PISA is an influential international study of the achievement of 15-year-olds. It has a high profile across the devolved nations of the UK, with the results having a substantial impact upon education policy. Yet many of the technical details underpinning PISA remain poorly understood — particularly amongst non-specialists — including important nuances surrounding the representivity of the data. This paper provides new evidence on this issue, based upon a case study of PISA 2018. I illustrate how there are many anomalies with the data, with the combination of nonresponse, exclusions from the test and technical details surrounding eligibility criteria leading to total nonparticipation rates of around 40% (amongst the highest anywhere in the world). It is then shown how this leads to substantial uncertainty surrounding the PISA results, with clear evidence of bias in the sample for certain parts of the UK. I conclude by discussing how more transparent reporting of the technical details underpinning PISA is needed, at both a national and international level.
{"title":"PISA 2018 in England, Northern Ireland, Scotland and Wales: Is the data really representative of all four corners of the UK?","authors":"John Jerrim","doi":"10.1002/rev3.3270","DOIUrl":"https://doi.org/10.1002/rev3.3270","url":null,"abstract":"PISA is an influential international study of the achievement of 15-year-olds. It has a high profile across the devolved nations of the UK, with the results having a substantial impact upon education policy. Yet many of the technical details underpinning PISA remain poorly understood — particularly amongst non-specialists — including important nuances surrounding the representivity of the data. This paper provides new evidence on this issue, based upon a case study of PISA 2018. I illustrate how there are many anomalies with the data, with the combination of nonresponse, exclusions from the test and technical details surrounding eligibility criteria leading to total nonparticipation rates of around 40% (amongst the highest anywhere in the world). It is then shown how this leads to substantial uncertainty surrounding the PISA results, with clear evidence of bias in the sample for certain parts of the UK. I conclude by discussing how more transparent reporting of the technical details underpinning PISA is needed, at both a national and international level.","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80237422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lauren Stentiford, G. Koutsouris, C. Boyle, D. Jindal‐Snape, Javier Rivera, S. Benham-Clarke
This paper presents the findings of a systematic scoping review spanning thirty years (1990-2020) that sought to understand the structures and processes influencing education research activities in UK higher education (HE). Review work of this scale has not previously been undertaken on the topic. The purpose of the review was to ‘take stock’ of research in the field, identify continuing and emerging areas of concern regarding education research as a profession, and point to directions for future research. Seven databases were searched and additional strategies included citation chasing and hand-searching. We located 114 peer-reviewed journal articles and one doctoral thesis. Six themes emerged relating to formal structures/processes: culture of performativity and accountability; funding regime; impact agenda; ‘what works’ agenda; heated debates; and professional bodies. A further six themes related to informal structures/processes: academic pressures; affective issues; non-traditional academics; second-career researchers; career stages; and departmental cultures. The themes were complex and appeared to interact with each other. Evidence of the negative impact of neoliberal regimes on working conditions and wellbeing emerged more strongly in the past decade. The review indicates that further research is required into the experiences and academic identities of education researchers from under-represented groups (i.e. women, ethnic minority, working-class, disabled, LGBTQ+ academics). There is also a need for more studies in Northern Ireland, Scotland and Wales to understand their unique political-economic-educational contexts. The findings have relevance to education researchers and policy-makers in countries across the globe, particularly in comparable HE systems (e.g., North America, Australia).
{"title":"The structures and processes governing education research in the UK from 1990-2020: A systematic scoping review","authors":"Lauren Stentiford, G. Koutsouris, C. Boyle, D. Jindal‐Snape, Javier Rivera, S. Benham-Clarke","doi":"10.1002/REV3.3298","DOIUrl":"https://doi.org/10.1002/REV3.3298","url":null,"abstract":"This paper presents the findings of a systematic scoping review spanning thirty years (1990-2020) that sought to understand the structures and processes influencing education research activities in UK higher education (HE). Review work of this scale has not previously been undertaken on the topic. The purpose of the review was to ‘take stock’ of research in the field, identify continuing and emerging areas of concern regarding education research as a profession, and point to directions for future research. Seven databases were searched and additional strategies included citation chasing and hand-searching. We located 114 peer-reviewed journal articles and one doctoral thesis. Six themes emerged relating to formal structures/processes: culture of performativity and accountability; funding regime; impact agenda; ‘what works’ agenda; heated debates; and professional bodies. A further six themes related to informal structures/processes: academic pressures; affective issues; non-traditional academics; second-career researchers; career stages; and departmental cultures. The themes were complex and appeared to interact with each other. Evidence of the negative impact of neoliberal regimes on working conditions and wellbeing emerged more strongly in the past decade. The review indicates that further research is required into the experiences and academic identities of education researchers from under-represented groups (i.e. women, ethnic minority, working-class, disabled, LGBTQ+ academics). There is also a need for more studies in Northern Ireland, Scotland and Wales to understand their unique political-economic-educational contexts. The findings have relevance to education researchers and policy-makers in countries across the globe, particularly in comparable HE systems (e.g., North America, Australia).","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82984974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-08DOI: 10.4438/1988-592X-RE-2021-393-493
M. F. O. Trobat, Maria Rosa Rosselló Ramón, Rubén Lluc Comas Forgas, A. M. C. Sastre, Jaume Sureda i Negre
espanolEn este trabajo se presenta el proceso de diseno, elaboracion e implementacion de unas pruebas de admision ad-hoc para el ingreso de alumnado a los Grados de Maestro. A lo largo de varios cursos, mediante una metodologia participativa y con la implicacion de mas de 500 participantes, se proyectaron y validaron unas pruebas de admision para acceder a los Grados de Educacion Primaria e Infantil. Estas pruebas se plantearon en el marco de un programa orientado a establecer y aplicar diversas medidas para la mejora de la formacion inicial docente en la Universidad de las Islas Baleares. El resultado final del proceso es un modelo para el diseno y la implementacion de unas pruebas de admision desde una perspectiva participativa que puede ser de utilidad para la elaboracion de pruebas similares en otras universidades. EnglishThis paper describes and presents the process of designing, development and implementation of an ad-hoc tests for the admission of students to the pre-service teachers Bachelors degrees (both kindergarden and primary education). Over several courses, through a participatory methodology and with the involvement of more than 500 participants, admission tests were designed and validated to access pre-service teachers courses. These tests were proposed within the framework of a program aimed at establishing and applying various measures to improve initial teacher training at the University of the Balearic Islands. The final result of the process is a model for the design and implementation of admission tests from a participatory perspective that can be useful for the development of similar tests in other universities.
