Aditomo, A., & Köhler, C. (2020). Do student ratings provide reliable and valid information about teaching quality at the school level? Evaluating measures of science teaching in PISA 2015. Educational Assessment, Evaluation, and Accountability, 32(3), 275–310.
Article
Google Scholar
Ahonen, A. K. (2021). Finland: Success through equity—the trajectories in PISA performance. In N. Crato (Ed.) Improving a Country’s Education (pp. 121–136). Springer, Cham.
https://doi.org/10.1007/978-3-030-59031-4_6.
Antikainen, A. (2006). In search of the Nordic model in education. Scandinavian Journal of Educational Research, 50(3), 229–243.
Article
Google Scholar
Asparouhov, T. (2005). Sampling weights in latent variable modeling. Structural Equation Modeling, 12(3), 411–434.
Article
Google Scholar
Atlay, C., Tieben, N., Hillmert, S., & Fauth, B. (2019). Instructional quality and achievement inequality: How effective is teaching in closing the social achievement gap? Learning and Instruction, 63, 101211.
Article
Google Scholar
Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y. M. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47, 133–180. https://doi.org/10.3102/0002831209345157.
Article
Google Scholar
Bellens, K., Van Damme, J., Van Den Noortgate, W., Wendt, H., & Nilsen, T. (2019). Instructional quality: Catalyst or pitfall in educational systems’ aim for high achievement and equity? An answer based on multilevel SEM analyses of TIMSS 2015 data in Flanders (Belgium), Germany, and Norway. Large-Scale Assessments in Education, 7(1), 1.
Article
Google Scholar
Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2017). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Review of Educational Research, 87(2), 425–469.
Article
Google Scholar
Bijou, M., & Liouaeddine, M. (2018). Gender and students’ achievements: Evidence from PISA 2015. World Journal of Education, 8(4), 24–35.
Article
Google Scholar
Bilgili, O., Volante, L., & Klinger, D. (2018). Immigrant student achievement and the performance disadvantage. In L. Volante, D. Klinger, & O. Bilgili (Eds.), Immigrant student achievement and education policy, policy implications of research in education. Cham: Springer.
Google Scholar
Björnsson, J. K. (2020). Teaching culturally diverse student groups in the Nordic countries: What can the TALIS 2018 data tell us? I Frønes, Tove Stjern; Pettersen, Andreas; Radišić, Jelena & Buchholtz, Nils (Red), equity, equality and diversity in the nordic model of education (pp. 75–97). Cham: Springer. https://doi.org/10.1007/978-3-030-61648-9_4.
Book
Google Scholar
Bronfenbrenner, U. (1992). Ecological systems theory. London: Jessica Kingsley Publishers.
Google Scholar
Bryk, A. S., Sebring, P. B., Allensworth, E., Easton, J. Q., & Luppescu, S. (2010). Organizing schools for improvement: Lessons from Chicago. University of Chicago Press.
Google Scholar
Burić, I., & Kim, L. E. (2020). Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling. Learning and Instruction, 66, 101302.
Article
Google Scholar
Burns, E. C., Martin, A. J., & Collie, R. J. (2020). Supporting and thwarting interpersonal dynamics and student achievement: A multi-level examination of PISA 2015. International Journal of Research & Method in Education, 43(4), 364–378.
Article
Google Scholar
Chen, Y. L., & Guo, S. Y. (2016). Effect of perception of teachers’ supporting behaviour on academic achievement in middle school youths: A mediated moderation effect. Chinese Journal of Clinical Psychology, 24(2), 332–337.
Google Scholar
Chiu, M. M., & Klassen, R. M. (2010). Relations of mathematics self-concept and its calibration with mathematics achievement: Cultural differences among fifteen-year-olds in 34 countries. Learning and Instruction, 20(1), 2–17. https://doi.org/10.1016/j.lindif.2007.03.007.
