Pub Date : 2025-05-30DOI: 10.1016/j.stueduc.2025.101476
Andreas Lefteri , Maria Eliophotou Menon
The effectiveness of school leadership can be linked to the extent to which school leaders have a positive impact on teacher variables such as teacher self-efficacy. The purpose of this paper is to investigate the link between transformational and transactional school leadership, on the one hand, and teacher self-efficacy, on the other. A questionnaire survey was conducted in Cyprus for data collection. The Multifactor Leadership Questionnaire (MLQ) and Bandura’s Teacher Self-Efficacy Scale were completed by 683 secondary school teachers. A structural equation model was used to investigate the link between transformational/transactional leadership and teacher self-efficacy. The results show that transformational and transactional leadership can be combined in a second-order factor and that this factor is a strong predictor of teachers’ self-efficacy beliefs. Beyond their significance for educational policy, the findings point to the need for revisiting the conceptualisation and operationalisation framework associated with research on transformational leadership in education.
{"title":"Transformational and transactional school leadership as predictors of teacher self-efficacy","authors":"Andreas Lefteri , Maria Eliophotou Menon","doi":"10.1016/j.stueduc.2025.101476","DOIUrl":"10.1016/j.stueduc.2025.101476","url":null,"abstract":"<div><div>The effectiveness of school leadership can be linked to the extent to which school leaders have a positive impact on teacher variables such as teacher self-efficacy. The purpose of this paper is to investigate the link between transformational and transactional school leadership, on the one hand, and teacher self-efficacy, on the other. A questionnaire survey was conducted in Cyprus for data collection. The Multifactor Leadership Questionnaire (MLQ) and Bandura’s Teacher Self-Efficacy Scale were completed by 683 secondary school teachers. A structural equation model was used to investigate the link between transformational/transactional leadership and teacher self-efficacy. The results show that transformational and transactional leadership can be combined in a second-order factor and that this factor is a strong predictor of teachers’ self-efficacy beliefs. Beyond their significance for educational policy, the findings point to the need for revisiting the conceptualisation and operationalisation framework associated with research on transformational leadership in education.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101476"},"PeriodicalIF":2.6,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144177886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-28DOI: 10.1016/j.stueduc.2025.101477
Xin Yuan , Chinaza Solomon Ironsi , Fangfei Liu
The role of mentorship across different stages of teachers' development seems understudied and needs to be considered when recommending teacher professional development. This study investigates the role of mentorship in supporting teachers at various stages of professional development—novice, mid-career, and veteran—while assessing the effectiveness of tailored mentorship programs across these phases. The research employed a mixed-methods design, integrating quantitative surveys and qualitative interviews with 150 teachers and 20 mentors, who were selected via purposive and convenience sampling. The findings indicated that mid-career teachers pursued professional change and enhanced engagement with pedagogical strategies, whereas veteran teachers prioritized leadership development. The findings highlight the necessity for customized mentorship strategies to meet the changing requirements of teachers at various stages in their careers despite challenges like time limitations and mentor incompatibilities. This study offers original insights into the varied needs of teachers throughout their developmental trajectories. It builds upon existing research by establishing a basis for creating more effective mentorship frameworks to improve teacher retention, professional growth, and overall teaching quality.
{"title":"The role of group mentorship in supporting teachers across different developmental stages: A comparative study","authors":"Xin Yuan , Chinaza Solomon Ironsi , Fangfei Liu","doi":"10.1016/j.stueduc.2025.101477","DOIUrl":"10.1016/j.stueduc.2025.101477","url":null,"abstract":"<div><div>The role of mentorship across different stages of teachers' development seems understudied and needs to be considered when recommending teacher professional development. This study investigates the role of mentorship in supporting teachers at various stages of professional development—novice, mid-career, and veteran—while assessing the effectiveness of tailored mentorship programs across these phases. The research employed a mixed-methods design, integrating quantitative surveys and qualitative interviews with 150 teachers and 20 mentors, who were selected via purposive and convenience sampling. The findings indicated that mid-career teachers pursued professional change and enhanced engagement with pedagogical strategies, whereas veteran teachers prioritized leadership development. The findings highlight the necessity for customized mentorship strategies to meet the changing requirements of teachers at various stages in their careers despite challenges like time limitations and mentor incompatibilities. This study offers original insights into the varied needs of teachers throughout their developmental trajectories. It builds upon existing research by establishing a basis for creating more effective mentorship frameworks to improve teacher retention, professional growth, and overall teaching quality.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101477"},"PeriodicalIF":2.6,"publicationDate":"2025-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144167041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-24DOI: 10.1016/j.stueduc.2025.101475
Liwei Chen, Christian D. Schunn
Student evaluations of teaching (SETs) are widely used in educational institutions to assess instructional quality, but concerns about potential negative effects are growing. We developed a new SET instrument, administered multiple times throughout the semester, focused on aspects students could meaningfully evaluate and instructors could act upon in large lecture psychology classrooms. Factor analyses of data collected from 883 students across three different psychology courses, we identified five distinct factors. An Active Learning factor positively predicted grades. Belonging and Inclusion, Productive Questioning, and Basic Understanding factors predicted students' post-course sense of belonging. Basic Understanding and Productive Questioning also predicted future course selections. Interestingly, Perceived Effectiveness, which represents the core content of many current SET questionnaires, showed significant negative associations with course grades and future course choices. In light of the strong evidence emerging against current SETs, the behavioral focus in the current instrument offers a possible way forward.
