dc.contributor.author | Caro, Daniel H. | en |
dc.contributor.author | Lenkeit, Jenny | en |
dc.contributor.author | Kyriakides, Leonidas | en |
dc.creator | Caro, Daniel H. | en |
dc.creator | Lenkeit, Jenny | en |
dc.creator | Kyriakides, Leonidas | en |
dc.date.accessioned | 2017-07-27T10:41:57Z | |
dc.date.available | 2017-07-27T10:41:57Z | |
dc.date.issued | 2016 | |
dc.identifier.uri | https://gnosis.library.ucy.ac.cy/handle/7/37765 | |
dc.description.abstract | Modern educational theories emphasise effectiveness enhancing factors at the classroom level and differential effectiveness for sub-groups of students and across different learning contexts. Theoretical developments, however, are generally based on national evidence and have been criticised for lacking cross-cultural perspectives. This study used PISA 2012 data to examine how subject-specific teaching strategies related to mathematics performance of students across education systems whilst considering curvilinear associations and interactions with the socio-economic and instructional context. The results provide consistent evidence of a positive curvilinear relationship between cognitive activation strategies and mathematics performance. The association tends to be stronger in schools with a positive disciplinary climate and for students from advantaged socio-economic backgrounds, but not in every education system. Teacher-directed strategies are positively related to mathematics performance, but the association tends to become negative for high levels of teacher-directed instruction. Associations of student-oriented strategies with mathematics performance are inconsistent. The cross-national evidence contributes to the knowledge base of educational theory. © 2016 Elsevier Ltd. | en |
dc.source | Studies in Educational Evaluation | en |
dc.source.uri | https://www.scopus.com/inward/record.uri?eid=2-s2.0-84963525881&doi=10.1016%2fj.stueduc.2016.03.005&partnerID=40&md5=4513defbb40f5f4e2f496fe9b77ff183 | |
dc.title | Teaching strategies and differential effectiveness across learning contexts: Evidence from PISA 2012 | en |
dc.type | info:eu-repo/semantics/article | |
dc.identifier.doi | 10.1016/j.stueduc.2016.03.005 | |
dc.description.volume | 49 | |
dc.description.startingpage | 30 | |
dc.description.endingpage | 41 | |
dc.author.faculty | Σχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education | |
dc.author.department | Τμήμα Επιστημών της Αγωγής / Department of Education | |
dc.type.uhtype | Article | en |
dc.source.abbreviation | Stud.Educ.Eval. | |
dc.source.other | Scopus | en |
dc.contributor.orcid | Kyriakides, Leonidas [0000-0002-7859-5126] | |
dc.gnosis.orcid | 0000-0002-7859-5126 | |