Pub Date : 2025-07-10DOI: 10.1016/j.stueduc.2025.101489
Caoimhe Dempsey , Emma Farrell , Selina McCoy
With the current rise in youth wellbeing difficulties, it is important to understand how school experiences contribute to this issue. Based on self-determination theory, this study examines associations between students’ autonomy, perceived competence and relatedness at school and their wellbeing. The magnitude of these associations is compared across three student groups hypothesized to report lower wellbeing: girls, students with SEN, and low SES students. Data from 2243 Irish secondary students in second (age 14) and fifth (age 17) year shows that students’ wellbeing is associated with school belonging (β =.38) and autonomy (β =.11), but not perceived competence. These links are stronger among low SES students, account for a significant proportion of the gap in wellbeing among students with SEN, but much less of observed gender differences. Results are discussed in the context of the universality claim of self-determination theory and implications for educational policy and practice.
{"title":"Understanding the role of school experiences in the wellbeing of girls, SEN and low SES students: A self-determination theory approach","authors":"Caoimhe Dempsey , Emma Farrell , Selina McCoy","doi":"10.1016/j.stueduc.2025.101489","DOIUrl":"10.1016/j.stueduc.2025.101489","url":null,"abstract":"<div><div>With the current rise in youth wellbeing difficulties, it is important to understand how school experiences contribute to this issue. Based on self-determination theory, this study examines associations between students’ autonomy, perceived competence and relatedness at school and their wellbeing. The magnitude of these associations is compared across three student groups hypothesized to report lower wellbeing: girls, students with SEN, and low SES students. Data from 2243 Irish secondary students in second (age 14) and fifth (age 17) year shows that students’ wellbeing is associated with school belonging (β =.38) and autonomy (β =.11), but not perceived competence. These links are stronger among low SES students, account for a significant proportion of the gap in wellbeing among students with SEN, but much less of observed gender differences. Results are discussed in the context of the universality claim of self-determination theory and implications for educational policy and practice.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101489"},"PeriodicalIF":2.6,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144589021","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 : 2025-07-09DOI: 10.1016/j.stueduc.2025.101488
Nils Kirsten
We examine country differences in teachers’ participation in professional development (PD) and collaboration and explore which factors explain differences among countries. We show that PD participation and teacher collaboration differ considerably among countries and that the levels of PD participation and teacher collaboration are weakly related to one another at both the country and school levels. Although higher overall accountability pressure explains some PD participation gaps, most differences remain unexplained. Regarding teacher collaboration, no single factor accounts for variations across all countries. However, teacher characteristics, particularly the proportion of full-time employed teachers, account for collaboration gaps among specific countries.
{"title":"How and why do teachers’ participation in professional development and collaboration with colleagues differ across countries?","authors":"Nils Kirsten","doi":"10.1016/j.stueduc.2025.101488","DOIUrl":"10.1016/j.stueduc.2025.101488","url":null,"abstract":"<div><div>We examine country differences in teachers’ participation in professional development (PD) and collaboration and explore which factors explain differences among countries. We show that PD participation and teacher collaboration differ considerably among countries and that the levels of PD participation and teacher collaboration are weakly related to one another at both the country and school levels. Although higher overall accountability pressure explains some PD participation gaps, most differences remain unexplained. Regarding teacher collaboration, no single factor accounts for variations across all countries. However, teacher characteristics, particularly the proportion of full-time employed teachers, account for collaboration gaps among specific countries.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101488"},"PeriodicalIF":2.6,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144581141","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 : 2025-07-08DOI: 10.1016/j.stueduc.2025.101486
Philipp Beuchel , Jana Groß Ophoff , Colin Cramer
In research on teaching and teachers, there is a need for valid and economic methods of assessing teaching quality. One approach to such assessment of teaching quality is the so-called thin slices method of video observations—short sequences judged by briefly trained raters. Until now, this method has been used on cross-sectional data only, and not in studies evaluating professional development programs of teachers. In this study, ratings of 41 teacher trainees were cross-validated with student judgments (N = 806) of the same observed lessons in the context of a mindfulness intervention study. For the aspects Disturbances, Time Efficiency, and Student Support, the agreement of students’ and external raters’ ratings was established, underscoring the criterion validity. Additionally, ratings based on the thin slices method were sensitive enough to detect general time effects during teacher training and training effects of an intervention for teachers both on classroom disturbances.
