.22 (0.11) 12.52 (0.21) Malta 1.00 2.00 1.86 0.26 –1.98 (0.28) 3.25 (0.56) Chinese Taipei 0.86 2.00 1.84 0.30 –1.77 (0.02) 1.88 (0.05) Botswana 0.14 2.00 1.84 0.30 –2.53 (0.07) 7.57 (0.13) Oman 0.29 2.00 1.84 0.28 –1.87 (0.06) 3.29 (0.12) Ireland 0.71 2.00 1.83 0.28 –1.70 (0.04) 2.13 (0.08) Spain 0.67 2.00 1.83 0.31 –1.95 (0.02) 2.74 (0.03) Chile 0.71 2.00 1.83 0.28 –1.64 (0.03) 1.98 (0.06) Singapore 0.50 2.00 1.83 0.31 –1.92 (0.07) 3.04 (0.14) United Arab 0.00 2.00 1.83 0.38 –2.71 (0.06) 7.40 (0.12) Emirates Georgia 0.00 2.00 1.82 0.33 –2.66 (0.05) 8.98 (0.10) Slovenia 0.43 2.00 1.82 0.30 –2.04 (0.08) 4.51 (0.16) Tunisia 0.57 2.00 1.82 0.32 –2.03 (0.03) 3.51 (0.07) Serbia 0.40 2.00 1.81 0.31 –1.74 (0.04) 2.31 (0.08) Morocco 0.00 2.00 1.80 0.37 –2.31 (0.02) 5.56 (0.04) Bahrain 0.75 2.00 1.80 0.33 –1.59 (0.11) 1.24 (0.22) Hungary 0.50 2.00 1.78 0.33 –1.41 (0.04) 0.84 (0.08) Norway 0.71 2.00 1.77 0.35 –1.43 (0.04) 0.75 (0.09) Finland 0.00 2.00 1.77 0.32 –1.96 (0.04) 4.87 (0.08) Armenia 0.00 2.00 1.77 0.36 –2.22 (0.06) 5.86 (0.13) Netherlands 0.00 2.00 1.76 0.37 –1.98 (0.03) 4.69 (0.06) New Zealand 0.14 2.00 1.73 0.34 –1.37 (0.04) 1.38 (0.08) Turkey 0.29 2.00 1.73 0.37 –1.60 (0.01) 2.20 (0.02) Iran 0.33 2.00 1.73 0.37 –1.45 (0.01) 1.49 (0.03) Germany 0.57 2.00 1.73 0.33 –1.30 (0.01) 1.03 (0.03) (0.02) 1.77 (0.04) Korea 0.00 2.00 1.72 0.42 –1.56 Hong Kong 0.00 2.00 1.71 0.42 –1.47 (0.06) 1.75 (0.12) Sweden 0.00 2.00 1.70 0.35 –1.39 (0.04) 2.18 (0.08) Azerbaijan 0.29 2.00 1.67 0.34 –1.06 (0.03) 0.87 (0.07) Italy 0.67 2.00 1.66 0.38 –0.86 (0.02) –0.58 (0.03) Yemen 0.00 2.00 1.61 0.52 –1.38 (0.02) 0.95 (0.05) Honduras 0.00 2.00 1.51 0.48 –0.89 (0.02) 0.30 (0.05) Japan 0.14 2.00 1.48 0.46 –0.23 (0.01) –1.26 (0.03) Thailand 0.00 2.00 1.40 0.46 –0.30 (0.01) –0.37 (0.03) Note Countries are ordered according to the mean of the categories “Not well prepared” (0), “Somewhat prepared” (1) and “Very well prepared” (2) 156 Appendix A Table A.6 Country-specific descriptives of the item-parcel indicating the frequency with which teachers implemented InQua in terms of cognitive activation (out of three item-parcels of the latent construct “InQua”) Country Min Max M SD Skewness (SE) Kurtosis (SE) England Poland Qatar Slovak Republic Romania Georgia Hungary United States Malta Lithuania United Arab Emirates Azerbaijan Czech Republic Portugal Northern Ireland Italy Armenia Serbia Japan Croatia Korea Oman Slovenia Chile Iran Botswana Singapore Thailand Spain Turkey Bahrain Ireland Hong Kong Saudi Arabia New Zealand Honduras Tunisia Kuwait 1.50 1.00 0.50 1.00 1.50 1.50 1.00 1.00 1.50 1.00 0.50 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 