Studies in Educational Evaluation最新文献

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Students’ multicultural attitudes and the role of background characteristics 学生的多元文化态度与角色背景特征

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-08-16 DOI: 10.1016/j.stueduc.2025.101505

Demos Michael , Leonidas Kyriakides

In recent years, global efforts have intensified to foster inclusive school environments and promote positive attitudes toward diversity. This study examines certain aspects of validity of an instrument designed to measure students’ multicultural attitudes and investigates the influence of students’ background characteristics. Using data from 450 secondary education students, Confirmatory Factor Analyses confirmed that the Munroe Multicultural Attitude Scale Questionnaire (MASQUE; Munroe & Pearson, 2006) consistently measures the underlying constructs (i.e., cognitive, affective, and behavioral domains) within the examined context, as theoretically proposed. Structural regressions revealed that immigrant background and language had no significant impact on students’ multicultural attitudes, but gender did, with female students exhibiting higher scores. Social desirability bias was also detected in students’ responses related to the affective and behavioral, but not the cognitive component of multicultural attitudes. The findings contribute to the research on multicultural instrumentation, with implications for theory, research, and practice.

近年来，全球加强了努力，以营造包容性的学校环境，促进对多样性的积极态度。本研究考察了一种旨在衡量学生多元文化态度的工具的有效性的某些方面，并调查了学生背景特征的影响。利用450名中学生的数据，验证性因素分析证实了Munroe多元文化态度量表问卷(MASQUE；门罗,Pearson, 2006)根据理论建议，始终如一地测量被检查环境中的潜在结构（即认知、情感和行为领域）。结构回归显示，移民背景和语言对学生的多元文化态度没有显著影响，但性别对学生的多元文化态度有显著影响，女生表现出更高的分数。在多元文化态度的情感和行为反应中也发现了社会期望偏差，但在多元文化态度的认知成分中没有发现社会期望偏差。这些发现有助于多元文化仪器的研究，具有理论、研究和实践意义。

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引用次数: 0

How perceived teaching autonomy predicts job satisfaction in China: The mediating role of self-efficacy and the moderating role of school climate 中国教师自主感知对工作满意度的影响：自我效能感的中介作用和学校氛围的调节作用

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-08-14 DOI: 10.1016/j.stueduc.2025.101498

Zhiyong Xie, Xueqiang Zou

This study investigates the mechanisms by which teaching autonomy potentially influences job satisfaction, focusing on the mediating role of teacher self-efficacy and the moderating effect of school climate. Utilizing structural equation modeling (SEM) and moderated mediation analysis on data from the TALIS 2018 survey of teachers in Shanghai, the results reveal that: (1) teaching autonomy directly and positively predicts job satisfaction, with a direct effect accounting for 76.84 % of the total effect; (2) teacher self-efficacy serves as a crucial mediator in the relationship between teaching autonomy and job satisfaction, contributing to 23.16 % of the total effect; and (3) school climate significantly moderates the mediating role of self-efficacy, with a more positive school climate amplifying the positive impact of self-efficacy on job satisfaction. The study concludes that improving teacher self-efficacy and job satisfaction largely hinges on cultivating a supportive school climate, as well as reinforcing teaching autonomy.

本研究探讨了教师自主对工作满意度的潜在影响机制，重点研究了教师自我效能感的中介作用和学校氛围的调节作用。利用结构方程模型（SEM）和有调节的中介分析对TALIS 2018上海市教师调查数据进行分析，结果表明：(1)教学自主性直接正向预测工作满意度，直接效应占总效应的76.84 %；(2)教师自我效能感在教学自主性与工作满意度的关系中起重要中介作用，对总效应的贡献率为23.16 %；(3)学校氛围显著调节了自我效能感的中介作用，更积极的学校氛围放大了自我效能感对工作满意度的正向影响。该研究得出结论，提高教师自我效能感和工作满意度在很大程度上取决于培养支持性的学校氛围，以及加强教学自主权。