{"title":"Modelo para las pruebas de admisión a los estudios de maestro a partir de un proceso de diseño participativo","authors":"M. F. O. Trobat, Maria Rosa Rosselló Ramón, Rubén Lluc Comas Forgas, A. M. C. Sastre, Jaume Sureda i Negre","doi":"10.4438/1988-592X-RE-2021-393-493","DOIUrl":"https://doi.org/10.4438/1988-592X-RE-2021-393-493","url":null,"abstract":"espanolEn este trabajo se presenta el proceso de diseno, elaboracion e implementacion de unas pruebas de admision ad-hoc para el ingreso de alumnado a los Grados de Maestro. A lo largo de varios cursos, mediante una metodologia participativa y con la implicacion de mas de 500 participantes, se proyectaron y validaron unas pruebas de admision para acceder a los Grados de Educacion Primaria e Infantil. Estas pruebas se plantearon en el marco de un programa orientado a establecer y aplicar diversas medidas para la mejora de la formacion inicial docente en la Universidad de las Islas Baleares. El resultado final del proceso es un modelo para el diseno y la implementacion de unas pruebas de admision desde una perspectiva participativa que puede ser de utilidad para la elaboracion de pruebas similares en otras universidades. EnglishThis paper describes and presents the process of designing, development and implementation of an ad-hoc tests for the admission of students to the pre-service teachers Bachelors degrees (both kindergarden and primary education). Over several courses, through a participatory methodology and with the involvement of more than 500 participants, admission tests were designed and validated to access pre-service teachers courses. These tests were proposed within the framework of a program aimed at establishing and applying various measures to improve initial teacher training at the University of the Balearic Islands. The final result of the process is a model for the design and implementation of admission tests from a participatory perspective that can be useful for the development of similar tests in other universities.","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86028470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Fernand Vedrenne‐Gutiérrez, Myriam M. Altamirano‐Bustamante, Daniela Monroy‐Fraustro, Adalberto Hoyos Bermea, C. López-Suero
{"title":"Teaching sciences and mathematics – A challenge for higher education institutions: A systematic review","authors":"Fernand Vedrenne‐Gutiérrez, Myriam M. Altamirano‐Bustamante, Daniela Monroy‐Fraustro, Adalberto Hoyos Bermea, C. López-Suero","doi":"10.1002/REV3.3259","DOIUrl":"https://doi.org/10.1002/REV3.3259","url":null,"abstract":"","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88437065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Fernand Vedrenne‐Gutiérrez, Myriam M. Altamirano‐Bustamante, Daniela Monroy‐Fraustro, Adalberto Hoyos Bermea, C. López-Suero
{"title":"Context and Implications Document for: Teaching sciences and mathematics—A challenge for higher education institutions: A systematic review","authors":"Fernand Vedrenne‐Gutiérrez, Myriam M. Altamirano‐Bustamante, Daniela Monroy‐Fraustro, Adalberto Hoyos Bermea, C. López-Suero","doi":"10.1002/REV3.3260","DOIUrl":"https://doi.org/10.1002/REV3.3260","url":null,"abstract":"","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83714419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Curriculum Design Coherence Model in the Knowledge‐Rich School Project","authors":"Elizabeth Rata","doi":"10.1002/REV3.3254","DOIUrl":"https://doi.org/10.1002/REV3.3254","url":null,"abstract":"","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79786158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Context and Implications Document for: The curriculum design coherence model in the knowledge‐rich school project","authors":"Elizabeth Rata","doi":"10.1002/REV3.3253","DOIUrl":"https://doi.org/10.1002/REV3.3253","url":null,"abstract":"","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74894329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Correlates of achievement motivation among women undergraduates of arts and science in West Bengal (India)","authors":"Paromita Ghosh","doi":"10.1002/rev3.3252","DOIUrl":"https://doi.org/10.1002/rev3.3252","url":null,"abstract":"","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80783087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Context and Implications Document for: Correlates of achievement motivation among women undergraduates of arts and science in West Bengal (India)","authors":"Paromita Ghosh","doi":"10.1002/rev3.3251","DOIUrl":"https://doi.org/10.1002/rev3.3251","url":null,"abstract":"","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84182147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-04DOI: 10.4438/1988-592X-RE-2021-391-470
J. Medina, Gabriel Nicolas, G. C. I. Céspedes
Numero monografico con el titulo: “El modelo flipped classroom: un reto para una ensenanza centrada en el alumno”
专题编号:“翻转课堂模式:以学生为中心的教学的挑战”
{"title":"Aprendizaje del análisis económico de la desigualdad a través del 'Team-Based Learning'","authors":"J. Medina, Gabriel Nicolas, G. C. I. Céspedes","doi":"10.4438/1988-592X-RE-2021-391-470","DOIUrl":"https://doi.org/10.4438/1988-592X-RE-2021-391-470","url":null,"abstract":"Numero monografico con el titulo: “El modelo flipped classroom: un reto para una ensenanza centrada en el alumno”","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78189250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：