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Supportive climates and science achievement in the Nordic countries: lessons learned from the 2015 PISA study 北欧国家的支持性气候和科学成就:2015年PISA研究的经验教训
IF 3.1 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-09-02 DOI: 10.1186/s40536-022-00123-x
Anubha Rohatgi, Ove E. Hatlevik, Julius K. Björnsson

Teacher-student interactions are crucial in understanding the role of a supportive climate in instructional practices. The present study investigates the perceptions of 15-year-old Nordic students regarding four aspects of their science class: teacher support, fairness, feedback, and class discipline. Multilevel modelling analysis is used to examine the extent to which a perceived supportive climate can explain variation in the Nordic students’ science achievements. Overall, the main findings based on The Programme for International Student Assessment (PISA) 2015 data from Denmark, Finland, Iceland, Norway, and Sweden indicate that at the student level, perceived feedback from teachers and students perceiving their teachers as fair explains significant variations in science achievement. The study provides practical and theoretical implications about the importance of strong teacher-student relationships in comprehending the concept of a supportive climate.

师生互动对于理解支持性氛围在教学实践中的作用至关重要。本研究调查了15岁北欧学生对科学课四个方面的看法:教师支持、公平、反馈和课堂纪律。多层次建模分析被用来检验在多大程度上感知到的支持气候可以解释北欧学生科学成就的变化。总体而言,基于来自丹麦、芬兰、冰岛、挪威和瑞典的2015年国际学生评估项目(PISA)数据的主要发现表明,在学生层面,教师的感知反馈和学生对教师公平的感知解释了科学成就的显著差异。本研究提供了关于师生关系在理解支持性氛围概念中的重要性的实践和理论意义。
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引用次数: 2
Does the material well-being at schools successfully compensate for socioeconomic disadvantages? Analysis of resilient schools in Sweden 学校的物质福利成功地弥补了社会经济劣势吗?瑞典弹性学校分析
IF 3.1 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-08-30 DOI: 10.1186/s40536-022-00130-y
Deborah Elin Siebecke, Maria Jarl

Background

A variety of studies point to a deterioration of educational equity in Sweden and increasing school segregation with respect to achievement and socioeconomic composition. Some schools are resilient to socioeconomic disadvantages in their student body and demonstrate high levels of achievement. However, little attention has been given to these resilient schools. Material well-being, as one important dimension of student well-being, comprises the student’s home background and school resources. The relationship between home background and achievement is well-established but less literature includes school-level factors of material well-being. In comparing the material well-being at resilient, non-resilient, and more advantaged schools, this study aims at detecting possible patterns that may provide crucial information as to why some schools succeed better in compensating for disadvantages.

Methods

Using Swedish data from the Programme for International Student Assessment (PISA) from 2000 to 2018, the shares of resilient, non-resilient, and more advantaged school groups with different achievement levels were identified by using aggregated achievement and socioeconomic background measures. Making use of a well-being framework specifically designed for PISA data, the school groups were compared regarding their material well-being as measured by the perceived shortage of material resources and teachers, the percentage of teachers fully certified, the availability of computers, and extracurricular activities. This comparison of school groups was computed using the nonparametric Kruskal-Wallis test and a Bonferroni-adjusted pairwise comparison.

Results

The shares of resilient schools decreased considerably from 14% in 2000 to 3% in 2015. Yet, the comparison of the material well-being at resilient and other school groups led to mostly non-significant results. Overall, disadvantaged schools reported higher teacher shortages than advantaged schools, which indicates the need for a more compensatory allocation of (human) resources.

Conclusions

The study concluded that the landscape of resilient schools is under continuous change. As no patterns of significant differences between resilient and other school groups were found, the study shows no indication that the material well-being at school compensates for disadvantages in a school’s student body. The findings call for further research regarding changes in the presence of resilient schools and their possible relationship with school material well-being.

