商品描述
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.
商品描述(中文翻譯)
這本開放存取的書籍提供了對於迪納里克地區（Dinaric region）閱讀素養現狀的見解，涵蓋了阿爾巴尼亞、克羅埃西亞、科索沃、黑山、北馬其頓、塞爾維亞和斯洛文尼亞的教育系統。這本書的分析集合揭示了影響年輕學生這一關鍵能力的因素。利用國際教育評估協會（IEA）2021年國際閱讀素養進展研究（PIRLS）的數據，該書從多個角度探討了小學四年級（Grade 4）閱讀素養的教學與學習，包括國家閱讀課程和教科書、家庭和學校的學習資源、學生福祉、教師教育、教學方法以及數位評估。由於PIRLS 2021的實施恰逢Covid-19疫情，這本書還提供了有關遠程教學和學習以及疫情造成的其他干擾的寶貴見解。
本卷基於《IEA教育研究》第13卷《2019年TIMSS的迪納里克觀點》中呈現的區域研究，該研究探討了迪納里克地區小學數學和科學的教學與學習。針對政策制定者、研究人員和實務工作者，《2021年PIRLS的迪納里克觀點》提供了對於該地區學生在閱讀素養方面成就的多維度視角，該地區在英語研究文獻中對於教育評估和學生表現的代表性不足。
[1] 此稱謂不影響對於地位的立場，並符合聯合國安全理事會第1244號決議（UNSCR 1244/1999）及國際法院對科索沃獨立宣言的意見。
作者簡介
Zaneta Dzumhur 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, Zaneta 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 Korsňáková 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.
作者簡介(中文翻譯)
Zaneta Dzumhur 是波士尼亞和黑塞哥維那薩拉熱窩州大學前教育發展研究所的課程發展助理主任。在被任命為該研究所部門負責人之前，Zaneta 擔任數學教師及學生成就標準部門負責人，並在學前、小學和中學教育機構工作。她負責外部評估，並在波士尼亞和黑塞哥維那實施 IEA 研究和 OECD PISA，專注於課程開發及其在教學中的實施。
Dr Paulína Korsňáková 促進研究網絡、利益相關者參與和合作，以增強能力建設和知識分享，促進教育中的創新和質量。她在國家、區域和國際層面上開發和實施大規模比較研究方面擁有超過 20 年的經驗。她擔任 IEA 教育者研究系列和 IEA 教師摘錄的系列編輯。
Dr Sabine Meinck 是 IEA 研究與分析單位 (RandA) 的共同負責人及其抽樣單位的負責人。她指導、支持並協調 IEA 的研究活動，並促進基於大規模評估的統計數據分析的知識傳播。自 2006 年以來，她參與了幾乎所有當代大規模教育評估的調查設計的各個方面。