2.89 2.87 2.85 2.84 2.84 2.84 2.83 2.83 2.81 2.80 2.79 0.25 0.35 0.38 0.34 0.36 0.33 0.37 0.34 0.38 0.38 0.40 –2.55 –2.75 –2.99 –2.21 –2.19 –1.87 –2.91 –2.50 –1.93 –2.40 –2.26 (0.02) (0.02) (0.10) (0.05) (0.02) (0.05) (0.04) (0.01) (0.27) (0.06) (0.06) 7.73 7.52 10.15 4.35 3.70 2.28 9.39 7.55 2.85 6.76 5.78 0.50 1.00 1.00 0.00 1.50 1.00 1.50 1.50 1.50 0.00 0.50 1.50 1.50 1.00 0.50 1.00 1.00 1.00 0.00 1.50 1.00 1.00 1.00 1.00 1.00 1.00 1.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 2.78 2.78 2.78 2.78 2.77 2.76 2.76 2.76 2.74 2.74 2.70 2.70 2.70 2.69 2.65 2.64 2.64 2.62 2.62 2.62 2.61 2.61 2.60 2.58 2.57 2.53 2.51 0.42 0.36 0.41 0.43 0.41 0.42 0.39 0.37 0.40 0.39 0.48 0.45 0.43 0.43 0.57 0.52 0.48 0.49 0.54 0.47 0.45 0.50 0.52 0.46 0.58 0.56 0.56 –2.51 –1.69 –1.82 –2.91 –1.61 –2.06 –1.42 –1.38 –1.52 –2.38 –1.79 –1.41 –1.20 –1.58 –1.63 –1.37 –1.24 –0.93 –1.56 –0.86 –0.85 –1.20 –1.16 –1.01 –1.14 –0.88 –0.91 (0.03) (0.04) (0.03) (0.08) (0.01) (0.06) (0.04) (0.01) (0.05) (0.02) (0.06) (0.08) (0.03) (0.01) (0.06) (0.07) (0.01) (0.02) (0.01) (0.11) (0.04) (0.06) (0.02) (0.04) (0.02) (0.03) (0.08) 7.08 2.75 2.56 12.67 1.41 4.22 0.93 1.12 1.54 10.75 3.36 0.95 0.29 2.58 1.84 0.98 0.96 –0.34 2.44 –0.48 –0.17 0.91 0.50 0.54 0.23 –0.20 0.09 (0.03) (0.04) (0.21) (0.09) (0.04) (0.10) (0.07) (0.01) (0.54) (0.12) (0.11) (0.06) (0.07) (0.06) (0.16) (0.03) (0.13) (0.08) (0.02) (0.10) (0.04) (0.12) (0.16) (0.05) (0.02) (0.13) (0.14) (0.03) (0.03) (0.02) (0.21) (0.08) (0.12) (0.04) (0.08) (0.05) (0.06) (0.15) (continued) Appendix A 157 Table A.6 (continued) Country Min Max M SD Skewness (SE) Kurtosis (SE) Morocco 1.00 3.00 2.50 0.61 –0.97 (0.02) –0.15 (0.03) Germany 0.50 3.00 2.44 0.50 –0.77 (0.01) 0.46 (0.03) Netherlands 1.00 3.00 2.38 0.56 –0.64 (0.03) –0.46 (0.06) Yemen 0.50 3.00 2.34 0.60 –0.61 (0.02) –0.24 (0.04) Norway 1.00 3.00 2.33 0.47 –0.37 (0.04) –0.28 (0.09) Chinese Taipei 1.00 3.00 2.33 0.62 –0.55 (0.02) –0.68 (0.05) Sweden 1.00 3.00 2.25 0.55 –0.64 (0.04) –0.25 (0.08) Finland 0.00 3.00 2.23 0.54 –0.18 (0.04) –0.47 (0.08) Denmark 1.00 3.00 2.02 0.53 –0.04 (0.05) –0.56 (0.09) Note Countries are ordered according to the mean of the categories “Never” (0), “Some lessons” (1), “Half the lessons” (2), or “Every lesson” (3) Appendix B Establishing measurement invariance across 47 countries of the latent constructs used in Chap (Note that as the configural model fits perfectly, a comparison with the metric and scalar models is not meaningful.) (Tables B.1, B.2 and B.3) Table B.1 Professional development (three item parcels, TG10 and TM11) Model χ2 df p RMSEA CFI ΔRMSEA ΔCFI Metric Scalar 93.76 1561.09 92 184 0.43