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Student guidance decisions at team meetings: do teachers use data for rational decision making? 小组会议上的学生指导决策:教师是否使用数据进行理性决策?
Q3 Social Sciences Pub Date : 2022-02-14 DOI: 10.5817/sp2021-4-5
Roos Van Gasse, Martine E. M. Mol
In the past decade, the belief has grown that student guidance decisions can benefit from systematic data use. Systematic data use can be considered as completing the circle of inquiry (from data discussion to interpretation, to analysis, diagnosis, and action) with a reasonable depth. However, little is known about how teachers use data to inform student guidance decisions. This qualitative study analyzed the field notes of 17 teachers’ meetings that were intended to formulate student guidance decisions in secondary education. The results showed that data were used only sporadically and often not in a systematic way. Moreover, the depth of inquiry in formulating diagnoses on poor student functioning was low. These results indicate a need to raise awareness among teachers and policymakers on the stepwise and self-questioning process that data use should be in order to be effective.
在过去的十年里,人们越来越相信,学生指导决策可以从系统的数据使用中受益。系统的数据使用可以被认为是以合理的深度完成探究的循环(从数据讨论到解释,再到分析、诊断和行动)。然而,关于教师如何利用数据为学生指导决策提供信息,人们知之甚少。本质性研究分析了17次旨在制定中学教育学生指导决策的教师会议的现场记录。结果表明,数据只是偶尔使用,而且往往不是以系统的方式使用。此外,在制定不良学生功能诊断方面的探究深度较低。这些结果表明,需要提高教师和政策制定者对逐步和自我质疑过程的认识,数据的使用应该是有效的。
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引用次数: 0
Data ethics in education: a theoretical, practical, and policy issue 教育中的数据伦理:一个理论、实践和政策问题
Q3 Social Sciences Pub Date : 2022-02-14 DOI: 10.5817/sp2021-4-1
E. Mandinach, J. Jimerson
Responsible data use has emerged as an important concept in education, especially in the wake of the COVJD-19 pandemic, which continues to highlight inequities. The knowledge and skills to use data effectively and appropriately are at the heart of data ethics. Educators must tightly couple data literacy with an ethical approach to using data—that is, they must be thoughtful about what they choose to do with data, how they go about their work, and how they center their work to benefit, rather than to harm, those engaged in the work of schooling, including students, teachers, families, and other educators. In this article, intended to provoke thought around data ethics among educators, researchers, and policymakers, we take a broad view of what data are and assert that data ethics go far beyond protecting the privacy and confidentiality of data. To be an ethical data user means using the right data in the right ways for the right purposes. The article lays out a context for data ethics, demonstrates how ethics are coupled with data literacy, provides examples of data ethics in practice, and recommends steps for strengthening ethical data use in practice.
负责任地使用数据已成为教育中的一个重要概念,特别是在2019冠状病毒病大流行之后,这种不平等现象继续凸显。有效和适当地使用数据的知识和技能是数据伦理的核心。教育工作者必须将数据素养与使用数据的道德方法紧密结合起来——也就是说,他们必须深思熟虑,选择如何处理数据,如何开展工作,以及如何将工作集中于造福而不是伤害那些从事教育工作的人,包括学生、教师、家庭和其他教育工作者。本文旨在激发教育工作者、研究人员和政策制定者对数据伦理的思考,我们从广义上看待数据是什么,并断言数据伦理远远超出了保护数据的隐私和机密性。成为一名有道德的资料使用者,意味着以正确的方式为正确的目的使用正确的资料。本文列出了数据伦理的背景,展示了伦理如何与数据素养相结合,提供了实践中的数据伦理示例,并建议了在实践中加强道德数据使用的步骤。
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引用次数: 3
Sensemaking unraveled: how teachers process school performance feedback data “意义制造”揭开了谜面:教师如何处理学校表现反馈数据
Q3 Social Sciences Pub Date : 2022-02-14 DOI: 10.5817/sp2021-4-4
Gila Gutwirth, E. Goffin, J. Vanhoof
The present study investigates how Flemish middle school mathematics teachers make sense of schoolperformanfeedback data from low-stakes, external standardised tests. We take an in-depth look into the interpretive steps they take, based on a conceptual model that integrates intuitive and rational aspects of individual and collective sensemaking and empirical data collected in semi-structured interviews. We describe the nature of these sensemaking processes and consider the impact of influencing factors. Our findings demonstrate that the mere availability of school performance feedback data does not spontaneously spark sensemaking, nor does it necessarily lead to improvements in instructionalpractice. Teachers' sensemaking of schoolperformancefeedback data appears to be a largely intuitive process, grounded in external attributions and absent of triangulation. Challenges regarding expertise and lack of inquiry-based attitude and commitment result in superficial and often incorrect interpretations of the data that tend to remain uncorrected as teachers barely engage in collaborative professional dialogue about the data.