Article
Google Scholar
Chow, A., Eccles, J. S., & Salmela-Aro, K. (2012). Task value profiles across subjects and aspirations to physical and IT-related sciences in the United States and Finland. Developmental Psychology, 48(6), 1612.
Article
Google Scholar
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155.
Article
Google Scholar
Cohen, J., & Geier, V. (2010). School climate research summary—January 21010 school climate brief. New York: Center for Social and Emotional Education.
Google Scholar
Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94, S95–S120.
Article
Google Scholar
Colquitt, J. A. (2001). On the dimensionality of organizational justice: A construct validation of a measure. Journal of Applied Psychology, 86(3), 386.
Article
Google Scholar
Danielson, C. (2007). The many faces of leadership. Educational Leadership, 65(1), 14–19.
Google Scholar
Deal, T. E., & Peterson, K. D. (2016). Shaping school culture. John Wiley & Sons.
Book
Google Scholar
Dietrich, J., Dicke, A.-L., Kracke, B., & Noack, P. (2015). Teacher support and its influence on students’ intrinsic value and effort: dimensional comparison effects across subjects. Learn Instruct, 39, 45–54. https://doi.org/10.1016/j.learninstruc.2015.05.007.
Article
Google Scholar
Enders, C. K., & Tofighi, D. (2007). Centering predictor variables in cross-sectional multilevel models: A new look at an old issue. Psychological Methods, 12(2), 121.
Article
Google Scholar
Farkas, G. (2017). Human capital or cultural capital?: Ethnicity and poverty groups in an urban school district. Routledge.
Fauth, B., Decristan, J., Rieser, S., Klieme, E., & Büttner, G. (2014). Student ratings of teaching quality in primary school: Dimensions and prediction of student outcomes. Learning and Instruction, 29, 1–9. https://doi.org/10.1016/j.learninstruc.2013.07.001.
Article
Google Scholar
Fauth, B., Decristan, J., Decker, A. T., Büttner, G., Hardy, I., Klieme, E., & Kunter, M. (2019). The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality. Teaching and Teacher Education, 86, 102882.
Article
Google Scholar
Fredricks, J. A., Hofkens, T., Wang, M. T., Mortenson, E., & Scott, P. (2018). Supporting girls’ and boys’ engagement in math and science learning: A mixed methods study. Journal of Research in Science Teaching, 55(2), 271–298.
Article
Google Scholar
Geiser, C. (2012). Data analysis with Mplus. Guilford Press.
Google Scholar
Grabau, L. J., Lavonen, J., & Juuti, K. (2021). Finland, a package deal: Disciplinary climate in science classes, science dispositions and science literacy. Sustainability, 13(24), 13857.
Article
Google Scholar
Greve, J., & Krassel, K. F. (2017). PISA Etnisk 2015: Hvordan elever med indvandrerbaggrund klarer sig i PISA-testen og deres holdninger og forventninger til naturvidenskab (p. 10599). Udgiver: KORA Projekt.
Google Scholar
Hansen, K. Y., & Gustafsson, J. E. (2019). Identifying the key source of deteriorating educational equity in Sweden between 1998 and 2014. International Journal of Educational Research, 93, 79–90.
Article
Google Scholar
Harwell, M., Maeda, Y., Bishop, K., & Xie, A. (2017). The surprisingly modest relationship between SES and educational achievement. The Journal of Experimental Education, 85(2), 197–214.
Article
Google Scholar
Hattie, J. A. C. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to performance. Routledge.
Google Scholar
Hattie, J. (2013). Calibration and confidence: Where to next? Learning and Instruction, 24, 62–66.
Article
Google Scholar
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Article
Google Scholar
Howes, C., Guerra, A. W., Fuligni, A., Zucker, E., Lee, L., Obregon, N. B., & Spivak, A. (2011). Classroom dimensions predict early peer interaction when children are diverse in ethnicity, race, and home language. Early Childhood Research Quarterly, 26(4), 399–408.