引用次数: 0

Teachers’ effective teaching behaviour during team teaching: A video-based observation study 团队教学中教师有效教学行为：基于视频的观察研究

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-08-01 DOI: 10.1016/j.stueduc.2025.101494

Aron Decuyper , Mathea Simons , Ruben Vanderlinde

While effective teaching behaviour is crucial for students’ academic outcomes, little research has been conducted on it in team teaching. The limited research is primarily based on self-reported data from teachers, which may not fully capture actual teaching practices. This qualitative study addresses this gap by employing video-based observation data from twelve teams engaged in team teaching. The ICALT observation instrument (Van de Grift, 2007) is used to assess teachers’ (n = 27) effective teaching behaviour in team teaching. The findings indicate that teachers generally exhibit effective teaching behaviour during team teaching. Moreover, through horizontal and vertical analysis, the study identifies three distinct categories of teams based on their degree of effective teaching behaviour: (1) struggling, (2) complementary, and (3) excelling teams. These findings provide valuable insights into the nuances of team dynamics and their impact on teaching effectiveness.

虽然有效的教学行为对学生的学业成绩至关重要，但在团队教学中对其进行的研究却很少。有限的研究主要基于教师的自我报告数据，可能无法完全捕捉实际的教学实践。本定性研究通过采用来自12个从事团队教学的团队的基于视频的观察数据来解决这一差距。采用ICALT观察仪（Van de Grift, 2007）评估教师（n = 27）在团队教学中的有效教学行为。研究结果表明，教师在团队教学中普遍表现出有效的教学行为。此外，通过横向和纵向分析，该研究根据有效教学行为的程度确定了三种不同类型的团队：(1)挣扎型团队，(2)互补型团队和(3)卓越型团队。这些发现为团队动态的细微差别及其对教学效果的影响提供了有价值的见解。

引用次数: 0

The HSTA logic model: A comparative analysis of psychometric outcomes for predicting academic and life success HSTA逻辑模型：预测学业和生活成功的心理测量结果的比较分析

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-07-31 DOI: 10.1016/j.stueduc.2025.101492

Sherron Benson McKendall , Alan McKendall , Michael Mann , Alfgeir Kristjansson , Catherine Morton , Summer Kuhn , Merge McMillion , Ann Chester

In the 1960’s, federally funded pre-college academic enrichment programs were created to address the education barriers experienced by underserved students. Yet, the gaps continue to persist. This study examined psychosocial factors (e.g., pro academic identity, intellectual risk taking, social support, intentions, participatory community citizenship, etc.) for improving academic outcomes and wellbeing for participants in an out-of-school-time (OST) STEM+Medicine program. Participants’ psychosocial responses were compared to a control group. Results revealed that program participants showed significant differences on key psychosocial factors compared to non-participants. Significant relationships were shown between the primary variables (i.e., intentions and participatory community citizenship scale-b) and demographic/psychosocial variables through Ordinary Least Squares (OLS) regression and path analysis models.

在20世纪60年代，联邦政府资助的大学前学术充实计划被创建，以解决教育不足的学生所经历的教育障碍。然而，差距继续存在。本研究考察了社会心理因素（如：学术认同、智力冒险、社会支持、意向、参与性社区公民身份等）对改善校外STEM+医学项目参与者的学术成果和幸福感的影响。参与者的社会心理反应与对照组进行了比较。结果显示，与非参与者相比，项目参与者在关键社会心理因素上存在显著差异。通过普通最小二乘（OLS）回归和路径分析模型，显示了主要变量（即意图和参与性社区公民量表-b）与人口统计学/社会心理变量之间的显著关系。

引用次数: 0

School performance and inequality of opportunities in Latin America 拉丁美洲的学校表现与机会不平等

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-07-30 DOI: 10.1016/j.stueduc.2025.101497

