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272 chapter 7: school contexts percentage of students at the high level increased since 2001 included Iceland, Italy, and Morocco. Decreased percentages were found in Norway, Romania, Hungary, Moldova, and the Canadian province of Quebec. On average, students at the high level of the index had higher reading achievement than those at the medium level (513 vs. 493 points). Exhibit 7.13 presents the results for the PIRLS Index of Teacher Career Satisfaction. Having teachers who are satisfied with their careers as teachers may be an important aspect of the school’s climate for learning. The PIRLS 2006 Index of Teacher Career Satisfaction combined teachers’ responses to five questions about being a teacher: ▶ ▶ ▶ ▶ ▶ I am content with my profession as a teacher. I am satisfied with being a teacher at this school. I would describe the teachers at this school as a satisfied group. I had more enthusiasm when I began teaching than I have now. (reverse coded) I do important work as a teacher. Teachers’ responses were averaged on a 4-point scale, as follows: disagree a lot = 1, disagree a little = 2, agree a little = 3, and agree a lot = 4. Students whose teacher’s average was greater than 3 (i.e., they agreed either a little or a lot with all five statements) were assigned to the high level of the index, students with a teacher averaging 2 or more but less than 3 were at the medium level, and students with a teacher averaging less than 2 were assigned to the low level of the index.
chapter 7: school contexts Exhibit Exhibit 7.137.13: Index Index of Teacher of Teacher Career Career Satisfaction (TCS) (TCS) Countries Percent of Students High TCS Medium TCS Low TCS Average Achievement Percent of Students Average Achievement Percent of Students Average Achievement Norway 84 (2.7) 497 (3.0) 15 (2.8) 504 (5.5) 0 (0.4) ~ ~ Georgia 83 (3.4) 469 (4.0) 17 (3.4) 476 (8.1) 0 (0.0) ~ ~ Kuwait 83 (3.0) 330 (5.0) 17 (3.0) 341 (7.0) 0 (0.4) ~ ~ Macedonia, Rep. of 82 (3.3) 453 (5.6) 15 (3.0) 411 (11.9) 2 (1.7) ~ ~ Canada, Nova Scotia 82 (2.9) 543 (2.6) 17 (2.8) 541 (5.2) 1 (0.7) ~ ~ Israel 81 (3.2) 520 (5.4) 19 (3.1) 487 (13.6) 1 (0.7) ~ ~ Canada, Ontario 80 (4.0) 556 (3.0) 17 (3.8) 548 (5.7) 2 (1.4) ~ ~ Denmark 78 (3.1) 547 (2.8) 20 (3.1) 543 (4.2) 2 (0.9) ~ ~ Iceland 77 (0.2) 507 (1.4) 23 (0.2) 520 (2.5) 1 (0.1) ~ ~ Canada, British Columbia r 76 (3.5) 562 (3.1) 21 (3.2) 552 (7.6) 3 (1.7) 563 (8.1) Canada, Alberta 74 (3.2) 563 (2.7) 24 (3.1) 553 (4.4) 2 (1.0) ~ ~ Scotland 73 (3.4) 522 (3.8) 23 (3.0) 531 (4.7) 4 (1.6) 532 (6.9) United States 73 (3.3) 542 (4.1) 24 (3.6) 532 (4.3) 3 (1.3) 544 (16.3) Lithuania 73 (3.1) 537 (2.1) 27 (3.1) 538 (3.5) 0 (0.0) ~ ~ Luxembourg 72 (0.2) 559 (1.2) 25 (0.2) 550 (1.9) 2 (0.1) ~ ~ Netherlands 71 (3.4) 548 (1.9) 27 (3.6) 542 (3.5) 2 (1.0) ~ ~ Austria 70 (3.0) 538 (2.5) 30 (3.2) 540 (4.1) 1 (0.6) ~ ~ New Zealand 69 (2.4) 533 (2.8) 29 (2.5) 536 (4.0) 2 (0.7) ~ ~ Qatar r 68 (0.2) 360 (1.4) 29 (0.2) 346 (2.4) 3 (0.1) 325 (9.5) South Africa 68 (2.8) 291 (7.4) 28 (2.9) 321 (13.5) 4 (1.0) 367 (34.6) Indonesia 67 (3.6) 405 (5.6) 33 (3.6) 406 (6.3) 0 (0.0) ~ ~ Russian Federation 67 (3.3) 568 (3.9) 32 (3.3) 558 (6.7) 1 (0.8) ~ ~ Germany 67 (3.3) 546 (2.9) 31 (3.0) 549 (3.4) 2 (1.4) ~ ~ England 66 (3.4) 550 (3.6) 27 (3.1) 518 (6.0) 7 (2.4) 533 (13.6) Canada, Quebec 65 (4.0) 538 (3.3) 32 (4.1) 527 (4.9) 2 (1.1) ~ ~ Iran, Islamic Rep. of 64 (3.3) 421 (4.3) 34 (3.5) 420 (7.6) 2 (0.9) ~ ~ Belgium (French) 64 (3.4) 503 (3.6) 35 (3.4) 495 (4.7) 1 (0.3) ~ ~ Belgium (Flemish) 64 (3.5) 549 (2.3) 35 (3.7) 544 (3.2) 2 (1.1) ~ ~ Romania 63 (4.0) 495 (5.6) 36 (3.9) 480 (8.2) 1 (0.4) ~ ~ Spain 63 (4.0) 512 (3.6) 36 (3.9) 515 (4.3) 1 (0.6) ~ ~ Slovenia 62 (3.0) 521 (2.8) 36 (2.8) 523 (2.8) 2 (0.7) ~ ~ Sweden 60 (4.5) 549 (3.0) 38 (4.5) 546 (3.6) 2 (0.4) ~ ~ Poland 58 (3.8) 520 (3.2) 41 (3.8) 519 (3.6) 0 (0.0) ~ ~ Latvia 57 (4.4) 541 (2.9) 40 (4.3) 541 (4.4) 2 (1.1) ~ ~ Slovak Republic 57 (3.6) 534 (3.7) 41 (3.5) 529 (4.5) 2 (0.7) ~ ~ Singapore 55 (2.9) 555 (4.3) 40 (3.0) 564 (4.1) 5 (1.0) 549 (12.0) Hungary 55 (4.3) 554 (4.5) 42 (4.2) 547 (4.3) 3 (1.3) 542 (19.7) Trinidad and Tobago 55 (3.9) 437 (8.5) 39 (3.9) 435 (7.0) 7 (2.0) 428 (11.8) France 54 (3.4) 525 (2.7) 44 (3.5) 517 (3.5) 2 (1.1) ~ ~ Italy 52 (3.9) 554 (4.5) 44 (3.9) 550 (3.7) 3 (1.4) 531 (14.9) Moldova, Rep. of 50 (4.1) 500 (4.3) 49 (3.9) 500 (4.5) 2 (0.8) ~ ~ Chinese Taipei 44 (4.1) 539 (3.2) 54 (4.1) 533 (2.5) 2 (1.2) ~ ~ Bulgaria 42 (4.1) 557 (6.7) 55 (4.1) 542 (6.0) 3 (1.2) 515 (13.2) Morocco 36 (4.0) 332 (11.3) 58 (4.2) 317 (8.4) 7 (2.4) 314 (23.8) Hong Kong SAR 32 (4.4) 560 (4.4) 66 (4.4) 566 (2.9) 2 (1.1) ~ ~ International Avg. 64 (0.5) 502 (0.7) 34 (0.5) 498 (1.0) 2 (0.2) ~ ~ Based on teachers’ agreement with the following: I am content with my profession as a teacher, I am satisfied with being a teacher at this school, I would describe the teachers at this school as a satisfied group, I had more enthusiasm when I began teaching than I have now, and I do important work as a teacher. Average is computed across the five items based on a 4-point scale: Disagree a lot = 1, Disagree a little = 2, Agree a little = 3, Agree a lot = 4. Responses for negative statements were reverse coded. High level indicates an average of 3 through 4. Medium level indicates an average of 2 to less than 3. Low level indicates an average of 1 to less than 2. Percentage of Students at High Level of TCS ( ) Standard errors appear in parentheses. Because results are rounded to the nearest whole number, some totals may appear inconsistent. An “r” indicates data are available for 70–84% of the students. An “s” indicates data are available for 50–69% of the students. An “x” indicates data are available for less than 50% of the students. A tilde (~) indicates insufficient data to report achievement. 273 PIRLS 2006 4th Grade 0 25 50 75 100 NOTE: The International Average does not include the results from the Canadian provinces. SOURCE: IEA Progress in International Reading Literacy Study (PIRLS) 2006
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PIRLS 2006 International Report IEA
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Contents Executive Summary 1 Introd
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Chapter 3 105 Literacy-related Acti
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Exhibit 6.16 Students Answer Questi
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Appendix C 327 Percentiles and Stan
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executive summary Building on the P
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Changes in Reading Achievement: PIR
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executive summary percentages of st
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▶ ▶ ▶ ▶ ▶ executive summa
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10 executive summary ▶ ▶ ▶
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1 executive summary ▶ ▶ ▶ ▶
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16 introduction The IEA (Internatio
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18 introduction An important innova
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20 introduction What Background Inf
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22 introduction Exhibit Countries P
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24 introduction For the sake of com
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26 introduction Exhibit 2 Exhibit 2
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28 introduction Which Students Were
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30 introduction Exhibit Exhibit 3 3
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32 introduction The student samplin
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394 appendix f: iceland and norway
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Appendix G Organizations and Indivi
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appendix g: organizations and indiv
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TIMSS & PIRLS International Study C
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