Titlebook: Equity, Equality and Diversity in the Nordic Model of Education; Tove Stjern Frønes,Andreas Pettersen,Nils Buchholt Book‘‘‘‘‘‘‘‘ 2020 The

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tothese empirical chapters, the book addresses the theoretical and methodological underpinnings of the ideas and tools embedded in the phenomena of equity and equality and how they have met in the Nordic model978-3-030-61650-2978-3-030-61648-9

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Teaching Culturally Diverse Student Groups in the Nordic Countries—What Can the TALIS 2018 Data Tellis a somewhat surprising, albeit reassuring, result, as it indicates that a good and trustworthy teacher education and functional general teacher competencies are the most essential ingredients in adequately handling a multicultural classroom.

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Teachers’ Role in Enhancing Equity—A Multilevel Structural Equation Modelling with Mediated Moderatiup, multilevel (students and classes) structural equation models with random slopes were employed to investigate which aspects of teacher quality moderate the relation between SES and student science achievement via instructional quality. The findings show that teacher professional development and s

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Improving Equity Through National-Level Assessment Initiatives reveal that teachers often struggle to use the assessment outcomes to improve teaching. These results suggest that the initiative to improve equity in primary school numeracy education depends on teachers’ assessment literacy. In accordance with Nordic model principles, schools have significant aut

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Can Teachers’ Instruction Increase Low-SES Students’ Motivation to Learn Mathematics?wer the research questions. In line with previous research from Germany and the USA, the results showed that SES is more important to student motivation in secondary than primary school, that low SES students’ motivation depends more on their teachers’ instructional quality than high SES students an