Juliane Borchers , Marina Silva da Cunha

This research investigates the main determinants of educational outcomes for students aged 15–16 in Latin America, aiming to identify differences among countries. To achieve this, data from the 2018 Programme for International Student Assessment (PISA) were examined using the education production function and multilevel regression, considering both the impacts created by schools and the characteristics of students and their families, as well as in-school process variables such as instructional practices and learning environment dynamics. Not only do the results show differences in school performance in Latin American countries, but also that failing grades and insecurity faced by the students worsen school performance. On the other hand, studying at a school located in a medium-to-large city increases students' performance in the skills tested. Moreover, family background has a significant impact on students' academic performance, suggesting profound inequalities of opportunities in Latin American countries. The results show that, in addition to socioeconomic and school-related factors, process variables play a relevant role in explaining academic performance: a positive classroom climate and adaptive instruction are associated with higher performance, especially in reading and mathematics, while negative perceptions of teacher feedback correlate with lower performance, particularly among more disadvantaged students.

本研究调查了拉丁美洲15-16岁学生教育成果的主要决定因素，旨在确定各国之间的差异。为了实现这一目标，我们使用教育生产函数和多层次回归对2018年国际学生评估项目（PISA）的数据进行了检查，同时考虑了学校产生的影响、学生及其家庭的特征，以及教学实践和学习环境动态等校内过程变量。研究结果不仅显示了拉美国家在学校表现上的差异，还显示了学生成绩不佳和面临的不安全感使他们的学习成绩恶化。另一方面，在大中型城市的学校学习可以提高学生在技能测试中的表现。此外，家庭背景对学生的学习成绩有显著影响，这表明拉丁美洲国家存在着严重的机会不平等。结果表明，除了社会经济和学校相关因素外，过程变量在解释学习成绩方面也起着相关作用：积极的课堂气氛和适应性教学与更高的成绩相关，特别是在阅读和数学方面，而对教师反馈的负面看法与较低的成绩相关，特别是在更弱势的学生中。

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引用次数: 0

Less alarming than assumed: New insights on diversion effects in German secondary education 没有想象的那么令人担忧：关于德国中学教育转移效应的新见解

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-07-26 DOI: 10.1016/j.stueduc.2025.101495

Felix Bittmann

Reforms have aimed to make the German educational system more permeable. Today, obtaining the highest level of secondary education is possible regardless of the track to which a student has transferred. However promising, research has indicated that these hopes of easier upward mobility have only been partially fulfilled, as many students who began their educational journeys on a non-academic track displayed diversion effects—that is, a loss of initially high aspirations. Panel data allows for testing whether educational outcomes are influenced by the choice of school track among highly motivated students. Our results show that competencies and satisfaction are not affected once self-selection into tracks is accounted for. Regarding the attainment of the final degree, the difference between the academic track (Gymnasium) and the non-academic tracks amounts to approximately 13 percentage points. These findings suggest that diversion effects are smaller than previously reported. Policymakers, in particular, should be aware of these differences.

改革旨在使德国的教育体系更具渗透性。今天，无论学生转到哪个方向，获得最高水平的中等教育都是可能的。无论多么有希望，研究表明，这些更容易向上流动的希望只是部分实现了，因为许多从非学术轨道开始教育旅程的学生表现出了转移效应——也就是说，失去了最初的远大抱负。小组数据允许测试教育成果是否受到高动机学生的学校轨道选择的影响。我们的研究结果表明，一旦自我选择进入轨道，能力和满意度不会受到影响。就获得最终学位而言，学术轨道（体育馆）和非学术轨道之间的差异约为13个百分点。这些发现表明，转移效应比以前报道的要小。政策制定者尤其应该意识到这些差异。

引用次数: 0

Teacher assessment literacy, formative assessment practices, and their perceived efficacy in Tanzania: A scoping review 坦桑尼亚教师评估素养、形成性评估实践及其感知效能：范围审查

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-07-25 DOI: 10.1016/j.stueduc.2025.101496

