The Informed Choice: Mathematics Textbook Assessment in Light of Educational Freedom, Effectiveness, and Improvement in Primary Education

Autor/inn/en	Bellens, Kim; Van den Noortgate, Wim; Van Damme, Jan
Titel	The Informed Choice: Mathematics Textbook Assessment in Light of Educational Freedom, Effectiveness, and Improvement in Primary Education
Quelle	In: School Effectiveness and School Improvement, 31 (2020) 2, S.192-211 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bellens, Kim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2019.1642215
Schlagwörter	Mathematics Instruction; Textbook Evaluation; Academic Freedom; Instructional Effectiveness; Educational Improvement; Elementary School Mathematics; Foreign Countries; Grade 4; Mathematics Achievement; Achievement Tests; Elementary Secondary Education; Mathematics Tests; International Assessment; Science Achievement; Science Tests; Belgium; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Akademische Freiheit; Unterrichtserfolg; Teaching improvement; Unterrichtsentwicklung; Elementare Mathematik; Schulmathematik; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Belgien
Abstract	In many educational systems, textbooks are a leading factor for daily instructional practices, and consequently may affect educational outcomes. Whereas in many countries textbook assessment is a common practice in light of evaluating and improving educational effectiveness, in other countries these practices are absent, mainly under the realm of educational freedom. In this study, we attempt to highlight the potential contribution of textbook assessment to educational freedom, effectiveness, and improvement, by means of mathematics textbook assessment primary education (Grade 4) in Flanders. Multilevel (multivariate) modelling was used, studying the relation of textbooks with both mean achievement (overall and in different content and cognitive subdomains) and (social and ethnic) equity. Furthermore, multilevel quantile regression analyses were used to investigate the effect of textbooks in different quantiles of the achievement distribution. Implications of the results of textbook assessment are discussed in light of its contribution to educational freedom, effectiveness, and improvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01