Equity, Equality and Diversity in the Nordic Model of Education -- Preface -- Acknowledgement -- Contents -- Chapter 1: Equity, Equality and Diversity in the Nordic Model of Education-Contributions from Large-Scale Studies -- 1.1 Introduction -- 1.2 Challenges Put to the Nordic Model -- 1.3 The Outline of This Volume -- 1.4 Content and Structure of the Book -- References -- Part I: Theoretical and Methodological Considerations -- Chapter 2: Equity, Equality and Diversity-Putting Educational Justice in the Nordic Model to a Test -- 2.1 Equity and Equality in Educational Contexts -- 2.1.1 Equality -- 2.1.2 Equity -- 2.1.3 The Tension Between Equity and Equality -- 2.1.4 Diversity in Educational Contexts -- 2.2 Equality, Equity and Diversity in the Educational Systems of the Nordic Countries -- 2.2.1 The Case for Norway -- 2.2.2 The Case for Sweden -- 2.2.3 The Case for Iceland -- 2.2.4 The Case for Finland -- 2.2.5 The Case for Denmark -- 2.3 Discussion -- References -- Chapter 3: Measuring Equity Across the Nordic Education Systems-Conceptual and Methodological Choices as Implications for Educational Policies -- 3.1 Overview -- 3.1.1 What Is Equity? -- 3.1.2 Equity in Education as a Sustainable Development Goal -- 3.1.3 How Can We Measure Equity? -- 3.1.4 Who Gets Left Behind? -- 3.1.5 SES, Equity, and Operationalization -- 3.2 Methodology -- 3.2.1 Data and Sample -- 3.2.2 Measures -- 3.2.3 Analyses -- 3.3 Findings -- 3.3.1 SES Latent Construct: Measurement Invariance -- 3.3.2 Operationalization of SES -- 3.3.3 Levels of Analysis: Regression of Achievement on SES -- 3.3.4 Dispersion of Achievement Scores -- 3.3.5 Achievement Gaps Between the Highest-SES and Lowest-SES Groups -- 3.3.6 Summary -- 3.4 Discussion -- 3.4.1 Limitations -- 3.5 Concluding Remarks, Implications, and Further Research -- References.

Part II: Focus on the Schools and Teachers -- Chapter 4: Teaching Culturally Diverse Student Groups in the Nordic Countries-What Can the TALIS 2018 Data Tell Us? -- 4.1 Effective Teachers in Multicultural Classrooms -- 4.2 Equity and Classroom Diversity in the Nordic Countries -- 4.3 Aim of the Chapter -- 4.4 Methods -- 4.4.1 Variables -- 4.5 Data Analysis -- 4.6 Results -- 4.6.1 The Two-Level Model -- 4.6.2 One-Level Models -- 4.7 Discussion -- 4.7.1 Limitations of the Study -- 4.8 Conclusions -- Appendices -- Appendix 1 -- Appendix 2 -- References -- Chapter 5: Exploring Diversity in the Relationships Between Teacher Quality and Job Satisfaction in the Nordic Countries-Insights from TALIS 2013 and 2018 -- 5.1 Diverse Faces of Teacher Quality -- 5.1.1 The Nordic Lens on Equity and Teacher Quality -- 5.2 The Present Study -- 5.3 Method -- 5.3.1 Participants -- 5.3.2 Variables -- 5.3.3 Analytical Method and Data Analyses -- 5.4 Results -- 5.4.1 Diverse Mechanisms in the TALIS 2013 Data -- 5.4.2 Diverse Mechanisms in the TALIS 2018 Data -- 5.4.3 Discussion -- 5.4.4 Limitation and Further Research -- 5.5 Conclusions -- Appendices -- Appendix A: Standardized Direct Effects Among Variable in the Path Analysis for the Four Nordic Countries in TALIS 2013 -- Appendix B: Standardized Total Direct and Indirect Effects Among Variable in the Path Analysis for the Four Nordic Countries in TALIS 2013 -- Appendix C: Detailed Indirect Effect in the Operationalized Model in All Four Nordic Countries in TALIS 2013 -- Appendix D: Standardized Direct Effects Among Variable in the Path Analysis for the Four Nordic Countries in TALIS 2018 -- Appendix E: Standardized Total Direct and Indirect Effects Among Variables in the Path Analysis for the Four Nordic Countries in TALIS 2018.

Appendix F: Detailed Indirect Effect in the Operationalized Model in All Four NORDIC Countries in TALIS 2018 -- References -- Chapter 6: Digital Inclusion in Norwegian and Danish Schools-Analysing Variation in Teachers' Collaboration, Attitudes, ICT Use and Students' ICT Literacy -- 6.1 Theoretical Background -- 6.1.1 Digital Inclusion and the Use of ICT in Teaching Practices -- 6.1.2 Digital Equality and Teacher Collaboration -- 6.1.3 Computer and Information Literacy (CIL) -- 6.1.4 The Context of ICT in Norway and Denmark -- 6.1.5 The Present Study -- 6.2 Methods -- 6.2.1 International Computer and Information Literacy Study (ICILS) 2013 -- 6.2.2 Study Sample -- 6.2.3 Measures -- 6.2.4 Analytical Approaches -- 6.3 Results -- 6.3.1 Summary of Scale Reliabilities, the Means and Standard Deviations -- 6.3.2 Variation in Teachers' Self-Reported ICT Access, ICT Use and Their Attitudes (H1) -- 6.3.3 Variation in Teacher Self-Efficacy, Developing ICT Capabilities and Their Collaboration (H2) -- 6.3.4 Teacher Collaboration Predicts ICT Use and Teachers' Positive Views (H3) -- 6.3.5 Variation in CIL Score Using Teacher Variables (H4) -- 6.4 Discussion -- 6.4.1 Digital Inclusion/Equity -- 6.4.2 Limitations and Future Directions -- 6.5 Conclusion -- Appendix -- Teachers' Use of Specific ICT Applications (T_USEAPP) -- Teachers' Use of ICT for Learning (T_USELRN) -- Teachers' Use of ICT in Teaching Practices (T_USETCH) -- Teachers' ICT Self-Efficacy (T_EFF) -- Teachers' Emphasis on Teaching ICT Skills (T_EMPH) -- Teachers' Positive Views on Using ICT in Teaching and Learning (T_VWPOS) -- Teachers' Negative Views on Using ICT in Teaching and Learning (T_VWNEG) -- Teachers' Lack of Computer Resources at School -- Teachers' Collaboration in Using ICT (T_COLICT) -- References.

