Mexico's measurement models differed from all other countries, so Mexico was excluded and the study reports seven countries¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In TALIS teacher data, none of the dimensions of mathematics instructional quality could be identified in Mexico. → Xin Liu 2023 q2 i? Including Mexico would have limited invariance across the eight countries to the configural level, so Mexico was moved to an appendix. → Xin Liu 2023 (2)

Evidence¶

Xin Liu 2023¶

Xin Liu, Kajsa Yang Hansen, Jan De Neve, Martin Valcke. (2023). Teacher versus student perspectives on instructional quality in mathematics education across countries. Instructional Science. https://doi.org/10.1007/s11251-023-09652-6

q2 · i? · associational · r2

During the analytical process, measurement models were estimated per country for both TALIS and PISA data. For Mexico, the article reports "none of the dimensions of mathematics instructional quality can be identified" in the teacher data.

"In the TALIS 2013 data, none of the dimensions of mathematics instructional quality can be identified in Mexico."

Xin Liu 2023 (2)¶

Xin Liu, Kajsa Yang Hansen, Jan De Neve, Martin Valcke. (2023). Teacher versus student perspectives on instructional quality in mathematics education across countries. Instructional Science. https://doi.org/10.1007/s11251-023-09652-6

q2 · i? · associational · r2

The article explains that with Mexican data included, cross-country invariance would "only reach the configural level", so the authors removed the Mexico results to Appendix 2 and focused on the seven remaining countries.

"This implies that if Mexican data are included in the study, the measurement invariance among the eight countries can only reach the configural level."

Discussion¶

Related Claims¶

• The three-dimensional teacher-reported model does not hold in all countries, so configural invariance was not achieved and cross-country comparison of teacher-perceived instructional quality was hardly possible — related
• Teacher-reported mathematics instructional quality in pooled TALIS 2013 data from seven countries has three dimensions: classroom disciplinary climate, teacher support, and cognitive activation — related
• Student-reported mathematics instructional quality in pooled PISA 2012 data has five dimensions: teacher support, cognitive activation, classroom disciplinary climate, classroom management, and student-orientated instruction — related