This open access book examines the interrelationship of national policy teacher effectiveness
and student outcomes with a specific emphasis on educational equity. Using data from the IEA's
Trends in International Mathematics and Science Study (TIMSS) conducted between 1995 and 2015
it investigates grade four and grade eight data to assess trends in key teacher characteristics
(experience education preparedness and professional development) and teacher behaviors
(instructional time and instructional content) and how these relate to student outcomes.
Taking advantage of national curriculum data collected by TIMSS to assess changes in curricular
strategy across countries and how these may be related to changes in teacher and student
factors the study focuses on the distributional impact of curriculum and instruction on
students paying particular attention to overall inequalities and variations in socioeconomic
status at the student and country level and how such factors have altered over time. Multiple
methods including regression and fixed effects analyses and structural equation modelling
establish the evolution of these associations over time.
