Abstract
In this chapter, class level factors and teacher-related factors that can influence student achievement will be evaluated. Small class sizes are assumed to have a positive impact on student achievement and the author will explore if this is supported by TIMSS data. Teacher-related factors became increasingly important in educational research and policy recommendations; opinions on the influence of teacher quality, however, vary widely. The impact of homework given by teachers will be examined, and differences in the consequent achievement of native and immigrant students will be examined in detail. To follow is an analysis of the distribution of immigrant students across classes in the countries that participated in TIMSS 2007, and the effects on student achievement, which prove to form quite an ambiguous picture. How many immigrant students are there in the classes, and does their presence have a negative effect on the performance of native students? Are immigrant students more affected by class level or teacher-related factors than native students? The answers can be found in this chapter.
Published Version
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