A3 Book section, Chapters in research books
Introduction : Student Achievement and Equity Over Time in the Nordic Countries (2024)
Christrup Kjeldsen, C., Nilsen, T., Hiltunen, J., & Teig, N. (2024). Introduction : Student Achievement and Equity Over Time in the Nordic Countries. In N. Teig, T. Nilsen, & K. Yang Hansen (Eds.), Effective and Equitable Teacher Practice in Mathematics and Science Education : A Nordic Perspective Across Time and Groups of Students (pp. 1-19). Springer. IEA Research for Education, 14. https://doi.org/10.1007/978-3-031-49580-9
JYU authors or editors
Publication details
All authors or editors: Christrup Kjeldsen, Christian; Nilsen, Trude; Hiltunen, Jenna; Teig, Nani
Parent publication: Effective and Equitable Teacher Practice in Mathematics and Science Education : A Nordic Perspective Across Time and Groups of Students
Parent publication editors: Teig, Nani; Nilsen, Trude; Yang Hansen, Kajsa
ISBN: 978-3-031-49579-3
eISBN: 978-3-031-49580-9
Journal or series: IEA Research for Education
ISSN: 2366-1631
eISSN: 2366-164X
Publication year: 2024
Publication date: 20/03/2024
Number in series: 14
Pages range: 1-19
Number of pages in the book: 293
Publisher: Springer
Place of Publication: Cham
Publication country: Switzerland
Publication language: English
DOI: https://doi.org/10.1007/978-3-031-49580-9
Publication open access: Openly available
Publication channel open access: Open Access channel
Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/94156
Abstract
This chapter introduces the importance of promoting fair, effective, and equitable teacher practice for both individual students and society in general. It presents the rationale, aims, and organizational structure of the book. The chapter provides an overview of the similarities and differences across the Nordic welfare states, focusing on aspects such as population composition, student characteristics, and student performance in mathematics and science to offer a backdrop for policymaking aimed at enhancing effective and equitable teacher practices. The main argument of this chapter, and indeed the entire book, revolves around the necessity of evaluating teacher practices by investigating their contribution not only to student learning outcomes (effectiveness) but also their potential in reducing the gaps in educational outcomes among students with diverse backgrounds (equity), including gender, socioeconomic status, and home language. This approach to evaluating teacher practice holds substantial relevance for the development of educational policy and practice.
Keywords: education policy; learning results; teachers; school children; justice
Free keywords: Nordic countries; equity; educational policy; TIMSS; teacher practices
Contributing organizations
Ministry reporting: Yes
VIRTA submission year: 2024
Preliminary JUFO rating: 2