Article
Google Scholar
Hox, J. J. (2010). Multilevel analysis: Techniques and applications (2nd ed). Routledge.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55.
Article
Google Scholar
Jimerson, S. R., & Haddock, A. D. (2015). Understanding the importance of teachers in facilitating student success: Contemporary science, practice, and policy. School Psychology Quarterly, 30(4), 488–493. https://doi.org/10.1037/spq0000134.
Article
Google Scholar
Kjærnsli, M., & Lie, S. (2011). Students’ preference for science careers: International comparisons based on PISA 2006. International Journal of Science Education, 33(1), 121–144.
Article
Google Scholar
Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262–273.
Article
Google Scholar
Klette, K. (2015). Introduction: Studying interaction and instructional patterns in classrooms, teaching and learning in lower secondary schools in the era of PISA and TIMSS. Springer Publishing Company. https://doi.org/10.1007/978-3-319-17302-3_1.
Article
Google Scholar
Klieme, E. (2013). The role of large-scale assessments in research on educational effectiveness and school development. The role of international large-scale assessments: perspectives from technology, economy, and educational research (pp. 115–147). Cham: Springer.
Chapter
Google Scholar
Klieme, E., & Kuger, S. (2014). PISA 2015 draft questionnaire framework. Paris: OECD. http://www.oecd.org/pisa/pisaproducts/PISA-2015-draft-questionnaire-framework.pdf.
Klieme, E., Schümer, G., & Knoll, S (2001) Mathematikunterricht in der Sekundarstufe I: “Aufgabenkultur” und Unterrichtsgestaltung. In BMBF (Ed), TIMSS—Impulse für Schule und Unterricht, Forschungsbefunde, Reforminitiativen, Praxisberichte und Video-Dokumente. Bonn: Bmbf; 43–58.
Klieme, E., Pauli, C., & Reusser, K. (2009). The Pythagoras study: Investigating effects of teaching and learning in Swiss and German mathematics classrooms. The power of video studies in investigating teaching and learning in the classroom (pp. 137–160). Waxmann: Munster.
Google Scholar
Klusmann, U., Kunter, M., Trautwein, U., Lüdtke, O., & Baumert, J. (2008). Engagement and emotional exhaustion in teachers: Does the school context make a difference? Applied Psychology, 57, 127–151.
Article
Google Scholar
Krane, V., Ness, O., Holter-Sorensen, N., Karlsson, B., & Binder, P. E. (2017). ‘You notice that there is something positive about going to school’: How teachers’ kindness can promote positive teacher–student relationships in upper secondary school. International Journal of Adolescence and Youth, 22(4), 377–389.
Article
Google Scholar
Kratz, H. E. (1896). Characteristics of the best teacher as recognized by children. The Pedagogical Seminary, 3(3), 413–460.
Article
Google Scholar
Kunter, M., Baumert, J., & Köller, O. (2007). Effective classroom management and the development of subject-related interest. Learning and Instruction, 17(5), 494–509.
Article
Google Scholar
Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805–820. https://doi.org/10.1037/a0032583
Article
Google Scholar
Kyriakides, L., & Creemers, B. P. (2011). Can schools achieve both quality and equity? Investigating the two dimensions of educational effectiveness. Journal of Education for Students Placed at Risk, 16(4), 237–254.
Article
Google Scholar
Kyriakides, L., Creemers, B. P., & Antoniou, P. (2009). Teacher behaviour and student outcomes: Suggestions for research on teacher training and professional development. Teaching and Teacher Education, 25(1), 12–23.
Article
Google Scholar
Lanahan, L., McGrath, D. J., McLaughlin, M., Burian-Fitzgerald, M., & Salganik, L. (2005). Fundamental problems in the measurement of instructional processes: Estimating reasonable effect sizes and conceptualizing what is important to measure. Washington, DC: American Institutes for Research.