各种研究表明,瑞典的教育公平正在恶化,学校在成绩和社会经济构成方面的隔离正在加剧。一些学校能够适应学生群体的社会经济劣势,并表现出高水平的成就。然而,很少有人关注这些有弹性的学校。物质幸福是学生幸福的一个重要维度,包括学生的家庭背景和学校资源。家庭背景和成就之间的关系是公认的,但很少有文献包括学校层面的物质福利因素。在比较弹性、非弹性和更有利的学校的物质福利时,本研究旨在发现可能的模式,这些模式可能提供关键信息,说明为什么有些学校在弥补劣势方面做得更好。方法利用2000年至2018年国际学生评估项目(PISA)的瑞典数据,通过综合成绩和社会经济背景测量,确定了不同成绩水平的弹性、非弹性和更有利的学校群体的份额。利用专门为PISA数据设计的幸福框架,比较了学校组的物质幸福,通过感知物质资源和教师的短缺,教师完全认证的百分比,计算机的可用性和课外活动来衡量。使用非参数Kruskal-Wallis检验和bonferroni校正两两比较计算学校组间的比较。结果弹性学校的比例从2000年的14%大幅下降至2015年的3%。然而,对弹性学校和其他学校群体的物质福利进行比较,结果大多不显著。总体而言,劣势学校报告的教师短缺程度高于优势学校,这表明需要对(人力)资源进行更具补偿性的分配。结论研究的结论是,弹性学校的景观正在不断变化。由于没有发现适应力强和其他学校群体之间存在显著差异的模式,研究表明,没有迹象表明学校的物质福利可以弥补学校学生群体的劣势。研究结果要求进一步研究弹性学校存在的变化及其与学校物质福利的可能关系。
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引用次数: 4
Evaluating the effects of analytical decisions in large-scale assessments: analyzing PISA mathematics 2003-2012 评估大规模评估中分析性决策的效果:分析PISA数学2003-2012
IF 3.1 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-08-27 DOI: 10.1186/s40536-022-00129-5
Jörg-Henrik Heine, Alexander Robitzsch

Research question

This paper examines the overarching question of to what extent different analytic choices may influence the inference about country-specific cross-sectional and trend estimates in international large-scale assessments. We take data from the assessment of PISA mathematics proficiency from the four rounds from 2003 to 2012 as a case study.

Methods

In particular, four key methodological factors are considered as analytical choices in the rescaling and analysis of the data: (1) The selection of country sub-samples for item calibration differing at three factor levels. (2) The item sample refering to two sets of mathematics items used within PISA. (3) The estimation method used for item calibration: marginal maximum likelihood estimation method as implemented in R package TAM or an pairwise row averaging approach as implemented in the R package pairwise. (4) The type of linking method: concurrent calibration or separate calibration with successive chain linking.

Findings

It turned out that analytical decisions for scaling did affect the PISA outcomes. The factors of choosing different calibration samples, estimation method and linking method tend to show only small effects on the country-specific cross-sectional and trend estimates. However, the selection of different link items seems to have a decisive influence on country ranking and development trends between and within countries.

研究问题:本文探讨了在国际大规模评估中,不同的分析选择可能在多大程度上影响对具体国家的横截面和趋势估计的推断的首要问题。我们以2003年至2012年的4轮PISA数学能力评估数据为例进行研究。方法在数据的重新标度和分析中,考虑了四个关键的方法学因素作为分析选择:(1)选择在三个因素水平上不同的国家子样本进行项目校准。(2)项目样本指的是PISA中使用的两套数学项目。(3)项目校准使用的估计方法:R包TAM采用的边际极大似然估计法或R包成对采用的两两行平均法。(4)连接方式的类型:并行校准或连续链连接的单独校准。研究结果表明,分级的分析决策确实影响了PISA的结果。选择不同的校准样本、估计方法和连接方法等因素对具体国家的截面和趋势估计的影响往往很小。然而,不同链接项目的选择似乎对国家排名以及国家之间和国家内部的发展趋势具有决定性影响。
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引用次数: 1
Do immigrants experience labor market mismatch? New evidence from the US PIAAC 移民是否经历了劳动力市场的不匹配?来自美国PIAAC的新证据
IF 3.1 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-08-03 DOI: 10.1186/s40536-022-00127-7
Margarita Pivovarova, Jeanne M. Powers

Background

One way of evaluating immigrants’ labor market outcomes is to assess the extent to which immigrants are able to enter into jobs that are commensurate with their education and experience. An imperfect alignment between workers’ educational qualifications and these required for their current job, or education-job mismatch, has implications for both the broader economy and individual workers. In this study, we investigate the factors associated with education-job mismatches among US workers by immigrant generation.