Rajabu Abdalah Shafii , Jean-Louis Berger

This scoping review explored the formative assessment (FA) practices, assessment literacy, and perceived efficacy in assessment practices of teachers in Tanzania and synthesised the evidence from 41 studies published between 2005 and 2024. The results highlight key FA strategies, such as feedback practice, questioning, peer and self-assessments, and clarifying learning intentions and success criteria. The results indicate that teachers’ FA practices are constrained by inadequate assessment literacy, large class sizes, resource shortage, and the dominance of traditional assessment approaches geared towards national examinations. Despite curriculum reforms emphasising FA, traditional teacher-centred methods remain prevalent. This review underscores the need for professional development and policy initiatives that strengthen knowledge of assessment and the confidence of teachers in adopting assessment practices. The dynamic approach to teacher professional development is recommended to meet specific teacher’s needs and embedded in daily teaching practices to support effective implementation of FA and to improve student learning outcomes.

这项范围审查探讨了坦桑尼亚教师评估实践中的形成性评估（FA）实践、评估素养和感知效能，并综合了2005年至2024年间发表的41项研究的证据。结果强调了关键的FA策略，如反馈练习、提问、同伴和自我评估，以及澄清学习意图和成功标准。结果表明，教师的评估实践受到评估素养不足、班级规模大、资源短缺以及面向国家考试的传统评估方法占主导地位的制约。尽管课程改革强调FA，传统的以教师为中心的方法仍然盛行。这次审查强调需要专业发展和政策举措，以加强对评估的认识和教师采用评估做法的信心。教师专业发展的动态方法被推荐为满足教师的特定需求，并嵌入到日常教学实践中，以支持有效实施FA并改善学生的学习成果。

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引用次数: 0

Evaluating implementation fidelity in traditional vs. computerized formats of Super Skills for Life program 评估传统模式与电脑模式的“超级生活技能”课程的执行保真度

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-07-23 DOI: 10.1016/j.stueduc.2025.101493

Teresa Galán-Luque , Mireia Orgilés

This study evaluated the implementation fidelity (IF) of Super Skills for Life (SSL) program delivered in individual traditional and computerized formats for Spanish children aged 8–12 years with anxiety or depressive symptoms. Participants (N = 97) were randomly assigned using simple randomization to either the traditional format (n = 51) or the computerized format (n = 46). Outcomes were assessed using the Spence Children’s Anxiety Scale and the Mood and Feelings Questionnaire at pretest and posttest. Results demonstrated high IF levels across both formats, with significantly higher satisfaction in the traditional format compared to the computerized format (p = .043, r_b = 0.236). Strong correlations were found between session satisfaction, perceived usefulness, and willingness to recommend the program, with therapist kindness significantly predicting reductions in anxiety (β = –0.17, p = .039) and depression (β = –0.24, p = .005) at posttest. These findings suggest that while the computerized format offers a structured and cost-effective delivery option, the traditional format provides enhanced satisfaction due to the personalized involvement of a therapist. This study underscores the importance of therapist training and fidelity monitoring in implementing SSL program, contributing to the optimization of socio-emotional interventions for children.

本研究对西班牙8-12岁有焦虑或抑郁症状的儿童进行了评估，评估了以个人传统和计算机形式提供的生活超级技能（SSL）计划的实施保真度（IF）。参与者（N = 97）使用简单随机化随机分配到传统格式（N = 51）或计算机格式（N = 46）。在测试前和测试后使用斯宾塞儿童焦虑量表和情绪和感觉问卷来评估结果。结果表明，两种格式的IF水平都很高，与计算机格式相比，传统格式的满意度明显更高（p = ）。043, rb = 0.236)。在会话满意度、感知有用性和推荐计划的意愿之间发现了强相关性，治疗师的善意显著预测了后测焦虑（β = -0.17, p = .039）和抑郁（β = -0.24, p = .005）的减少。这些发现表明，虽然计算机化的形式提供了一种结构化的、具有成本效益的交付选择，但由于治疗师的个性化参与，传统的形式提供了更高的满意度。本研究强调了治疗师培训和保真度监测在实施SSL项目中的重要性，有助于优化儿童社会情绪干预。

