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ERIC Number: EJ1255936
Record Type: Journal
Publication Date: 2020
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0924-3453
EISSN: N/A
The Informed Choice: Mathematics Textbook Assessment in Light of Educational Freedom, Effectiveness, and Improvement in Primary Education
Bellens, Kim; Van den Noortgate, Wim; Van Damme, Jan
School Effectiveness and School Improvement, v31 n2 p192-211 2020
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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study
Grant or Contract Numbers: N/A