{"title":"When student evaluation of teaching is no longer indicative: Psychology students’ in-class experience, motivational factors and future choices","authors":"Liwei Chen, Christian D. Schunn","doi":"10.1016/j.stueduc.2025.101475","DOIUrl":"10.1016/j.stueduc.2025.101475","url":null,"abstract":"<div><div>Student evaluations of teaching (SETs) are widely used in educational institutions to assess instructional quality, but concerns about potential negative effects are growing. We developed a new SET instrument, administered multiple times throughout the semester, focused on aspects students could meaningfully evaluate and instructors could act upon in large lecture psychology classrooms. Factor analyses of data collected from 883 students across three different psychology courses, we identified five distinct factors. An Active Learning factor positively predicted grades. Belonging and Inclusion, Productive Questioning, and Basic Understanding factors predicted students' post-course sense of belonging. Basic Understanding and Productive Questioning also predicted future course selections. Interestingly, Perceived Effectiveness, which represents the core content of many current SET questionnaires, showed significant negative associations with course grades and future course choices. In light of the strong evidence emerging against current SETs, the behavioral focus in the current instrument offers a possible way forward.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101475"},"PeriodicalIF":2.6,"publicationDate":"2025-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144124101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-17DOI: 10.1016/j.stueduc.2025.101474
Nurullah Eryilmaz , Alec I. Kennedy , Rolf Strietholt , Stefan Johansson
Teacher job satisfaction is considered a crucial factor in retaining successful teachers in the workforce and for the general well-being of teachers. Understanding the relationship between school working conditions with job satisfaction is considered to be essential for enhancing teacher motivation, retention, and ultimately, student outcomes. Following the influential study by Toropova et al. (2021), the current study employs regression analysis of TIMSS 2019 data from 46 countries and benchmarking entities to investigate the relationship between school working conditions – school leadership, student discipline, and teacher workload – and teacher job satisfaction among secondary school teachers. The findings shed light on the specific aspects of school working conditions that are significantly associated with teacher job satisfaction. The findings highlight a notable association between leadership support and student discipline with teacher job satisfaction in various countries. Furthermore, our findings indicate that, on average, female teachers report higher job satisfaction than male teachers across most countries, although country-specific workforce compositions may play a role in shaping this relationship, and professional development was found to be positively correlated with teacher job satisfaction. The effects of years of teaching experience, majoring in mathematics, and majoring in mathematics education yielded inconsistent results. The results contribute to the existing research on teacher job satisfaction and provide practical implications for policymakers, school administrators, and educational stakeholders to create supportive and conducive working environments for teachers and contribute to the professional well-being of teachers worldwide.
