Pub Date : 2020-02-17DOI: 10.1080/13803611.2021.1902354
C. Schneider, Christopher DeLuca, M. Pozas, A. Coombs
ABSTRACT Educational assessment is a complex area of teacher professionalism involving negotiation of purposes and practices within sociocultural contexts. Developing teachers’ assessment literacy has thus become a priority across education systems. Additionally, student teachers’ assessment approaches and confidence in their assessment competence may be influenced by their personality and the prevailing educational cultures. This cross-cultural study on student teachers in Canada and Germany examined the relationship between personality traits and assessment literacy. Regression analyses revealed that self-rated assessment literacy was supported by sense of self-efficacy, suggesting that experiences of success in teacher education are important in developing assessment literacy. While summative approaches to assessment were not associated with personality, formative approaches were particularly influenced by personal values such as empathy and composure. Overall, the findings were fairly stable across the two educational contexts. Implications for teacher education in the field of assessment include an emphasis on leveraging student teachers’ values.
{"title":"Linking personality to teachers’ literacy in classroom assessment: a cross-cultural study","authors":"C. Schneider, Christopher DeLuca, M. Pozas, A. Coombs","doi":"10.1080/13803611.2021.1902354","DOIUrl":"https://doi.org/10.1080/13803611.2021.1902354","url":null,"abstract":"ABSTRACT Educational assessment is a complex area of teacher professionalism involving negotiation of purposes and practices within sociocultural contexts. Developing teachers’ assessment literacy has thus become a priority across education systems. Additionally, student teachers’ assessment approaches and confidence in their assessment competence may be influenced by their personality and the prevailing educational cultures. This cross-cultural study on student teachers in Canada and Germany examined the relationship between personality traits and assessment literacy. Regression analyses revealed that self-rated assessment literacy was supported by sense of self-efficacy, suggesting that experiences of success in teacher education are important in developing assessment literacy. While summative approaches to assessment were not associated with personality, formative approaches were particularly influenced by personal values such as empathy and composure. Overall, the findings were fairly stable across the two educational contexts. Implications for teacher education in the field of assessment include an emphasis on leveraging student teachers’ values.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"26 1","pages":"53 - 74"},"PeriodicalIF":1.4,"publicationDate":"2020-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13803611.2021.1902354","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43435329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-17DOI: 10.1080/13803611.2021.1907202
K. Morrison, Alejandro Salcedo Garcia, Sin Teng Wong
ABSTRACT This paper reports a longitudinal case study of developing, implementing, and evaluating group work in a Chinese school in Macau, and instances the salience of Chinese cultural dimensions of schools, teachers, and students in understanding and developing group work in the Chinese school in question. It analyses group work in a case study school and finds that challenges in developing group work in the school are similar to those reported in non-Chinese schools, whilst, at the same time, embracing key aspects of Chinese culture. Group work here challenges one-sided interpretations of “the Chinese learner” and embraces both individualism and collectivism, collaboration and competition, and academic priorities and social priorities. Several elements of Chinese culture, pedagogical culture, and everyday contexts combine compatibly in understanding group work in this Chinese school.