Chapter 7: Teachers' Role in Enhancing Equity-A Multilevel Structural Equation Modelling with Mediated Moderation -- 7.1 Background and Rationale -- 7.2 Theoretical Framework -- 7.2.1 Educational Equity -- 7.2.2 Teacher Quality -- 7.2.3 Teacher Qualifications in Norway and Sweden -- 7.2.4 Instructional Quality -- 7.3 Methodology -- 7.3.1 Data and Sample -- 7.3.2 Measures -- 7.3.3 Data Analysis -- 7.4 Results -- 7.5 Discussion -- 7.6 Limitations of the Study -- 7.7 Contributions and Implications -- References -- Chapter 8: The Case for Good Discipline? Evidence on the Interplay Between Disciplinary Climate, Socioeconomic Status, and Science Achievement from PISA 2015 -- 8.1 Theoretical Framework -- 8.1.1 Disciplinary Climate and Academic Achievement -- 8.1.2 Socioeconomic Status and Academic Achievement -- 8.1.3 Three Hypotheses on the Interplay Between Disciplinary Climate, SES, and Academic Achievement -- 8.1.4 The Present Study -- 8.2 Data and Methodological Approaches -- 8.2.1 PISA 2015 Science Data of the Nordic Countries -- 8.2.1.1 Science Achievement -- 8.2.1.2 Socioeconomic Status -- 8.2.1.3 Disciplinary Climate in School Science Lessons -- 8.2.2 Multilevel Structural Equation Modeling of the PISA 2015 Science Data -- 8.2.2.1 Analytic Setup -- 8.2.2.2 Evaluating the Disciplinary Climate Measurement Model -- 8.2.2.3 Evaluating the Structural Models -- 8.3 Results -- 8.3.1 Compensation Hypothesis (RQ 1) -- 8.3.1.1 Compensation Hypothesis at the Student Level -- 8.3.1.2 Compensation Hypothesis at the School Level -- 8.3.1.3 Contextual Direct Effects -- 8.3.2 Mediation Hypothesis (RQ 2) -- 8.3.2.1 Mediation Hypothesis at the Student Level -- 8.3.2.2 Mediation Hypothesis at the School Level -- 8.3.2.3 Contextual Indirect Effects -- 8.3.3 Moderation Hypotheses (RQ 3) -- 8.3.4 Summary of the Main Findings -- 8.4 Discussion.

8.4.1 The Three Hypotheses in the Context of Equity and Equality -- 8.4.2 Limitations and Future Directions -- 8.5 Conclusions and Implications -- References -- Chapter 9: Improving Equity Through National-Level Assessment Initiatives -- 9.1 Introduction -- 9.2 Theoretical Framework -- 9.2.1 Equity, Equality and Inclusion in Education -- 9.2.2 Assessment for Learning -- 9.2.3 Teachers' Assessment Literacy -- 9.2.4 National-Level Assessments from an Equity Perspective -- 9.2.5 The Norwegian Context -- 9.3 The Present Study -- 9.4 Method -- 9.4.1 Design -- 9.4.2 Samples and Recruitment -- 9.4.3 Data Collection -- 9.4.4 Data Analysis -- 9.5 Results -- 9.5.1 What Happened to the Mapping Test Quality After Five Test Administrations? -- 9.5.2 What Happens over Time to Students Identified as 'At Risk' in Grade 1 or 2? -- 9.5.3 To What Extent Does the Mapping Test Function as a Tool for Teachers to Support Student Learning? -- 9.6 Discussion -- 9.6.1 National-Level Initiatives Such as the Mapping Tests May Contribute to Equity in Schools -- 9.6.2 Teachers' Assessment Literacy and Assessment for Learning Practices Conditions How Mapping Tests Might Contribute to Equity -- 9.7 Concluding Remarks-Linking Equity, National-Level Initiatives and Assessment Literacy -- References -- Part III: Focus on the Students and the Learning Environment -- Chapter 10: Can Teachers' Instruction Increase Low-SES Students' Motivation to Learn Mathematics? -- 10.1 Introduction -- 10.2 Theoretical Framework -- 10.2.1 Equity -- 10.2.2 Instructional Quality (InQ) and Its Relationship to Student Outcomes -- 10.2.2.1 Classroom Management -- 10.2.2.2 Supportive Climate -- 10.2.2.3 Clarity of Instruction -- 10.2.2.4 Cognitive Activation -- 10.2.3 Instructional Quality (InQ) and Equity -- 10.2.4 Intrinsic Motivation -- 10.2.5 Motivation and Equity -- 10.3 Present Study.

10.4 Methodology.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.