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引用次数: 0

Teaching through interactions as framework and tool to promote dialogue and coherence in multidisciplinary teacher education and development 以互动教学作为框架和工具，促进多学科教师教育和发展的对话和一致性

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-07-18 DOI: 10.1016/j.stueduc.2025.101490

Erik C. Fooladi , Kari Hasle , Elisabeth Innselset , Bjørnar Sæterås , Stine Ekornes

The present work is an investigation into how the framework for teaching quality, Teaching through Interactions (TTI), can function as a tool for the supervision of pre-service teacher students and promote coherence in multidisciplinary contexts. Ten pre-service teacher students’ lessons were analysed using the TTI-based observation manual Classroom Assessment Scoring System, CLASS, giving rise to three strategies for utilising the framework: (a) comparing individual teacher students’ CLASS scores with data from published studies; (b) identifying and exploring CLASS dimensions with high internal variability among teacher students or school subjects; and (c) starting from a subject-specific theoretical perspective, exploring quantitative and qualitative aspects of a selected CLASS dimension. These approaches provide common language to promote coherence across subjects and between theory and practice, expanding CLASS as a tool in multidisciplinary contexts. This remedies some of the challenges with generic observation systems whilst maintaining a language that is useful across subject boundaries.

本研究旨在探讨教学质量框架“互动教学”（TTI）如何作为监督职前教师学生的工具，并促进多学科背景下的一致性。使用基于tti的观察手册《课堂评估评分系统》（CLASS）对10名职前教师学生的课程进行了分析，得出了使用该框架的三种策略：(a)将个别教师学生的CLASS分数与已发表的研究数据进行比较；(b)识别和探索教师、学生或学校科目之间具有高度内部变异性的班级维度；(c)从特定学科的理论角度出发，探索选定CLASS维度的定量和定性方面。这些方法提供了共同的语言来促进学科之间以及理论与实践之间的一致性，将CLASS扩展为多学科背景下的工具。这弥补了通用观察系统的一些挑战，同时保持了跨学科边界有用的语言。

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引用次数: 0

Preparing assessment literate teachers: A cross-national trend analysis 培养具有评价素养的教师：跨国趋势分析

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-07-12 DOI: 10.1016/j.stueduc.2025.101485

Serafina Pastore , Davide Azzolini , Sonia Marzadro , Francesco Ottaviani

Preparing teachers for assessment (i.e., assessment literacy) represents a contested issue, both at the educational policy and practice levels. Entering this debate, we explored patterns of initial teacher education (ITE), continuous professional development (CPD), assessment practices, and teachers’ learning needs in the assessment domain. Using data from the IEA-PIRLS teacher questionnaire (2011–2021) and the OECD-TALIS (2008–2018), a cross-national trend analysis was performed. Variability across countries and over time was found in both ITE and CPD. Furthermore, a mismatch emerged between perceived professional needs in the assessment domain and ITE and CPD paths. Teachers’ use of assessment strategies also varies, with homework being the most common practice among primary teachers - often in summative forms - while formative feedback and self-assessment are more frequent in lower secondary schools. Highlighting limitations in current large-scale survey instruments, this study calls for better alignment between teacher preparation and current models of assessment literacy.

使教师为评估做好准备（即评估素养）在教育政策和实践层面都是一个有争议的问题。在这场辩论中，我们探讨了初始教师教育（ITE）、持续专业发展（CPD）、评估实践和教师在评估领域的学习需求的模式。利用国际教育机构- pirls教师问卷（2011-2021年）和经合组织- talis（2008-2018年）的数据，进行了跨国趋势分析。ITE和CPD在不同国家和不同时间都存在差异。此外，在评估领域的感知专业需求与ITE和CPD路径之间出现了不匹配。教师对评估策略的使用也各不相同，家庭作业是小学教师最常见的做法——通常是总结形式——而形成性反馈和自我评估在初中更为常见。本研究强调了当前大规模调查工具的局限性，呼吁更好地将教师准备与当前的评估扫盲模式结合起来。

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