{"title":"Group work and cultural characteristics in a Chinese school","authors":"K. Morrison, Alejandro Salcedo Garcia, Sin Teng Wong","doi":"10.1080/13803611.2021.1907202","DOIUrl":"https://doi.org/10.1080/13803611.2021.1907202","url":null,"abstract":"ABSTRACT This paper reports a longitudinal case study of developing, implementing, and evaluating group work in a Chinese school in Macau, and instances the salience of Chinese cultural dimensions of schools, teachers, and students in understanding and developing group work in the Chinese school in question. It analyses group work in a case study school and finds that challenges in developing group work in the school are similar to those reported in non-Chinese schools, whilst, at the same time, embracing key aspects of Chinese culture. Group work here challenges one-sided interpretations of “the Chinese learner” and embraces both individualism and collectivism, collaboration and competition, and academic priorities and social priorities. Several elements of Chinese culture, pedagogical culture, and everyday contexts combine compatibly in understanding group work in this Chinese school.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"26 1","pages":"75 - 115"},"PeriodicalIF":1.4,"publicationDate":"2020-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13803611.2021.1907202","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43930112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-17DOI: 10.1080/13803611.2021.1906708
Taeyoung Kim, Jaekyung Lee
ABSTRACT Extending conventional value-added models (VAM) of teacher effects that focus on the estimation of average effects for excellence, this study examines “distributive” effects for equity. Using multilevel regression models, the study addresses two research questions to inform educational policy for teacher improvement and accountability. First, do more effective teachers contribute not only to improving student achievement overall (excellence) but also narrowing achievement gaps among student groups (equity)? The results show highly mixed relationships between average effect and distributive effects; effective teachers on average narrowed the achievement gaps among academic groups but not the gaps among racial and socioeconomic groups in their classrooms. Second, what attributes and practices of teachers are associated with desirable teacher effects for both excellence and equity? The conventional measures of teacher characteristics and practices help account for the average teacher effects but not the distributive effects. Implications are discussed for improving the measures of teacher effectiveness.
{"title":"Measuring teacher effectiveness for equity: value-added model of teachers’ distributive effects on classroom achievement gaps","authors":"Taeyoung Kim, Jaekyung Lee","doi":"10.1080/13803611.2021.1906708","DOIUrl":"https://doi.org/10.1080/13803611.2021.1906708","url":null,"abstract":"ABSTRACT Extending conventional value-added models (VAM) of teacher effects that focus on the estimation of average effects for excellence, this study examines “distributive” effects for equity. Using multilevel regression models, the study addresses two research questions to inform educational policy for teacher improvement and accountability. First, do more effective teachers contribute not only to improving student achievement overall (excellence) but also narrowing achievement gaps among student groups (equity)? The results show highly mixed relationships between average effect and distributive effects; effective teachers on average narrowed the achievement gaps among academic groups but not the gaps among racial and socioeconomic groups in their classrooms. Second, what attributes and practices of teachers are associated with desirable teacher effects for both excellence and equity? The conventional measures of teacher characteristics and practices help account for the average teacher effects but not the distributive effects. Implications are discussed for improving the measures of teacher effectiveness.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"26 1","pages":"30 - 52"},"PeriodicalIF":1.4,"publicationDate":"2020-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13803611.2021.1906708","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46586020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-17DOI: 10.1080/13803611.2020.1830119
Céline Guilmois, Maria Popa-Roch, C. Clément, Steve Bissonnette, Bertrand Troadec
ABSTRACT The purpose of this study was to assess the effectiveness of explicit instruction, compared to constructivist instruction, in teaching subtraction in schools with a high concentration of students from a disadvantaged social background: eighty-seven second graders (mean age in months = 90.95, SD = 5.30). Two groups received explicit versus constructivist instruction during 5 weeks. Pre- and posttest analyses were conducted to compare the effects of the instruction type on subtraction skills taught through the partitioning subtraction method. Results showed that although all students progressed between both evaluations, those who received explicit instruction performed better. The findings from this study suggest that explicit instruction teaching is a promising approach in supporting the learning of mathematical knowledge for low-achieving students from disadvantaged social background. A larger scale study comparing the outcomes of children from different socioeconomic backgrounds would be needed to extend the applicability of the positive effects of this study.
