Mathematics education, Science education, Teaching effectiveness, Educational environment, School effectiveness, Disadvantaged, Rural urban differences, Discipline, Safety, Student attitudes, Academic aspirations, Tests, International programs, Year 4, Year 8
This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes. Each chapter focuses on different indicators that cover the school community, the school learning environment, mathematics and science teacher characteristics, mathematics and science classroom learning environments, and students’ attitudes and beliefs. Together, the different indicators of student and school life illustrate some of the many key aspects that make up the school experience.
Thomson, S., Wernert, N., Buckley, S., Rodrigues, S., O'Grady, E., Schmid, M. (2021). TIMSS 2019 Australia. Volume II : School and classroom contexts for learning. Australian Council for Educational Research. https://doi.org/10.37517/978-1-74286-615-4
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Australian Council for Educational Research