{"title":"Thin slices of teaching behavior: Video observation as complement to the assessment of teaching quality and teacher training interventions","authors":"Philipp Beuchel , Jana Groß Ophoff , Colin Cramer","doi":"10.1016/j.stueduc.2025.101486","DOIUrl":"10.1016/j.stueduc.2025.101486","url":null,"abstract":"<div><div>In research on teaching and teachers, there is a need for valid and economic methods of assessing teaching quality. One approach to such assessment of teaching quality is the so-called <em>thin slices</em> method of video observations—short sequences judged by briefly trained raters. Until now, this method has been used on cross-sectional data only, and not in studies evaluating professional development programs of teachers. In this study, ratings of 41 teacher trainees were cross-validated with student judgments (<em>N</em> = 806) of the same observed lessons in the context of a mindfulness intervention study. For the aspects <em>Disturbances</em>, <em>Time Efficiency</em>, and <em>Student Support</em>, the agreement of students’ and external raters’ ratings was established, underscoring the criterion validity. Additionally, ratings based on the thin slices method were sensitive enough to detect general time effects during teacher training and training effects of an intervention for teachers both on classroom disturbances.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101486"},"PeriodicalIF":2.6,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144571805","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 : 2025-06-28DOI: 10.1016/j.stueduc.2025.101482
Jannika Lindvall , Nils Kirsten , Andreas Ryve , Jan-Eric Gustafsson
In this review, we map and summarize studies examining the effects of teachers’ participation in professional development (PD) on teaching practices and student achievement based on nationally representative datasets, reflecting both the teacher population and the PD they typically receive. We also critically assess the statistical approaches used in these studies to evaluate the credibility and robustness of their findings. The reviewed studies demonstrate that large-scale datasets (e.g., TIMSS and NAEP) offer valuable opportunities to study PD in representative settings. However, only a minority of the studies adequately address the methodological challenges associated with these datasets. As a result, while our meta-analysis indicates that PD participation correlates with teaching practices and student achievement, we caution against interpreting these results as causal due to methodological limitations in most of the reviewed studies. Finally, we propose strategies for future research to produce more credible results.
{"title":"A critical review and meta-analysis of studies investigating the effects of the professional development teachers typically receive","authors":"Jannika Lindvall , Nils Kirsten , Andreas Ryve , Jan-Eric Gustafsson","doi":"10.1016/j.stueduc.2025.101482","DOIUrl":"10.1016/j.stueduc.2025.101482","url":null,"abstract":"<div><div>In this review, we map and summarize studies examining the effects of teachers’ participation in professional development (PD) on teaching practices and student achievement based on nationally representative datasets, reflecting both the teacher population and the PD they typically receive. We also critically assess the statistical approaches used in these studies to evaluate the credibility and robustness of their findings. The reviewed studies demonstrate that large-scale datasets (e.g., TIMSS and NAEP) offer valuable opportunities to study PD in representative settings. However, only a minority of the studies adequately address the methodological challenges associated with these datasets. As a result, while our meta-analysis indicates that PD participation correlates with teaching practices and student achievement, we caution against interpreting these results as causal due to methodological limitations in most of the reviewed studies. Finally, we propose strategies for future research to produce more credible results.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101482"},"PeriodicalIF":2.6,"publicationDate":"2025-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144501640","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 : 2025-06-23DOI: 10.1016/j.stueduc.2025.101481
Hong Zheng , Sally M. Thomas
This study investigates whether discrepancies exist in stakeholder perceptions of the, importance and relevance of school inspection criteria for demonstrating educational, quality in different school contexts in one Chinese city, as well as the underlying factors, that may explain any identified discrepancies. A mixed-methods design was employed, involving a stakeholder questionnaire conducted in 10 schools (n = 364) followed by, interviews (n = 13). The findings demonstrated that differences do exist between, schools in teachers’ priorities for school inspection indicators and in particular there, were statistically significant differences between one urban low-performing school and all other schools. The interview evidence from the urban low-performing school was, contrasted with perspectives from local policy makers and teachers in other schools., Overall, the findings demonstrate that inspection processes and school improvement, could be better promoted by more involvement of teachers and local stakeholders’, voices, acknowledging local contexts and strengthening teaching and learning, processes, particularly for disadvantaged schools.