{"title":"Effective numeracy educational interventions for students from disadvantaged social background: a comparison of two teaching methods","authors":"Céline Guilmois, Maria Popa-Roch, C. Clément, Steve Bissonnette, Bertrand Troadec","doi":"10.1080/13803611.2020.1830119","DOIUrl":"https://doi.org/10.1080/13803611.2020.1830119","url":null,"abstract":"ABSTRACT The purpose of this study was to assess the effectiveness of explicit instruction, compared to constructivist instruction, in teaching subtraction in schools with a high concentration of students from a disadvantaged social background: eighty-seven second graders (mean age in months = 90.95, SD = 5.30). Two groups received explicit versus constructivist instruction during 5 weeks. Pre- and posttest analyses were conducted to compare the effects of the instruction type on subtraction skills taught through the partitioning subtraction method. Results showed that although all students progressed between both evaluations, those who received explicit instruction performed better. The findings from this study suggest that explicit instruction teaching is a promising approach in supporting the learning of mathematical knowledge for low-achieving students from disadvantaged social background. A larger scale study comparing the outcomes of children from different socioeconomic backgrounds would be needed to extend the applicability of the positive effects of this study.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"25 1","pages":"336 - 356"},"PeriodicalIF":1.4,"publicationDate":"2019-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13803611.2020.1830119","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41988698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-17DOI: 10.1080/13803611.2020.1838300
K. Morrison
ABSTRACT In the “what works” agenda, the case for replication studies in education has strong proponents and supporting arguments. This paper outlines some of their key claims and argues that replication studies, whilst potentially making an important contribution to the “what works” and evidence-based agenda, and education more widely, face several challenges in the context-dense, variable-rich field of education. The paper indicates key challenges facing replication studies in education, from definitions to conception, conduct, interpreting, and drawing conclusions from findings. It sets out how replication studies in education might be improved and developed, and how to address challenges. What replications bring to education is important and useful, but exacting, and, like other research in education, they are not straightforward. Changes of mind-set of researchers, publishers, and funders are needed in order to enable replication studies to prosper, together with attention to what constitutes valid and reliable replication.
{"title":"Realizing the promises of replication studies in education","authors":"K. Morrison","doi":"10.1080/13803611.2020.1838300","DOIUrl":"https://doi.org/10.1080/13803611.2020.1838300","url":null,"abstract":"ABSTRACT In the “what works” agenda, the case for replication studies in education has strong proponents and supporting arguments. This paper outlines some of their key claims and argues that replication studies, whilst potentially making an important contribution to the “what works” and evidence-based agenda, and education more widely, face several challenges in the context-dense, variable-rich field of education. The paper indicates key challenges facing replication studies in education, from definitions to conception, conduct, interpreting, and drawing conclusions from findings. It sets out how replication studies in education might be improved and developed, and how to address challenges. What replications bring to education is important and useful, but exacting, and, like other research in education, they are not straightforward. Changes of mind-set of researchers, publishers, and funders are needed in order to enable replication studies to prosper, together with attention to what constitutes valid and reliable replication.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"25 1","pages":"412 - 441"},"PeriodicalIF":1.4,"publicationDate":"2019-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13803611.2020.1838300","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41537573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-17DOI: 10.1080/13803611.2020.1862677
Akylai Muktarbek kyzy
ABSTRACT In 2006, public schools in Kyrgyzstan introduced free meals for all primary school children as a nutrition and poverty measure. This paper attempts to assess how participation in the free meals programme affected the school attendance of primary and secondary school students. The analysis of demographic differences in schooling across income groups and the investigation of the effects of free meals on school attendance is performed using annual panel data from the Life in Kyrgyzstan survey from 2010 to 2013. The sample includes around 3,200 school students that were in Grades 1 and 9 the previous academic year. School attendance is measured in terms of number of weeks missed from school during the last academic year, reported by students’ parents. Results from panel regression models show that students participating in the programme have lower odds and lower rates of missing school in later years.