本研究调查了佛兰德中学数学教师如何理解来自低风险外部标准化测试的学校表现反馈数据。我们深入研究了他们采取的解释步骤,基于一个概念模型,该模型集成了个人和集体意义的直觉和理性方面以及在半结构化访谈中收集的经验数据。我们描述了这些语义生成过程的性质,并考虑了影响因素的影响。我们的研究结果表明,仅仅是学校表现反馈数据的可用性并不能自发地激发意义构建,也不一定会导致教学实践的改进。教师对学校表现反馈数据的理解似乎在很大程度上是一个直观的过程,基于外部归因,缺乏三角测量。专业知识方面的挑战以及缺乏基于探究的态度和承诺导致对数据的肤浅和经常不正确的解释,由于教师几乎不参与关于数据的协作专业对话,这些解释往往得不到纠正。
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引用次数: 0
Exploring leadership influence within data-informed decision-making practices in Australian independent schools 探索澳大利亚独立学校基于数据的决策实践中的领导力影响
Q3 Social Sciences Pub Date : 2022-02-14 DOI: 10.5817/sp2021-4-7
Venesser Fernandes
There is increasingly strong pressure on schools to use data within their decision-making processes; the pressure comes not just from high-stakes testing but also from the subsequent comparative analysis conducted in the international, national, state, and local jurisdictions that represent the educational systems responsible for ensuring that students continue to receive quality education (Harris & Jones, 2017). There is paucity in empirical research within Australia on the practice of data use within schools; research is lacking on data interactions among school leaders in their workplace settings (Coburn & Turner, 2012). This study contributes toward this identified gap in Australian research literature on the practice of data-informed decision making (DIDM) in schools. Using a case-study approach at two K-12 independent schools in Victoria, Australia, the study sought to understand the "how" and "why" of DIDM systems that are currently in use within Australian independent schools in order to better understand what data-informed school improvement processes are being used in practice in this sector of Australian schooling. Based on the findings, we offer recommendations for developing improved system capabilities that make schools data literate and numerate and identify the important transformational role that senior and middle-level school leaders play in building up data-informed collaborative school cultures within their schools.
学校在决策过程中使用数据的压力越来越大;压力不仅来自高风险测试,还来自随后在国际、国家、州和地方司法管辖区进行的比较分析,这些司法管辖区代表着负责确保学生继续接受优质教育的教育系统(Harris&Jones,2017)。澳大利亚国内对学校内数据使用实践的实证研究很少;缺乏关于学校领导在工作环境中的数据互动的研究(Coburn&Turner,2012)。这项研究有助于填补澳大利亚研究文献中关于学校数据知情决策实践的空白。该研究采用澳大利亚维多利亚州两所K-12独立学校的案例研究方法,试图了解澳大利亚独立学校目前使用的DIDM系统的“方式”和“原因”,以便更好地了解澳大利亚学校教育部门在实践中使用了哪些基于数据的学校改进过程。基于这些发现,我们提出了发展改进系统能力的建议,使学校具备数据素养和计算能力,并确定了高级和中级学校领导在学校内建立基于数据的合作学校文化方面发挥的重要转型作用。
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引用次数: 1
Míry věcné významnosti s intervaly spolehlivosti a ukázky jejich využití v pedagogické praxi 具有可靠性区间的材料重要性度量及其在教学实践中的应用实例
Q3 Social Sciences Pub Date : 2021-10-18 DOI: 10.5817/sp2021-3-6
Petr Soukup, Petr Trahorsch, Vlastimil Chytrý
The presented article has a theoretical and methodological character and discusses the possibilities of using measures of effect size, including their confidence intervals, on the example of tests in education. The article is divided into three parts. The first part describes and compares the issues of using statistical significance and measures of effect size. The text then deals with the basic measures of effect size and with the questions of their use. In conclusion, the authors try to critically evaluate and synthesize the presented information. The authors aim to bring this issue closer to the readers so that they are able to address the issue themselves and use the mentioned analyses in their research. The entire presentation is performed on the basis of real data.