{"title":"Teacher job satisfaction: International evidence on the role of school working conditions and teacher characteristics","authors":"Nurullah Eryilmaz , Alec I. Kennedy , Rolf Strietholt , Stefan Johansson","doi":"10.1016/j.stueduc.2025.101474","DOIUrl":"10.1016/j.stueduc.2025.101474","url":null,"abstract":"<div><div>Teacher job satisfaction is considered a crucial factor in retaining successful teachers in the workforce and for the general well-being of teachers. Understanding the relationship between school working conditions with job satisfaction is considered to be essential for enhancing teacher motivation, retention, and ultimately, student outcomes. Following the influential study by Toropova et al. (2021), the current study employs regression analysis of TIMSS 2019 data from 46 countries and benchmarking entities to investigate the relationship between school working conditions – school leadership, student discipline, and teacher workload – and teacher job satisfaction among secondary school teachers. The findings shed light on the specific aspects of school working conditions that are significantly associated with teacher job satisfaction. The findings highlight a notable association between leadership support and student discipline with teacher job satisfaction in various countries. Furthermore, our findings indicate that, on average, female teachers report higher job satisfaction than male teachers across most countries, although country-specific workforce compositions may play a role in shaping this relationship, and professional development was found to be positively correlated with teacher job satisfaction. The effects of years of teaching experience, majoring in mathematics, and majoring in mathematics education yielded inconsistent results. The results contribute to the existing research on teacher job satisfaction and provide practical implications for policymakers, school administrators, and educational stakeholders to create supportive and conducive working environments for teachers and contribute to the professional well-being of teachers worldwide.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101474"},"PeriodicalIF":2.6,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144071138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Equity in education is a policy priority internationally with policies and programmes designed to reduce gaps between more and less ‘advantaged’ learners. Evidence is mixed about the effectiveness of these, although limited use has been made of experimental or quasi-experimental designs in evaluation. Ireland’s main policy response to disadvantage since 2005 is the Delivering Equality of Opportunity in Schools (DEIS) programme. This study uses a regression discontinuity design (RDD) to examine the effect of DEIS on outcomes for post-primary schools between 2007 and 2016. Using national-level data across this period, we find no impact on school-level outcomes including examination performance and retention rates. Furthermore, we find no effect of DEIS on the percentages of low or high achieving students in key subjects. These null effects are found despite widely-held beliefs that DEIS has had a positive effect. Findings highlight the importance for evidence-informed policy of methods that allow for causal interpretation.
{"title":"Reducing educational disadvantage across post-primary schools: Evidence from the first decade of the DEIS plan in Ireland","authors":"Lorraine Gilleece , Aidan Clerkin , Darragh Flannery","doi":"10.1016/j.stueduc.2025.101466","DOIUrl":"10.1016/j.stueduc.2025.101466","url":null,"abstract":"<div><div>Equity in education is a policy priority internationally with policies and programmes designed to reduce gaps between more and less ‘advantaged’ learners. Evidence is mixed about the effectiveness of these, although limited use has been made of experimental or quasi-experimental designs in evaluation. Ireland’s main policy response to disadvantage since 2005 is the Delivering Equality of Opportunity in Schools (DEIS) programme. This study uses a regression discontinuity design (RDD) to examine the effect of DEIS on outcomes for post-primary schools between 2007 and 2016. Using national-level data across this period, we find no impact on school-level outcomes including examination performance and retention rates. Furthermore, we find no effect of DEIS on the percentages of low or high achieving students in key subjects. These null effects are found despite widely-held beliefs that DEIS has had a positive effect. Findings highlight the importance for evidence-informed policy of methods that allow for causal interpretation.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101466"},"PeriodicalIF":2.6,"publicationDate":"2025-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143928864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-07DOI: 10.1016/j.stueduc.2025.101473
Victoria Michaelidou
This study aims to identify play’s contribution to promoting pre-primary students’ cognitive development. It presents the results of a study conducted in 37 pre-primary classes in Cyprus investigating the impact of teacher play practices on promoting student achievement in early literacy and mathematics. A stage sampling was employed to collect data from 552 pre-primary students. The short-term effect of play was examined during the two phases of learning in early childhood education, involving data from teacher observations during teaching and play activities. Student achievement at the beginning and the end of the school year 2022–2023 was assessed through a battery of performance tests. Evidence about play’s impact on both learning outcomes is provided. The need to adopt a comprehensive framework when evaluating the functioning of play in ECE and its impact on student learning is empirically supported. Implications for research, policy and practice are drawn.