Methods

We analyzed the data from the US sample of the Program for the International Assessment of Adult Competencies (PIAAC) 2012/2014. Our analytic sample included 4022 employed (full and part-time) individuals between the ages of 20–65 years. We documented the distribution of education-job mismatches across selected independent variables and estimated the relationship between the individual characteristics of workers such as race, gender, presence of children, location, time in the country and knowledge of English for first-generation immigrant workers, and education-job mismatch using multinomial logistic regressions for the full sample and for the sample of first- and second-generation workers.

Results

We found that on average, immigrant workers in the US labor market were more likely to hold jobs which required less education that they had (being overmatched for the job), with first-generation workers being overmatched more frequently than second-generation workers. The probability of being overmatched for immigrant workers declines with the length of stay, and workers who are proficient in English are less likely to be overmatched. Our results also suggest that there may be labor market disadvantages to immigrant status that persist beyond the first-generation.

Conclusions

Previous research demonstrated that over-education depresses wages and lowers workers’ standards of living and their abilities to accumulate wealth. Our findings confirm that this dynamic may be particularly acute for first- and second-generation workers who are finding it difficult to become fully integrated into US labor markets, even though the factors behind the mismatch differs between the two immigrant generations.

评估移民劳动力市场结果的一种方法是评估移民能够在多大程度上找到与其教育和经验相称的工作。工人的教育资格与其当前工作要求之间的不完美匹配,或者教育-工作不匹配,对更广泛的经济和个人工人都有影响。在这项研究中,我们调查了移民一代美国工人中教育-工作不匹配的相关因素。方法对2012/2014年度国际成人能力评估项目(PIAAC)美国样本数据进行分析。我们的分析样本包括4022名雇员(全职和兼职),年龄在20-65岁之间。我们在选定的自变量中记录了教育-工作不匹配的分布,并对第一代移民工人的个人特征(如种族、性别、是否有孩子、地点、在国内的时间和英语知识)与教育-工作不匹配之间的关系进行了估计,使用了全样本和第一代和第二代工人样本的多项逻辑回归。结果我们发现,平均而言,美国劳动力市场的移民工人更有可能从事对教育要求较低的工作(被淘汰),第一代工人比第二代工人更容易被淘汰。移民工人被超越的可能性随着停留时间的延长而下降,精通英语的工人不太可能被超越。我们的研究结果还表明,移民身份在劳动力市场上的劣势可能会持续到第一代之后。先前的研究表明,过度教育压低了工资,降低了工人的生活水平和积累财富的能力。我们的研究结果证实,尽管两代移民之间的不匹配背后的因素有所不同,但对于发现难以完全融入美国劳动力市场的第一代和第二代移民来说,这种动态可能尤其严重。
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引用次数: 1
The influence of ICT use and related attitudes on students’ math and science performance: multilevel analyses of the last decade’s PISA surveys 信息通信技术的使用和相关态度对学生数学和科学成绩的影响:对过去十年PISA调查的多层次分析
IF 3.1 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-08-02 DOI: 10.1186/s40536-022-00128-6
Matthew Courtney, M. Karakus, Zara Ersozlu, K. Nurumov
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引用次数: 4
Practical significance of item misfit and its manifestations in constructs assessed in large-scale studies 大规模研究评估项目错配的现实意义及其在构念中的表现
IF 3.1 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-07-12 DOI: 10.1186/s40536-022-00124-w
Katharina Fährmann, Carmen Köhler, J. Hartig, Jörg-Henrik Heine
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引用次数: 0
A primer on continuous-time modeling in educational research: an exemplary application of a continuous-time latent curve model with structured residuals (CT-LCM-SR) to PISA Data 教育研究中的连续时间建模入门:具有结构化残差的连续时间潜曲线模型(CT-LCM-SR)在PISA数据中的典型应用
IF 3.1 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-07-11 DOI: 10.1186/s40536-022-00126-8
Julian F. Lohmann, Steffen Zitzmann, Manuel C. Voelkle, Martin Hecht

