Northern Lights on PISA and TALIS / Sten Ludvigsen [and 9 others].

Includes bibliographical references.

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Foreword ; 1. Introduction Comparative studies of the Nordic countries: implications for educational policy ; 1.1 Introduction: The Nordic model ; 1.2 Change in educational systems ; 1.3 Comparisons beyond the Nordic states ; 1.4 PISA and TALIS studies ; 1.5 Overview of the chapters ; 1.6 Discussion ; 1.7 References ; 2. Is PISA 2012 relevant to mathematics education in Norway and Sweden? ; 2.1 Summary ; 2.2 Introduction ; 2.3 Methodology ; 2.4 Curriculum structures and goal definitions ; 2.5 Goals at the end level: Fundamental reasons for teaching mathematics

2.6 Goals at the aim level: General mathematical competence 2.7 Goals at the objective level: Mathematical content ; 2.8 Relevance of the PISA mathematics assessment items to mathematics education in Norway and Sweden ; 2.9 Conclusions ; 2.10 Acknowledgements ; 2.11 References ; 3. Principal Leadership Styles in Nordic Countries and Their Relationship with Teacher Performance and Attitudes ; 3.1 Summary ; 3.2 Introduction ; 3.2.1 Typology of principals' leadership style ; 3.2.2 Leadership styles and student academic achievement ; 3.2.3 Teacher preferences: Openness and participation

3.2.4 Extensive Reviews 3.2.5 Effect of leadership styles on job satisfaction of teachers ; 3.3 Aims and research questions ; 3.4 Methods ; 3.5 Results ; 3.6 Profile descriptions of the four clusters of principals ; 3.7 Other principal characteristics associated with the four clusters ; 3.8 Association between the four principal clusters and teacher practices and attitudes ; 3.9 Discussion ; 3.10 References ; 3.11 Appendices ; 3.11.1 Appendix 1 ; 3.11.2 Appendix 2 ; 4. Teachers' professional development in Nordic countries ; 4.1 Summary ; 4.2 Introduction

4.3 Teachers' continuing professional development 4.4 Teachers' professional development in the Nordic countries ; 4.4.1 Teacher development in Denmark ; 4.4.2 Teacher development in Finland ; 4.4.3 Teacher development in Iceland ; 4.4.4 Teacher development in Norway ; 4.4.5 Teacher development in Sweden ; 4.5 Implementations of TALIS ; 4.6 Results ; 4.6.1 Teachers' professional development -- results from TALIS 2013 ; 4.6.2 Professional development activities and teachers' self-efficacy and job satisfaction ; 4.6.3 Teachers' professional development needs and barriers ; 4.7 Discussion

4.8 References 5. Can collegial work and school leader feedback improve teachers' self-efficacy in Nordic classrooms? ; 5.1 Summary ; 5.2 Introduction ; 5.3 Research questions and approach ; 5.4 Collegial work, feedback and appraisal in Nordic schools ; 5.5 Variation in feedback within countries ; 5.6 Self-efficacy in Nordic classrooms -- differences and variation ; 5.7 The relationship between feedback and self-efficacy in the Nordic countries ; 5.8 Impact of collaboration and feedback on novice and experienced teachers ; 5.8.1 Differences across the Nordic countries

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