本文具有理论和方法学的特点,并讨论了在教育测试中使用效应大小测量方法的可能性,包括其置信区间。文章分为三个部分。第一部分描述并比较了使用统计学显著性和效应大小度量的问题。然后,本文讨论了效应大小的基本衡量标准及其使用问题。最后,作者试图批判性地评估和综合所提供的信息。作者的目的是让读者更接近这个问题,以便他们能够自己解决这个问题,并在研究中使用上述分析。整个演示都是在真实数据的基础上进行的。
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引用次数: 2
Vliv věkového uspořádání tříd na edukaci v mateřských školách 班级年龄结构对幼儿园教育的影响
Q3 Social Sciences Pub Date : 2021-10-18 DOI: 10.5817/sp2021-3-5
Zora Syslová, Eva Nováková, V. Najvarová
The main aim of this review study is to map research that was conducted on mixed-age and same-age preschool classrooms. In the Czech Republic, very little attention has been dedicated to these settings, although after the 2017 implementation of the compulsory preschool year, more attention and discussion is being paid to this research field. A total of 14 studies and 2 chapters from 6 countries were selected and analyzed to answer following questions: (1) What aims are pursued in these studies? and (2) What are the main results of the analyzed studies? A summary of the research findings indicates the orientation of possible preschool school level research in the Czech Republic.
本综述研究的主要目的是绘制对混合年龄和同龄学龄前教室进行的研究图谱。在捷克共和国,对这些设置的关注很少,尽管在2017年实施义务学前教育之后,这一研究领域得到了更多的关注和讨论。本研究共选取了来自6个国家的14项研究和2章进行分析,以回答以下问题:(1)这些研究的目的是什么?(2)分析研究的主要结果是什么?对研究结果进行总结,指出捷克共和国学前教育水平研究的可能方向。
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引用次数: 0
Motivace k učení se angličtině ve vztahu ke známkám a studijním aspiracím u žáků základních škol
Q3 Social Sciences Pub Date : 2021-10-18 DOI: 10.5817/sp2021-3-2
Ondřej Papajoanu, Hana Voňková, Kateřina Vlčková
Výzkumů motivace k uceni se anglictině a jejiho vztahu ke studijnim výsledkům a aspiracim u ceských žaků je malo. Tato studie si klade za cil identifikovat vztah mezi urovni výkonove motivace v anglictině a vybranými studijnimi výsledky a aspiracemi žaků. Výsledky dotaznikoveho setřeni mezi žaky devatých rocniků zakladnich skol (N = 324) ukazuji, že potřeba uspěsneho výkonu (PUV) v anglictině je pozitivnim prediktorem a potřeba vyhnuti se neuspěchu (PVN) v anglictině negativnim prediktorem vsech nasledujicich indikatorů: znamky z anglictiny na vysvědceni, ziskani vyznamenani, budouci aspirace žaků studovat na g ymnaziu. Pro chlapce byl efekt PUV na tyto indikatory v průměru nižsi a naopak efekt PVN byl v průměru vyssi než pro divky, nicmeně v ramci regresni analýz y se ukazalo, že efekty nejsou statisticky signifikantni. Potvrzeni těchto z jistěni vyžaduje dalsi výzkum, který by bral v uvahu rozdily v uživani skal mezi žaky (např. skrze aplikaci metody ukotvujicich vinět).
关于捷克学生学习英语的动机及其与学习成绩和愿望的关系,研究很少。本研究的目的是确定英语学习动机的均衡性与学生的学习成绩和愿望之间的关系。这项针对小学九年级学生的调查结果(N.324)表明,对英语成功表现(PUV)的需求是一个积极的预测因素,而对英语避免失败(PVN)的需求则是以下所有指标的一个消极预测因素:证书上的英语成绩、获得荣誉、学生未来在体育馆学习的愿望。男孩的PUV对这些指标的影响平均较低,相反,PVN的影响平均高于野生动物,然而,在回归分析的框架内,结果表明,这些影响在统计学上并不显著。要确认这些肯定需要进一步的研究,这将考虑到学生在使用岩石方面的差异(例如,通过应用锚定内疚感的方法)。
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引用次数: 0
(Klíčové) kompetence v českém vzdělávání: Proč si navzájem nerozumíme? 捷克教育中的能力:为什么我们不了解对方?