Google Scholar
Lau, K. C., & Ho, S. C. E. (2020). Attitudes towards science, teaching practices, and science performance in PISA 2015: Multilevel analysis of the Chinese and Western top performers. Research in Science Education. https://doi.org/10.1007/s11165-020-09954-6.
Article
Google Scholar
Liou, P. Y., Wang, C. L., Lin, J. J., & Areepattamannil, S. (2020). Assessing students’ motivational beliefs about learning science across grade level and gender. The Journal of Experimental Education, 89(4), 605–24.
Article
Google Scholar
Lipko-Speed, A., Dunlosky, J., & Rawson, K. A. (2014). Does testing with feedback help grade-school children learn key concepts in science? Journal of Applied Research in Memory and Cognition, 3(3), 171–176.
Article
Google Scholar
Lipowsky, F., Rakoczy, K., Pauli, C., Drollinger-Vetter, B., Klieme, E., & Reusser, K. (2009). Quality of geometry instruction and its short-term impact on students’ understanding of the Pythagorean Theorem. Learning & Instruction, 19, 527–537. https://doi.org/10.1016/j.learninstruc.2008.11.001.
Article
Google Scholar
Liu, H., Van Damme, J., Gielen, S., & Van Den Noortgate, W. (2015). School processes mediate school compositional effects: Model specification and estimation. British Educational Research Journal, 41(3), 423–447.
Article
Google Scholar
Ma, X., & Willms, J. D. (2004). School disciplinary climate: Characteristics and effects on eighth grade achievement. Alberta Journal of Educational Research. https://doi.org/10.11575/ajer.v50i2.55054.
Article
Google Scholar
Marsh, H. W., Lüdtke, O., Nagengast, B., Trautwein, U., Morin, A. J. S., & Abduljabbar, A. S. (2012). Classroom climate and contextual effects: Conceptual and methodological issues in the evaluation of group-level effects. Educational Psychology, 47, 106–124. https://doi.org/10.1080/00461520.2012.670488.
Article
Google Scholar
Martin, M. O., Mullis, I. V. S., Foy, P., & Hooper, M. (2016). TIMSS 2015 International Results in Science. Boston College, TIMSS & PIRLS International Study Center website: http://timssandpirls.bc.edu/timss2015/international-results/.
Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 International Results in Mathematics and Science. Retrieved from Boston College, TIMSS & PIRLS International Study Center. https://timssandpirls.bc.edu/timss2019/international-results/.
Muthén, B., & Muthén, L. (1998–2014). Mplus Version 8.3 [Statistical software package]. Muthén & Muthén.
Nilsen, T., & Gustafsson, J. E. (2014). School emphasis on academic success: Exploring changes in science performance in Norway between 2007 and 2011 employing two-level SEM. Educational Research and Evaluation, 20(4), 308–327.
Article
Google Scholar
Nilsen, T., & Gustafsson, J. E. (2016). Teacher quality, instructional quality and student outcomes: Relationships across countries, cohorts and time (p. 166). Cham: Springer.
Book
Google Scholar
Ning, B., Van Damme, J., Van Den Noortgate, W., Yang, X., & Gielen, S. (2015). The influence of classroom disciplinary climate of schools on reading achievement: A cross-country comparative study. School Effectiveness and School Improvement, 26(4), 586–611.
Article
Google Scholar
OECD. (2013). PISA 2012 results: Excellence through equity—giving every student the chance to succeed (vol. II). PISA: OECD Publishing. https://doi.org/10.1787/9789264201132-en.
Book
Google Scholar
OECD (2016a), PISA 2015 Results (Volume I): Excellence and Equity in Education, PISA, OECD Publishing, Paris, https://doi.org/10.1787/9789264266490-en.
Book
Google Scholar
OECD (2016b), PISA 2015 Results (Volume II): Policies and Practices for Successful Schools, PISA, OECD Publishing, Paris, https://doi.org/10.1787/9789264267510-en.
