A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Associations between teacher quality, instructional quality and student reading outcomes in Nordic PIRLS 2016 data (2022)

Leino, K., Nissinen, K., & Sirén, M. (2022). Associations between teacher quality, instructional quality and student reading outcomes in Nordic PIRLS 2016 data. Large-scale Assessments in Education, 10, Article 25. https://doi.org/10.1186/s40536-022-00146-4

JYU-tekijät tai -toimittajat

Leino, Kaisa
Nissinen, Kari
Sirén, Marjo

Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Leino, Kaisa; Nissinen, Kari; Sirén, Marjo

Lehti tai sarja: Large-scale Assessments in Education

eISSN: 2196-0739

Julkaisuvuosi: 2022

Ilmestymispäivä: 19.12.2022

Volyymi: 10

Artikkelinumero: 25

Kustantaja: Springer Science and Business Media LLC

Julkaisumaa: Saksa

Julkaisun kieli: englanti

DOI: https://doi.org/10.1186/s40536-022-00146-4

Linkki tutkimusaineistoon: https://timssandpirls.bc.edu/pirls2016/international-database/index.html

Julkaisun avoin saatavuus: Avoimesti saatavilla

Julkaisukanavan avoin saatavuus: Kokonaan avoin julkaisukanava

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/84593

Tiivistelmä

Progress in International Reading Literacy Study (PIRLS) focuses on the reading proficiency of students mostly in the fourth year of schooling. A wide selection of studies has shown that family background and early literacy activities at home have substantial associations with student achievement in reading literacy. However, research focusing on teacher qualities and teaching processes is inadequate. In this study, we focus on associations of teacher quality (formal qualifications and professional identity) and instructional quality (classroom management, cognitive activation and teacher support) with cognitive and affective-motivational student outcomes (variables Reading Achievement, Students Confident in Reading, and Students Like Reading). We analyzed PIRLS 2016 data from four Nordic countries (Denmark, Finland, Norway, and Sweden), consisting altogether of 923 teachers and 17,161 students. Using path analysis, we considered selected background variables from teacher and student questionnaires in relation to the outcomes. Overall, the associations of student outcomes with teacher quality and instruction quality were found to be weak in all the countries, and there was little variation between the countries. The strongest association observed in all countries was the positive relation between Teacher Support Perceived by Students and Students Like Reading. Further, a positive Working Atmosphere in the Classroom tended to promote Reading Achievement and Students Confident in Reading. Teacher’s Specialization in reading and the language of the test was positively associated with Teacher’s Self-Efficacy in teaching reading, which in turn was related to measures of instructional quality. The implications for practice are discussed.

YSO-asiasanat: lukeminen; lukutaito; lukutottumukset; perhetausta; vanhemmat; opettajat; opetusmenetelmät; opettaja-oppilassuhde; opetus; laatu; asenteet