{"title":"Exploring Chinese stakeholders’ perceptions of school inspection criteria in demonstrating educational quality: Do discrepancies in opinions reflect different school contexts?","authors":"Hong Zheng , Sally M. Thomas","doi":"10.1016/j.stueduc.2025.101481","DOIUrl":"10.1016/j.stueduc.2025.101481","url":null,"abstract":"<div><div>This study investigates whether discrepancies exist in stakeholder perceptions of the, importance and relevance of school inspection criteria for demonstrating educational, quality in different school contexts in one Chinese city, as well as the underlying factors, that may explain any identified discrepancies. A mixed-methods design was employed, involving a stakeholder questionnaire conducted in 10 schools (n = 364) followed by, interviews (n = 13). The findings demonstrated that differences do exist between, schools in teachers’ priorities for school inspection indicators and in particular there, were statistically significant differences between one urban low-performing school and all other schools. The interview evidence from the urban low-performing school was, contrasted with perspectives from local policy makers and teachers in other schools., Overall, the findings demonstrate that inspection processes and school improvement, could be better promoted by more involvement of teachers and local stakeholders’, voices, acknowledging local contexts and strengthening teaching and learning, processes, particularly for disadvantaged schools.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101481"},"PeriodicalIF":2.6,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144338439","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 : 2025-06-20DOI: 10.1016/j.stueduc.2025.101480
Xue Yin , Kun Dou
This study investigates the effects of an AI-assisted critical thinking (CT)-oriented writing intervention supported with ChatGPT involving 250 undergraduate EFL learners from three public universities. The research measured changes in students’ writing proficiency and their acceptance of ChatGPT in CT-oriented writing practices. A pretest-posttest design was adopted, with data collected through pre-post-writing tests (n = 250), an acceptance questionnaire (n = 250), and further semi-structured interviews (n = 25). The writing tests were evaluated across nine dimensions: clarity, accuracy, precision, relevance, depth, breadth, logic, significance, and fairness. The acceptance questionnaire, grounded in the Extended Unified Theory of Acceptance and Use of Technology (UTAUT2) model, assessed six constructs, i.e., performance expectancy, effort expectancy, hedonic motivation, habit, trust, and behavioral intention. The results showed that 1) The intervention significantly enhanced students’ CT reflected in writing; 2) Positive shifts were observed in four scales of ChatGPT acceptance in a CT-oriented writing context, i.e., performance expectancy, effort expectancy, trust, and behavior intention, though only marginal increase in hedonic motivation and habit. Meanwhile, the study identified the primary aspects of ChatGPT influencing EFL learners’ CT-oriented writing. These results demonstrate the potential of ChatGPT as a scaffolding tool for CT-oriented writing training in EFL contexts. Despite limitations such as the single-group experimental design and 8-week experimental period, the findings offer valuable insights for further research and development in AI-driven tools in EFL writing pedagogy. Future research could adopt a multi-group design and longitudinal assessments to further validate the intervention’s sustained effects.
{"title":"An AI-assisted critical thinking intervention to enhance undergraduate EFL learners’ writing proficiency","authors":"Xue Yin , Kun Dou","doi":"10.1016/j.stueduc.2025.101480","DOIUrl":"10.1016/j.stueduc.2025.101480","url":null,"abstract":"<div><div>This study investigates the effects of an AI-assisted critical thinking (CT)-oriented writing intervention supported with ChatGPT involving 250 undergraduate EFL learners from three public universities. The research measured changes in students’ writing proficiency and their acceptance of ChatGPT in CT-oriented writing practices. A pretest-posttest design was adopted, with data collected through pre-post-writing tests (n = 250), an acceptance questionnaire (n = 250), and further semi-structured interviews (n = 25). The writing tests were evaluated across nine dimensions: clarity, accuracy, precision, relevance, depth, breadth, logic, significance, and fairness. The acceptance questionnaire, grounded in the Extended Unified Theory of Acceptance and Use of Technology (UTAUT2) model, assessed six constructs, i.e., performance expectancy, effort expectancy, hedonic motivation, habit, trust, and behavioral intention. The results showed that 1) The intervention significantly enhanced students’ CT reflected in writing; 2) Positive shifts were observed in four scales of ChatGPT acceptance in a CT-oriented writing context, i.e., performance expectancy, effort expectancy, trust, and behavior intention, though only marginal increase in hedonic motivation and habit. Meanwhile, the study identified the primary aspects of ChatGPT influencing EFL learners’ CT-oriented writing. These results demonstrate the potential of ChatGPT as a scaffolding tool for CT-oriented writing training in EFL contexts. Despite limitations such as the single-group experimental design and 8-week experimental period, the findings offer valuable insights for further research and development in AI-driven tools in EFL writing pedagogy. Future research could adopt a multi-group design and longitudinal assessments to further validate the intervention’s sustained effects.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101480"},"PeriodicalIF":2.6,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144331135","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}
This study explores teachers’ conceptions, experiences, and learning needs regarding the important 21st-century teaching skill of promoting student reflection through process-oriented feedback. Interviewing 23 secondary school teachers about their perceived practices and challenges identified four groups: Basic, Intermediate, Advanced, and Constrained. The Basic group teachers struggled with concepts of process-oriented feedback and reflection, hindering the provision of effective reflection tasks and feedback. The Intermediate group teachers faced difficulties with increasing reflection task frequency and providing weekly feedback. The Advanced group teachers, with extensive experience, still struggled with implementing cyclical reflection on school level. The Constrained group teachers encountered external limitations like limited lesson hours and lack of support. Learning needs varied among the teachers’ groups, emphasizing the importance of tailored professional development programs to enhance teachers' process-oriented feedback literacy. Findings contribute to understanding stages of effective teaching and their implications for teacher evaluation towards stage-geared professional development of teaching skills.