Book
Google Scholar
OECD. (2017a). PISA 2015 results (vol.III). Students’ well-being. PISA: OECD Publishing. https://doi.org/10.1787/9789264273856-en.
Book
Google Scholar
OECD (2017b). PISA 2015 technical report. OECD Publishing. https://www.oecd.org/pisa/data/2015-technical-report/.
OECD. (2019). PISA 2018 results (vol. III): What school life means for students’ lives. PISA: OECD Publishing. https://doi.org/10.1787/acd78851-en.
Book
Google Scholar
Pianta, R. C., & Allen, J. P. (2008). Building capacity for positive youth development in secondary school classrooms: Changing teachers’ interactions with students. In M. Shinn & H. Yoshikawa (Eds.), Toward positive youth development: Transforming schools and community programs (pp. 21–39). Oxford University Press.
Chapter
Google Scholar
Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38(2), 109–119.
Article
Google Scholar
Pianta, R., La Paro, K., & Hamre, B. K. (2007). Classroom assessment scoring system. Baltimore: Paul H. Brookes.
Google Scholar
Pitzer, J., & Skinner, E. (2017). Predictors of changes in students’ motivational resilience over the school year: The roles of teacher support, self-appraisals, and emotional reactivity. International Journal of Behavioral Development, 41(1), 15–29.
Article
Google Scholar
Praetorius, A. K., Pauli, C., Reusser, K., Rakoczy, K., & Klieme, E. (2014). One lesson is all you need? Stability of instructional quality across lessons. Learning and Instruction, 31, 2–12.
Article
Google Scholar
Praetorius, A.-K., Klieme, E., Herbert, B., & Pinger, P. (2018). Generic dimensions of teaching quality: The German framework of three basic dimensions. ZDM, 50(3), 407–426.
Article
Google Scholar
Rudasill, K. M., Snyder, K. E., Levinson, H., & Adelson, J. L. (2018). Systems view of school climate: A theoretical framework for research. Educational Psychology Review, 30(1), 35–60.
Article
Google Scholar
Scherer, R., & Nilsen, T. (2016). The relations among school climate, instructional quality, and achievement motivation in mathematics. In T. Nilsen & J. E. Gustafsson (Eds.), Teacher quality, instructional quality and student outcomes (pp. 51–80). Amsterdam: International Association for the Evaluation of Educational Achievement (IEA), SpringerOpen.
Chapter
Google Scholar
Scherer, R., Nilsen, T., & Jansen, M. (2016). Evaluating individual students’ perceptions of instructional quality: An investigation of their factor structure, measurement invariance, and relations to educational outcomes. Frontiers in Psychology, 7, 110.
Google Scholar
Seidel, T., & Shavelson, R. (2007). Teaching effectiveness research in the past decade: The role of theory and research design in disentangling metaanalysis results. Review of Educational Research, 77, 454–499. https://doi.org/10.3102/0034654307310317.
Article
Google Scholar
Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417–453.
Article
Google Scholar
Snijders, T. A., & Bosker, R. J. (2011). Multilevel analysis: An introduction to basic and advanced multilevel modelling. Thousand Oaks: Sage.
Google Scholar
Sortkær, B. (2018). Feedback for everybody? Variations in students’ perception of feedback. Northern Lights on TIMSS and PISA, 2018, 161.
Google Scholar
Sortkær, B., & Reimer, D. (2016). Disciplinary climate and student achievement: Evidence from schools and classrooms. Danish School of Education, Aarhus Univeristy.
Sortkær, B., & Reimer, D. (2018). Classroom class discipline of schools and gender—evidence from the Nordic countries. School Effectiveness and School Improvement, 29(4), 511–528.
Article
Google Scholar
Sun, L., Bradley, K. D., & Akers, K. (2012). A multilevel modelling approach to investigating factors impacting science achievement for secondary school students: PISA Hong Kong sample. International Journal of Science Education, 34(14), 2107–2125. https://doi.org/10.1080/09500693.2012.708063.