One major challenge of longitudinal data analysis is to find an appropriate statistical model that corresponds to the theory of change and the research questions at hand. In the present article, we argue that continuous-time models are well suited to study the continuously developing constructs of primary interest in the education sciences and outline key advantages of using this type of model. Furthermore, we propose the continuous-time latent curve model with structured residuals (CT-LCM-SR) as a suitable model for many research questions in the education sciences. The CT-LCM-SR combines growth and dynamic modeling and thus provides descriptions of both trends and process dynamics. We illustrate the application of the CT-LCM-SR with data from PISA reading literacy assessment of 2000 to 2018 and provide a tutorial and annotated code for setting up the CT-LCM-SR model.

纵向数据分析的一个主要挑战是找到一个与变化理论和手头的研究问题相对应的适当的统计模型。在本文中,我们认为连续时间模型非常适合研究教育科学中主要感兴趣的持续发展的结构,并概述了使用这种模型的主要优势。此外,我们提出了具有结构化残差的连续时间潜在曲线模型(CT-LCM-SR),作为教育科学中许多研究问题的合适模型。CT-LCM-SR结合了增长和动态建模,因此提供了趋势和过程动态的描述。本文以2000 - 2018年国际学生评估项目(PISA)的阅读能力评估数据为例,说明了CT-LCM-SR模型的应用,并提供了构建CT-LCM-SR模型的教程和注释代码。
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引用次数: 7
Generating group-level scores under response accuracy-time conditional dependence 在反应准确性-时间条件依赖下产生组级分数
IF 3.1 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-06-22 DOI: 10.1186/s40536-022-00122-y
Hyo Jeong Shin, Paul A. Jewsbury, Peter W. van Rijn

The present paper investigates and examines the conditional dependencies between cognitive responses (RA; Response Accuracy) and process data, in particular, response times (RT) in large-scale educational assessments. Using two prominent large-scale assessments, NAEP and PISA, we examined the RA-RT conditional dependencies within each item in the measurement model and the structural model. Evidence for RA-RT conditional dependencies was observed in data from both programs, presenting a challenge in incorporating RT to the current operational models in NAEP and PISA that do not account for RA-RT conditional dependencies. However, inclusion of RT in the model had a relatively large contribution to improving the measurement of ability (residual variance decrease of 11% in NAEP and 18% in PISA), in contrast to relatively modest difference in parameter estimation from neglecting the conditional dependencies (e.g., estimated difference on residual variance of 1% in both NAEP and PISA). We conclude that the benefits of incorporating RT in the operational models for large-scale educational assessments may outweigh the costs.

本文研究和检验了认知反应(RA;反应准确性)和处理数据,特别是大规模教育评估中的反应时间(RT)。利用NAEP和PISA这两个著名的大规模评估,我们检查了测量模型和结构模型中每个项目中的RA-RT条件依赖关系。在这两个项目的数据中都观察到RA-RT条件依赖性的证据,这对将RT纳入NAEP和PISA当前的操作模型提出了挑战,因为这些模型不考虑RA-RT条件依赖性。然而,在模型中纳入RT对改善能力的测量有相对较大的贡献(NAEP和PISA的残差方差减少了11%和18%),而忽略条件依赖性对参数估计的差异相对较小(例如,NAEP和PISA的残差估计差异均为1%)。我们的结论是,将RT纳入大规模教育评估的操作模型的好处可能超过成本。
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引用次数: 0
Equity in mathematics education in Hong Kong: evidence from TIMSS 2011 to 2019 香港数学教育公平:来自TIMSS 2011至2019的证据
IF 3.1 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-06-08 DOI: 10.1186/s40536-022-00121-z
Xue-Lan Qiu, F. Leung
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引用次数: 2
Equal opportunities for all? Analyzing within-country variation in school effectiveness 人人机会均等?分析国家内部学校有效性的差异
IF 3.1 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-05 DOI: 10.1186/s40536-022-00120-0
Isa Steinmann, R. Olsen
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引用次数: 5
期刊
Large-Scale Assessments in Education
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