{"title":"Searching for effective teacher practices during play to promote student learning outcomes","authors":"Victoria Michaelidou","doi":"10.1016/j.stueduc.2025.101473","DOIUrl":"10.1016/j.stueduc.2025.101473","url":null,"abstract":"<div><div>This study aims to identify play’s contribution to promoting pre-primary students’ cognitive development. It presents the results of a study conducted in 37 pre-primary classes in Cyprus investigating the impact of teacher play practices on promoting student achievement in early literacy and mathematics. A stage sampling was employed to collect data from 552 pre-primary students. The short-term effect of play was examined during the two phases of learning in early childhood education, involving data from teacher observations during teaching and play activities. Student achievement at the beginning and the end of the school year 2022–2023 was assessed through a battery of performance tests. Evidence about play’s impact on both learning outcomes is provided. The need to adopt a comprehensive framework when evaluating the functioning of play in ECE and its impact on student learning is empirically supported. Implications for research, policy and practice are drawn.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101473"},"PeriodicalIF":2.6,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143916706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-01DOI: 10.1016/j.stueduc.2025.101464
Maartje Henderikx, Emmy Vrieling-Teunter, Francois Molin, Rob Nadolski
Peer feedback (PFB) is considered a reliable and beneficial method for supporting learning and interaction. However, PFB is a complex skill that needs explicit instruction through modelling. To leverage the positive effects, a theoretical and pedagogy-driven application of PFB - namely scaffolded PFB modelling - was integrated into an online higher education academic writing course. To address needs-driven modifications of PFB within this course, students were surveyed after course completion to provide insights into their additional supporting needs about PFB. In total, 173 students answered reflective questions and six students were interviewed. Their responses were analyzed using Atlas.ti. Analyses showed that the need for PFB modelling was especially shown in the phases of observation and emulation. Students indicated the need for examples, additional (step-by-step) instructional materials, and the opportunity for guided practice and additional teacher feedback. In addition, students also provided suggestions to improve the PFB process; most of these suggestions were related to the online aspect of the course and its negative influence on interaction possibilities, which impeded communication and the development of trust and relationships among students. These results demonstrate that a pedagogy-driven application of PFB in an online higher education course requires a needs-driven, context-dependent redesign of PFB assignment(s), especially in the observation- and emulation modelling phases with extra attention to interaction.
{"title":"Peer feedback modelling needs in online higher education an exploratory study","authors":"Maartje Henderikx, Emmy Vrieling-Teunter, Francois Molin, Rob Nadolski","doi":"10.1016/j.stueduc.2025.101464","DOIUrl":"10.1016/j.stueduc.2025.101464","url":null,"abstract":"<div><div>Peer feedback (PFB) is considered a reliable and beneficial method for supporting learning and interaction. However, PFB is a complex skill that needs explicit instruction through modelling. To leverage the positive effects, a theoretical and pedagogy-driven application of PFB - namely scaffolded PFB modelling - was integrated into an online higher education academic writing course. To address needs-driven modifications of PFB within this course, students were surveyed after course completion to provide insights into their additional supporting needs about PFB. In total, 173 students answered reflective questions and six students were interviewed. Their responses were analyzed using Atlas.ti. Analyses showed that the need for PFB modelling was especially shown in the phases of observation and emulation. Students indicated the need for examples, additional (step-by-step) instructional materials, and the opportunity for guided practice and additional teacher feedback. In addition, students also provided suggestions to improve the PFB process; most of these suggestions were related to the online aspect of the course and its negative influence on interaction possibilities, which impeded communication and the development of trust and relationships among students. These results demonstrate that a pedagogy-driven application of PFB in an online higher education course requires a needs-driven, context-dependent redesign of PFB assignment(s), especially in the observation- and emulation modelling phases with extra attention to interaction.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101464"},"PeriodicalIF":2.6,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143891887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Substantial evidence shows that high-quality early childhood education and care (ECEC) positively affects children's development. However, many ECEC settings do not meet these standards, highlighting the need for professional development (PD) programs for staff. There is limited knowledge about effective PD models from the Nordic context, particularly in areas with large multiethnic, multilingual populations, and low-income families. The OEES study, involving 89 toddler and 125 preschool classrooms across 56 Norwegian ECEC centers, examined the impact of a teacher PD program on teacher–child interaction quality using the CLASS tool, compared to a control group over 18 months. Results indicate that OEES effectively improves teacher–child interactions, especially in toddler classrooms.
{"title":"Promoting classroom quality through professional development: Results from the Oslo early education study, a randomized controlled trial","authors":"Ratib Lekhal , Lisa Karlsen , Tiril Wilhelmsen , Deborah Lowe Vandell , Stian Lydersen , Veslemøy Rydland","doi":"10.1016/j.stueduc.2025.101462","DOIUrl":"10.1016/j.stueduc.2025.101462","url":null,"abstract":"<div><div>Substantial evidence shows that high-quality early childhood education and care (ECEC) positively affects children's development. However, many ECEC settings do not meet these standards, highlighting the need for professional development (PD) programs for staff. There is limited knowledge about effective PD models from the Nordic context, particularly in areas with large multiethnic, multilingual populations, and low-income families. The OEES study, involving 89 toddler and 125 preschool classrooms across 56 Norwegian ECEC centers, examined the impact of a teacher PD program on teacher–child interaction quality using the CLASS tool, compared to a control group over 18 months. Results indicate that OEES effectively improves teacher–child interactions, especially in toddler classrooms.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101462"},"PeriodicalIF":2.6,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143891501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-24DOI: 10.1016/j.stueduc.2025.101465
Kätlin Vanari, Daniel Reinaru, Eve Eisenschmidt
In many countries, including Estonia, school self-evaluation (SSE) is emphasised when deciding on improvements to enhance teaching and learning. SSE is a data-use process where data from various sources is organised as meaningful information to create knowledge for decisions on actions impacting students’ learning. Therefore that leadership practices are clearly key to successful SSE. This study explored the data-use process, factors and leadership practices in SSE based on the perceptions of the leadership teams in Estonian schools. The findings from the interviews with 12 principals and their teams indicated fragmented implementation of the data use process. Moreover, the process was influenced by the data, data users, and organisational and context factors. Several underutilised leadership practices were identified, such as communicating the goal of SSE or stimulating data use in teacher groups indicating that SSE has not been implemented to its full potential.