Q3 Social Sciences Pub Date : 2021-10-18 DOI: 10.5817/sp2021-3-1
Tereza Češková
V ceskem prostředi jsou klicove kompetence jednim z hlavnich cilů vzdělavani již od roku 2007, stale se vsak ukazuje, že tento konstrukt neni pro ucitele srozumitelný, považuji jej za vagni a v běžne výuce těžko uchopitelný. Cilem teto studie je analyzovat teoreticka východiska (klicových) kompetenci v zakladnim vzdělavani a poukazat na to, že jejich chapani se v case proměňuje, a od kurikularniho vymezeni se tak postupně odchyluje. Nejprve je popsan vývoj kompetenci a to, jak se do ceskeho kurikula vlastně dostaly. Nasledně jsou vymezena dvě (resp. tři) zakladni pojeti kompetenci – ve smyslu normativnim, holistickem (angl. competence) a ve smyslu funkcnim, měřitelnem (angl. competency) – a dale je popsano, jak se tato pojeti projevuji v ceske vzdělavaci realitě. Prezentovana studie ukazuje take na rozdily mezi deklarovaným vymezenim kompetenci v kurikularnich dokumentech a tim, kam se zřejmě vlivem potřeb decizni sfery posouva. Popsana konceptualni i terminologicka roz polcenost a nekonzistentnost může být jednou z přicin chybějiciho hlubsiho teoreticky fundovaneho a empiricky ukotveneho zkoumani, jehož důsledkem může být nedostatecne pochopeni, a tedy i přijeti konceptu odbornou veřejnosti, vcetně samotných ucitelů.
在捷克中心,自2007年以来,Klice能力一直是教育家的主要目标之一,但事实仍然表明,这种结构对教师来说是不可理解的,我认为这是一种幻想,在普通教学中很难理解。本研究的目的是从理论上分析公司教育中(陈词滥调)能力的基础,并指出他们的把握在这种情况下会发生变化,从而偏离课程定义。首先,它描述了能力的发展,以及他们是如何真正进入捷克课程的。最后,定义了两个(或三个)能力的基本概念——规范的、整体的意义上的(能力)和功能的、可衡量的意义上(能力)——并进一步描述了这些概念如何在捷克教育现实中表现出来。本研究还显示了课程文件中对能力的定义与决策领域可能因需求而发生变化之间的差异。从概念和术语上描述,歧义和不一致可能是缺乏深入的理论基础和实证研究的原因之一,其结果可能没有得到足够的理解,从而被包括教师本身在内的专业公众所接受。
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引用次数: 1
Výzva, nebo nemožná mise? Tranzice k online výuce v době pandemie covid-19 očima vysokoškolských učitelů
Q3 Social Sciences Pub Date : 2021-10-18 DOI: 10.5817/sp2021-3-3
Klára Šeďová, Barbora Nekardová, Katarína Rozvadská
V teto studii se zabývame problemem tranzice od prezencni k distancni výuce ve vysokoskolskem prostředi v době pandemie Covid-19. Vychazime z analýz y 34 hloubkových polostrukturovaných rozhovorů s uciteli Filozoficke fakulty Masarykovy univerzity, v nichž tito ucitele reflektovali svůj přistup k distancni online výuce v době pandemie Covid-19. Ukazujeme, že z působ, jakým ucitele k výuce přistoupili, silně souvisi s jejich pojetim výuky a tim, jak konstruuji koncept dobre vysokoskolske výuky. Na zakladě analýz y rozhovorů rozlisujeme dva polarni typy ucitelů. Prvnim typem jsou funkcionaliste, kteři se koncentruji na předani znalosti a dovednosti studentům. V době pandemie s využitim uvažlive pedagogicke analýz y usiluji o to, co nejlepe substituovat jednotlive složky prezencni výuky pomoci digitalnich nastrojů a aplikaci. Domnivaji se, že kvalitni online výuka je narocna, avsak proveditelna a potencialně přinasejici novou kvalitu do vysokoskolskeho vzdělavani. Druhým identifikovaným typem jsou autentiste, kteři výuku chapou jako vytvařeni znalosti a dovednosti v procesu autenticke komunikace mezi ucitelem a studenty. Tito ucitele se domnivaji, že pomoci online nastrojů neni možne prezencni výuku adekvatně substituovat a tranzici k distancni výuce vnimaji jako zasadni ohroženi kvality a obecně ohroženi poslani vysokoskolskeho vzdělavani.