{"title":"School attendance: demographic differences and the effect of a primary school meal programme in Kyrgyzstan","authors":"Akylai Muktarbek kyzy","doi":"10.1080/13803611.2020.1862677","DOIUrl":"https://doi.org/10.1080/13803611.2020.1862677","url":null,"abstract":"ABSTRACT In 2006, public schools in Kyrgyzstan introduced free meals for all primary school children as a nutrition and poverty measure. This paper attempts to assess how participation in the free meals programme affected the school attendance of primary and secondary school students. The analysis of demographic differences in schooling across income groups and the investigation of the effects of free meals on school attendance is performed using annual panel data from the Life in Kyrgyzstan survey from 2010 to 2013. The sample includes around 3,200 school students that were in Grades 1 and 9 the previous academic year. School attendance is measured in terms of number of weeks missed from school during the last academic year, reported by students’ parents. Results from panel regression models show that students participating in the programme have lower odds and lower rates of missing school in later years.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"25 1","pages":"381 - 411"},"PeriodicalIF":1.4,"publicationDate":"2019-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13803611.2020.1862677","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41426141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-17DOI: 10.1080/13803611.2020.1831547
G. Marks
ABSTRACT The literature on the relationship between socioeconomic background (SES) and university education is inconsistent. Some studies conclude SES is important to university entry and course completion, others find trivial SES effects, net of students’ prior performance, and a third group concludes that SES effects are important and policy relevant even when considering prior performance. Parallel arguments apply to demographic, school sector, and institutional differences in the university career, that is, are they unimportant when considering student performance? Using comprehensive and accurate measures of SES and student performance, and a statistical method that utilizes all non-missing data, this study quantifies the effects of socioeconomic, demographic, and institutional factors and prior student performance. SES has only weak effects on university entry and attrition, and no effects on course completion. Student performance has strong effects on entry and has moderate effects on attrition and completion. Demographic other differences mostly disappear when controlling for student performance.
{"title":"How important are socioeconomic background and other factors to the university career vis-à-vis prior student performance: evidence from Australian longitudinal data","authors":"G. Marks","doi":"10.1080/13803611.2020.1831547","DOIUrl":"https://doi.org/10.1080/13803611.2020.1831547","url":null,"abstract":"ABSTRACT The literature on the relationship between socioeconomic background (SES) and university education is inconsistent. Some studies conclude SES is important to university entry and course completion, others find trivial SES effects, net of students’ prior performance, and a third group concludes that SES effects are important and policy relevant even when considering prior performance. Parallel arguments apply to demographic, school sector, and institutional differences in the university career, that is, are they unimportant when considering student performance? Using comprehensive and accurate measures of SES and student performance, and a statistical method that utilizes all non-missing data, this study quantifies the effects of socioeconomic, demographic, and institutional factors and prior student performance. SES has only weak effects on university entry and attrition, and no effects on course completion. Student performance has strong effects on entry and has moderate effects on attrition and completion. Demographic other differences mostly disappear when controlling for student performance.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"25 1","pages":"357 - 380"},"PeriodicalIF":1.4,"publicationDate":"2019-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13803611.2020.1831547","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48605518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-17DOI: 10.1080/13803611.2020.1836222
Harriet Axbey
{"title":"The SAGE handbook of inclusion and diversity in education","authors":"Harriet Axbey","doi":"10.1080/13803611.2020.1836222","DOIUrl":"https://doi.org/10.1080/13803611.2020.1836222","url":null,"abstract":"","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"25 1","pages":"442 - 444"},"PeriodicalIF":1.4,"publicationDate":"2019-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13803611.2020.1836222","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43500693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-17DOI: 10.1080/13803611.2019.1863214
K. Morrison, G. P. van der Werf
{"title":"The importance of the “so what” factor in educational research","authors":"K. Morrison, G. P. van der Werf","doi":"10.1080/13803611.2019.1863214","DOIUrl":"https://doi.org/10.1080/13803611.2019.1863214","url":null,"abstract":"","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"25 1","pages":"333 - 335"},"PeriodicalIF":1.4,"publicationDate":"2019-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13803611.2019.1863214","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43686723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-18DOI: 10.1080/13803611.2020.1804078
K. Morrison
This is an important book. It turns “what works” into “what is actually working”. Its chapters, from a wide range of authors, address the stinging criticism from Gorard, See, and Siddiqui that “muc...
{"title":"Getting evidence into education: evaluating the routes to policy and practice","authors":"K. Morrison","doi":"10.1080/13803611.2020.1804078","DOIUrl":"https://doi.org/10.1080/13803611.2020.1804078","url":null,"abstract":"This is an important book. It turns “what works” into “what is actually working”. Its chapters, from a wide range of authors, address the stinging criticism from Gorard, See, and Siddiqui that “muc...","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"25 1","pages":"323 - 325"},"PeriodicalIF":1.4,"publicationDate":"2019-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13803611.2020.1804078","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45129067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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