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Judith Shakespeare's Problem : = Using TIMSS to Examine Contextual Indicators in Girls' Mathematics Achievement.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Judith Shakespeare's Problem :/
Reminder of title:	Using TIMSS to Examine Contextual Indicators in Girls' Mathematics Achievement.
Author:	Kelly, Elizabeth Ann S.
Description:	1 online resource (186 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
Subject:	Educational psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9798438739784

Judith Shakespeare's Problem : = Using TIMSS to Examine Contextual Indicators in Girls' Mathematics Achievement.
Kelly, Elizabeth Ann S.

Judith Shakespeare's Problem :Using TIMSS to Examine Contextual Indicators in Girls' Mathematics Achievement. - 1 online resource (186 pages)

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (Ph.D.)--State University of New York at Albany, 2022.

Includes bibliographical references

Using the Trends in International Mathematics and Science Study Data (TIMSS) 2015 dataset, this study examines 30 different contextual indicators to determine significant predictors of girls' mathematics achievement globally. The study design employs three nested levels in the hierarchical linear model (individual, classroom, and nation) to analyze cross-national scores and responses to the contextual questionnaires. Additionally, the focus is on girls as a standalone, independent population, not in comparison to boys. This research seeks to understand at which level of society the most variability is found, as well as analyze the comparative effect sizes of various explanatory contextual predictors within the model. By assessing specific aspects of girls' education at the individual (household), classroom and national level, and determining at which level the most variability occurs, the model clarifies the efficacy of different policy approaches. The study found the third (national) level explains an unexpectedly high amount of the variability in girl's mathematics achievement. Additionally, the patterns found at all three levels in this model more closely adhered to smaller, single cohort research focusing on gender differences, than to previous research using large-scale mixed gender datasets.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798438739784Subjects--Topical Terms:

555103
Educational psychology.
Subjects--Index Terms:

Gender equityIndex Terms--Genre/Form:

554714
Electronic books.

Judith Shakespeare's Problem : = Using TIMSS to Examine Contextual Indicators in Girls' Mathematics Achievement.
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