Dinaric Perspectives on PIRLS 2021

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[1], 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.

[1] This designation is without prejudice to positions on status and is in line with UNSCR 1244/1999 and the ICJ Opinion on the Kosovo declaration of independence.

This book is open access, which means that you have free and unlimited access Provides valuable insights into student achievement in reading literacy in the Dinaric region using PIRLS 2021 data Investigates reading achievement by examining contextual factors from student, school, and home questionnaires Provides perspectives into educational systems that are underrepresented in research published in English

Autorentext

aneta Dumhur is the assistant director for curriculum development at the Institute for the Development of Pre-University Education in Sarajevo Canton, Bosnia and Herzegovina.

Before being named as the head of the sector in the Institute, aneta built up her experience as a mathematics teacher and a head of the Sector for Student Achievement Standards in the Agency for Preschool, Primary and Secondary Education. She dealt with external evaluations and implemented IEA studies and OECD PISA in Bosnia and Herzegovina with a focus on curriculum development and their implementation during instructions.

Dr Paulína Koráková facilitates research networking, stakeholder engagement, and collaboration that enhance capacity building and knowledge sharing to foster innovation and quality in education. She has more than 20 years of experience in developing and implementing large-scale comparative studies at national, regional, and international levels. She serves as a series editor for the IEA Research for Educators and IEA Teacher Snippets.

Dr Sabine Meinck is the co-head of IEA's Research and Analysis Unit (RandA) and head of its Sampling Unit. She guides, supports, and coordinates IEA research activities, and fosters knowledge dissemination around statistical data analysis based on large-scale assessments. Since 2006, she has been involved with various aspects of the survey design of nearly all contemporary large-scale assessments in education.

Inhalt

Foreword.- Acknowledgements.- 1 Assessing Reading Achievement in the Dinaric RegionAn Introduction: Surette van Staden, Paulína Koráková, and Jan-Philipp Wagner.- 2 National Curriculum on Language as a Basis for Teaching and Students' Achievement in Reading Comprehension: Biljana Mihajlovska, Surette van Staden, Danijela juki, Elizabeta Karali and Branislav Randjelovi.- 3 Comparing Texts Used in PIRLS With Mother Tongue Textbooks in the Dinaric Region: Are Students Well Prepared To Take The Test?: Biljana Mihajlovska, Surette Van Staden, Danijela juki, and Tanja Andonova Mitrevska.- 4 Teacher Qualifications, Professional Development, Teaching Quality, and Student Reading Achievements. A Comparative Perspective for the Dinaric Region: Trude Nilsen, Agim Alia, and Wangqiong Ye.- 5 Personal and Contextual Well-Being Factors Relating to Students' Reading Achievement in the Dinaric Region: Kajsa Hansen Yang and Gordana apri.- 6 Relevance of Home Situation for Students' Reading Achievement: Christian Christrup Kjeldsen and Ines (Elezovi) Perovi.- 7 Digital Skills and Tools Supporting Distance Learning: A Comprehensive Response of Dinaric Education Systems in Times of Educational Disruption: Marina Radovi, Dijana Vukovi, and Jelena Radii.- 8 Data Collection During a Pandemic. How did COVID-19 Impact the Sample Composition in PIRLS 2021?:John Jerrim and Duygu Savac-Smith.- 9 An Analysis of PIRLS 2021 Mode Effects: Differences in Reading Achievement Related to the Assessment Mode for PIRLS 2021 in Croatia and Slovenia: Eva Klemeni Mirazchiyski, Plamen Mirazchiyski and Ines (Elezovi) Perovi.