在这项研究中,我们处理了新冠肺炎大流行期间大学环境中从出勤到远程教学的过渡问题。我们从对Masaryk大学文学院教师的深入半结构化访谈的分析第34页开始,在这些访谈中,这些教师反映了他们在新冠肺炎大流行期间的远程在线教学方法。我们发现,教师的教学方法与他们的教学理念以及我如何构建良好大学教学理念密切相关。在分析和访谈的基础上,我们区分了两种截然相反的教师类型。第一类是注重向学生传授知识和技能的功能主义者。在疫情期间,我通过深思熟虑的教学分析,努力在数字环境和应用程序的帮助下,最好地替代课堂教学的各个组成部分。我认为,高质量的在线教学令人望而生畏,但可行,并有可能为高等教育带来新的质量。第二类是真实主义者,他们将教学视为教师和学生之间真实交流过程中知识和技能的创造。这些教师认为,在线环境的帮助不能充分取代课堂教学,向远程教学的过渡被认为从根本上危及质量,大学教师普遍认为这会危及质量。
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引用次数: 4
Co budeme dělat zítra? Pokusíme se přežít! Vzdělávání doma v době koronavirové pandemie z perspektivy matek 我们明天要做什么?我们将努力生存!从母亲的角度看冠状病毒大流行期间的家庭教育
Q3 Social Sciences Pub Date : 2021-10-18 DOI: 10.5817/sp2021-3-7
Daniela Šimková
Rok 2020 vystihuji dvě slova – koronavirova pandemie. Bez precedentni pandemicka udalost zasahla vsechny oblasti spolecenskeho života, vzdělavani nebylo výjimkou. Pro zajistěni kontinuity výuky přistoupily skoly k distancnimu vzdělavani. Přestože za vzdělavani nesly hlavni zodpovědnost skoly, zejmena u děti na primarnim stupni měli rodice v procesu uceni klicovou roli. Cilem studie bylo z jistit, jak během pandemie covid-19 matky prvostupňových děti přistupovaly ke vzdělavani doma. Kvalitativně orientovane výzkumne setřeni vychazi z dvanacti hloubkových polostrukturovaných rozhovorů. Analýza dat vedla k vytvořeni pěti typů přistupů matek k průběhu vzdělavani doma: (1) typ "levou zadni" charakterizuje přistup nezavislý na skole a výrazně angažovaný ve vzdělavani doma; (2) typ "plnime nad plan" vystihuje přistup striktně organizovaný; (3) typ "dře to, ale jde to" charakterizuje přistup matek, ktere znaly svoje limity, a nenechaly se vzdělavanim doma pohltit; (4) typ "držime se zuby nehty" popisuje přistup matek, ktere se přes sve vycerpani snažily, aby jejich děti splnily vsechny skolni povinnosti; a (5) typ "tonouci se stebla chyta" zastupuje rezignovaný přistup matky, ktera by potřebovala pro zvladani vzdělavani doma větsi podporu ze strany skoly i rodiny.
2020年是两个词——冠状病毒大流行。史无前例的是,疫情影响了社会生活的各个领域,教育也不例外。为了确保教学的连续性,学校加入了远程学习的工作人员。尽管学校主要对教师负责,尤其是在小学生中,但在这个过程中,家长们被教导扮演陈词滥调的角色。这项研究的目的是确定新冠肺炎大流行期间,一年级儿童的母亲如何在家接受教育。以质量为导向的研究从十二次深入的半结构化访谈中剥离出来。通过数据分析,形成了五种类型的母亲在家接受教育的方法:(1)“左后卫”类型的特征是一种独立于学校并强烈参与家庭教育的方法;(2) “超越计划”类型描述了一种严格组织的方法;(3) “努力工作,但它有效”的类型是母亲们的特点,她们知道自己的极限,不允许自己被家里的教育所吸引;(4) “紧紧抓住钉子”的类型描述了母亲的态度,她们尽管困难重重,但努力确保孩子履行所有职责;(5)“溺水的stebla抢夺”类型代表了母亲听天由命的态度,她需要学校和家庭对在家受教育者的更多支持。
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引用次数: 2
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Studia Paedagogica
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