This study aims to investigate the nature of phonological awareness in young L3 learners, and the extent to which it changes over time as L2 and L3 learning progresses. Two groups of 12 closely matched multilinguals (total= 24, aged 12-13), who shared their L2 (English) but their L1/L3 (German/Polish) were mirrored, mimicked L2 and L3 accents in…

The purpose of this article is to analyse how education and schooling took part in handling the early phase of the COVID-19 pandemic in eight European countries (Denmark, Finland, Germany, Greece, Italy, Norway, Poland and Sweden). The focus is on primary education and on decisions to close schools, or not. Our research was informed by assemblage…

Increasing the supply of qualified teachers is a priority in many nations as a prerequisite to accomplishing UNESCO's Sustainable Development Goal 4 (SDG 4) to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all" by the year 2030. Questions remain however concerning definitions and…

This study addresses the question of how the main factors related to input--including the environment in which children are exposed to both languages, the relative timing of the onset of the exposure to them and the amount of input--affect bilingual language acquisition at primary-school age. We examined the data of 42 German Polish bilinguals who…

This systematic review investigates the relevance of general pedagogical knowledge for successful teaching. It synthesises the empirical evidence of 10 769 teaching professionals and 853 452 students from primary to tertiary education in 21 countries. The meta-analysis of 20 quantitative studies revealed significant effects for teaching quality…

Principals (policy makers) have debated the progress in U.S. student performance for a half century or more. Informing these conversations, survey agents have administered seven million psychometrically linked tests in math and reading in 160 waves to national probability samples of selected cohorts born between 1954 and 2007. This study is the…

This article provides a meta-analysis of experimental research findings on the existence of bias in subjective grading of student work such as essay writing. Twenty-three analyses, from 20 studies, with a total of 1935 graders, met the inclusion criteria for the meta-analysis. All studies involved graders being exposed to a specific type of…

While policy debate is often focused on the whole teaching profession, primary and secondary teachers differ in more ways than one. While all countries require teachers to have at least a bachelor degree to enter the profession in primary or lower secondary education, the structure and content of the programmes vary and are less geared towards…

This paper aims to contribute to the growing literature on how prospective foreign language teachers can learn to be successful telecollaborators. We investigate Polish and German TEFL students' perceptions of how they develop the competences, attitudes, and beliefs described by O'Dowd (2015) through experiential learning in a virtual exchange.…

Introduction: In this paper, Spanish future primary teachers' pedagogical knowledge of numbers and operation, as revealed through their results in the TEDS-M ("Teacher Education and Development Study in Mathematics"), is compared with that of two other groups. The first group are the future primary teachers of other OECD countries that…

This supplement contains all adaptations made by countries to the international version of the TEDS-M questionnaires under careful supervision of and approval by the TEDS-M International Study Center at Michigan State University. This information provides users of the TEDS-M International Database with a guide to evaluate the availability of…

Using data from the international Teacher Education and Development Study: Learning to Teach Mathematics (TEDS-M), the measurement equivalence of teachers' beliefs across countries is investigated for the case of "mathematics-as-a fixed-ability". Measurement equivalence is a crucial topic in all international large-scale assessments and…

Differences in teacher quality are commonly cited as a key determinant of the huge international student performance gaps. However, convincing evidence on this relationship is still lacking, in part because it is unclear how to measure teacher quality consistently across countries. We use unique international assessment data to investigate the…

The Teacher Education Study in Mathematics or TEDS-M is a study conducted under the aegis of the International Association for the Evaluation of Educational Achievement (IEA). The lead research center for the study is the International Study Center at Michigan State University (ISC/MSU). The ISC/MSU worked from 2006 to 2011 with the International…

The Teacher Education Study in Mathematics (TEDS-M) 2008 is the first cross-national study to provide data on the knowledge that future primary and lower-secondary school teachers acquire during their mathematics teacher education. It is also the first major study to examine variations in the nature and influence of teacher education programs…