{"title":"Data use for school self-evaluation – The process, factors, and leadership practices in Estonian schools","authors":"Kätlin Vanari, Daniel Reinaru, Eve Eisenschmidt","doi":"10.1016/j.stueduc.2025.101465","DOIUrl":"10.1016/j.stueduc.2025.101465","url":null,"abstract":"<div><div>In many countries, including Estonia, school self-evaluation (SSE) is emphasised when deciding on improvements to enhance teaching and learning. SSE is a data-use process where data from various sources is organised as meaningful information to create knowledge for decisions on actions impacting students’ learning. Therefore that leadership practices are clearly key to successful SSE. This study explored the data-use process, factors and leadership practices in SSE based on the perceptions of the leadership teams in Estonian schools. The findings from the interviews with 12 principals and their teams indicated fragmented implementation of the data use process. Moreover, the process was influenced by the data, data users, and organisational and context factors. Several underutilised leadership practices were identified, such as communicating the goal of SSE or stimulating data use in teacher groups indicating that SSE has not been implemented to its full potential.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"85 ","pages":"Article 101465"},"PeriodicalIF":2.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143869394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-18DOI: 10.1016/j.stueduc.2025.101463
Alexander Karl Ferdinand Loder
The strategy process of universities can span several years into the future with prediction of student performance being an important aspect for university governance. “Micro Cluster Learning” is proposed, by applying a hybrid of machine learning and ARIMA models to micro clusters of a university’s administrative data. The aim was to predict a performance indicator one to three academic years in the future and to compare the results of five years and to official statistics. Micro clusters were generated and a stack of 20 machine learning algorithms was applied to each cluster. The algorithms and their hyperparameter settings were determined in an explorative manual pre-selection process. The results show deviations from the official statistics between 2 % and 8 % (SD = 6 %) for one academic year in the future, 1–29 % (SD = 19 %) for two and 1–17 % (SD = 11 %) for three years. Model performance correlated with increasing details in the micro clusters and was better in larger micro clusters. The method is very flexible and can be used in a multitude of different university settings worldwide and for different outcomes of interest, e.g., grades or student status. However, the flexibility goes along with a tedious setup and very long runtimes. Future improvements with increased automation are warranted and “meta-procedures” should be developed that can perform automated resampling and hyperparameter tuning on a stack of algorithms. The method presented in this study contributes to preventive university management in different countries and university systems.
{"title":"Machine learning for university management: Micro Cluster Learning to predict \"active\" students","authors":"Alexander Karl Ferdinand Loder","doi":"10.1016/j.stueduc.2025.101463","DOIUrl":"10.1016/j.stueduc.2025.101463","url":null,"abstract":"<div><div>The strategy process of universities can span several years into the future with prediction of student performance being an important aspect for university governance. “Micro Cluster Learning” is proposed, by applying a hybrid of machine learning and ARIMA models to micro clusters of a university’s administrative data. The aim was to predict a performance indicator one to three academic years in the future and to compare the results of five years and to official statistics. Micro clusters were generated and a stack of 20 machine learning algorithms was applied to each cluster. The algorithms and their hyperparameter settings were determined in an explorative manual pre-selection process. The results show deviations from the official statistics between 2 % and 8 % (<em>SD</em> = 6 %) for one academic year in the future, 1–29 % (<em>SD</em> = 19 %) for two and 1–17 % (<em>SD</em> = 11 %) for three years. Model performance correlated with increasing details in the micro clusters and was better in larger micro clusters. The method is very flexible and can be used in a multitude of different university settings worldwide and for different outcomes of interest, e.g., grades or student status. However, the flexibility goes along with a tedious setup and very long runtimes. Future improvements with increased automation are warranted and “meta-procedures” should be developed that can perform automated resampling and hyperparameter tuning on a stack of algorithms. The method presented in this study contributes to preventive university management in different countries and university systems.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"85 ","pages":"Article 101463"},"PeriodicalIF":2.6,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143844044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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