Teachers' Role in Promoting Equity: A Three-Step Methodological Procedure to Achieve Comparability Across Countries

• In Event: AERA Poster Session 10
  In Poster Session: Division D Section 1 Poster Session 3

Abstract

The aim of the present paper is two-fold: 1) to examine how teacher variables may reduce the effect of student socio-economic status (SES) on student outcome, and 2) to demonstrate a three-step methodological procedure to enhance comparability of findings in an international large-scale study.
Including all countries who participated in TIMSS 2015, a three-step procedure was undertaken; hierarchical cluster analysis, measurement invariance analyses, and two-level random slopes structural equation modelling using Mplus.
Four clusters of countries were identified, and the measures were either scalar or metric invariant across countries within clusters. Findings from step 3 indicated that teachers’ participation in professional development as well as their feedback practices weakened the relation between SES and achievement, thus promoting equity among students.

Authors

• Trude Nilsen, University of Oslo

• Ronny Scherer, University of Oslo

• Jan-Eric Gustafsson, Goteborg University