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Dinaric Perspectives on PIRLS 2021: Prerequisites and Conditions for Teaching and Learning to Read. IEA Research for Education. Volume 17

Guardado en:
Autor principal: Žaneta Džumhur, Editor
Otros Autores: Paulína Koršnáková, Editor, Sabine Meinck, Editor
Publicado:
International Association for the Evaluation of Educational Achievement
Materias:
Albania
Croatia
Kosovo
Montenegro
Macedonia
Serbia
Slovenia
Foreign Countries
Achievement Tests
Reading Tests
International Assessment
Reading Achievement
Grade 4
Reading Instruction
Teaching Methods
Beginning Reading
Elementary School Students
National Curriculum
Textbooks
Family Environment
Well Being
Teacher Education
Computer Assisted Testing
COVID-19
Pandemics
Distance Education
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Resumen:This open access book presents insights into the current state of reading literacy in the Dinaric region, namely the education systems in Albania, Croatia, Kosovo, Montenegro, North Macedonia, Serbia, and Slovenia. A collection of analyses reveals factors influencing this key capacity of young pupils. Using data from IEA's Progress in International Reading Literacy Study (PIRLS) 2021, the book explores teaching and learning reading literacy at the end of primary school (Grade 4) through multiple lenses, such as national reading curricula and textbooks, home and school resources for learning, student wellbeing, teacher education, instructions, and digital assessments. Since the administration of PIRLS 2021 coincided with the COVID-19 pandemic, the book also provides valuable insights into remote teaching and learning and other disruptions caused by the pandemic. This volume builds on the regional research presented in "IEA Research for Education Volume 13, Dinaric Perspectives on TIMSS 2019," which explored the teaching and learning of mathematics and science in primary schools across the Dinaric region. Aimed at policymakers, researchers, and practitioners, "Dinaric Perspectives on PIRLS 2021" offers multidimensional perspectives on student achievement in reading literacy in a region that is underrepresented in the English-speaking research literature on educational assessments and student performance.
ISBN:9783031880018
ISSN:2366-1631
Fuente:ERIC