Article
Google Scholar
Taut, S., & Rakoczy, K. (2016). Observing instructional quality in the context of school evaluation. Learning and Instruction, 46, 45–60.
Article
Google Scholar
Tosto, M. G., Asbury, K., Mazzocco, M. M., Petrill, S. A., & Kovas, Y. (2016). From classroom environment to mathematics achievement: The mediating role of self-perceived ability and subject interest. Learning and Individual Differences, 50, 260–269.
Article
Google Scholar
Uline, C., & Tschannen-Moran, M. (2008). The walls speak: The interplay of quality facilities, school climate, and student achievement. Journal of Educational Administration, 46(1), 55–73.
Article
Google Scholar
Van den Broeck, L., Demanet, J., & Van Houtte, M. (2020). The forgotten role of teachers in students’ educational aspirations. School composition effects and the buffering capacity of teachers’ expectations culture. Teaching and Teacher Education, 90, 103015.
Article
Google Scholar
Van Tartwijk, J., & Hammerness, K. (2011). The neglected role of classroom management in teacher education. Teaching Education, 22, 109–112. https://doi.org/10.1080/10476210.2001.567836.
Article
Google Scholar
Vieluf, S. (2012). Teaching practices and pedagogical innovations: Evidence from TALIS. Paris: OECD Publishing. https://doi.org/10.1787/9789264123540.
Book
Google Scholar
Volckmar, N. (2019). The enduring quest for equity in education: Comparing Norway and Australia. Scandinavian Journal of Educational Research, 63(4), 617–631.
Article
Google Scholar
Wagner, W., Göllner, R., Werth, S., Voss, T., Schmitz, B., & Trautwein, U. (2016). Student and teacher ratings of instructional quality: Consistency of ratings over time, agreement, and predictive power. Journal of Educational Psychology, 108(5), 705.
Article
Google Scholar
Wang, M. T., Degol, J. L., Amemiya, J., Parr, A., & Guo, J. (2020). Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis. Developmental Review, 57, 100912.
Article
Google Scholar
Way, N., Reddy, R., & Rhodes, J. (2007). Students’ perceptions of school climate during the middle school years: Associations with trajectories of psychological and behavioural adjustment. American Journal of Community Psychology, 40, 194–213.
Article
Google Scholar
Weaver, M. R. (2006). Do students value feedback? Student perceptions of tutors’ written responses. Assessment & Evaluation in Higher Education, 31(3), 379–394.
Article
Google Scholar
Welsh, W. N., Stokes, R., & Greene, J. R. (2000). A macro-level model of school disorder. Journal of Research in Crime and Delinquency, 37(3), 243–283.
Article
Google Scholar
Wentzel, K. R., Muenks, K., McNeish, D., & Russell, S. (2018). Emotional support, social goals, and classroom behavior: A multilevel, multisite study. Journal of Educational Psychology, 110(5), 611.
Article
Google Scholar
Wong, T. K., Tao, X., & Konishi, C. (2018). Teacher support in learning: Instrumental and appraisal support in relation to math achievement. Issues in Educational Research, 28(1), 202–219.
Google Scholar
Yang Hansen, K., & Gustafsson, J. E. (2016). Causes of educational segregation in Sweden—school choice or residential segregation. Educational Research and Evaluation, 22(1–2), 23–44.
Article
Google Scholar
Yetişir, M. İ, & Kaan, B. A. T. I. (2021). The effect of school and student-related factors on PISA 2015 science performances in Turkey. International Journal of Psychology and Educational Studies, 8(2), 170–186.
Article
Google Scholar
Yıldırım, S. (2012). Teacher support, motivation, learning strategy use, and achievement: A multilevel mediation model. The Journal of Experimental Education, 80(2), 150–172.
Article
Google Scholar