{"title":"Promoting students’ reflection through process-oriented feedback: Teachers’ conceptions, practices and learning needs","authors":"J.J.H. Görtzen, S.H.M. Stollman, G.L.M. Schellings, J.D. Vermunt, N.M. Nieveen","doi":"10.1016/j.stueduc.2025.101483","DOIUrl":"10.1016/j.stueduc.2025.101483","url":null,"abstract":"<div><div>This study explores teachers’ conceptions, experiences, and learning needs regarding the important 21st-century teaching skill of promoting student reflection through process-oriented feedback. Interviewing 23 secondary school teachers about their perceived practices and challenges identified four groups: Basic, Intermediate, Advanced, and Constrained. The Basic group teachers struggled with concepts of process-oriented feedback and reflection, hindering the provision of effective reflection tasks and feedback. The Intermediate group teachers faced difficulties with increasing reflection task frequency and providing weekly feedback. The Advanced group teachers, with extensive experience, still struggled with implementing cyclical reflection on school level. The Constrained group teachers encountered external limitations like limited lesson hours and lack of support. Learning needs varied among the teachers’ groups, emphasizing the importance of tailored professional development programs to enhance teachers' process-oriented feedback literacy. Findings contribute to understanding stages of effective teaching and their implications for teacher evaluation towards stage-geared professional development of teaching skills.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101483"},"PeriodicalIF":2.6,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144321247","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 : 2025-06-13DOI: 10.1016/j.stueduc.2025.101479
Leonidas Kyriakides, Vasiliki Polymeropoulou, Evi Charalambous
Drawing on the Dynamic Model of Educational Effectiveness (DMEE), this study searched for stages of effective teaching. Stage sampling procedure was used, and 21 Greek language teachers were selected. Grade 9 students (n = 735) of all classrooms (n = 57) taught by the teacher sample participated in this study. Student achievement in Greek language at the beginning and at the end of the school year was measured. External observations and student questionnaires were used to measure the teacher factors of the DMEE. Data analysis revealed five stages of effective teaching. Students of teachers who were found to belong to higher stages performed better than students of teachers at lower stages. Teachers’ performance in two factors of the DMEE (i.e., orientation and dealing with misbehaviour) were not consistent when they had to teach in different classrooms. Prior achievement (aggregated at the class level) explained this variation. Implications for research, policy and practice are drawn.
本研究借鉴教育效能动态模型（Dynamic Model of Educational Effectiveness， DMEE），寻找有效教学的阶段。采用阶段性抽样法，选取21名希腊语文教师。教师样本所教的所有班级（n = 57）的九年级学生（n = 735）参与了本研究。学生在学年开始和结束时的希腊语成绩进行了测量。采用外部观察法和学生问卷法对教师因素进行测量。数据分析揭示了有效教学的五个阶段。高阶段教师的学生表现优于低阶段教师的学生。当教师在不同的教室任教时，他们在DMEE的两个因素（即，定向和处理不当行为）上的表现并不一致。以前的成绩（在班级水平上的总和）解释了这种差异。得出了对研究、政策和实践的启示。
{"title":"Stages of effective teaching: Searching for their impact on student learning outcomes in language","authors":"Leonidas Kyriakides, Vasiliki Polymeropoulou, Evi Charalambous","doi":"10.1016/j.stueduc.2025.101479","DOIUrl":"10.1016/j.stueduc.2025.101479","url":null,"abstract":"<div><div>Drawing on the Dynamic Model of Educational Effectiveness (DMEE), this study searched for stages of effective teaching. Stage sampling procedure was used, and 21 Greek language teachers were selected. Grade 9 students (n = 735) of all classrooms (n = 57) taught by the teacher sample participated in this study. Student achievement in Greek language at the beginning and at the end of the school year was measured. External observations and student questionnaires were used to measure the teacher factors of the DMEE. Data analysis revealed five stages of effective teaching. Students of teachers who were found to belong to higher stages performed better than students of teachers at lower stages. Teachers’ performance in two factors of the DMEE (i.e., orientation and dealing with misbehaviour) were not consistent when they had to teach in different classrooms. Prior achievement (aggregated at the class level) explained this variation. Implications for research, policy and practice are drawn.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101479"},"PeriodicalIF":2.6,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144270894","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 : 2025-06-09DOI: 10.1016/j.stueduc.2025.101478
Xin Ma , Yanhong Zhang , Malar San , Aye Myint Than Htay , Jing Yuan
Using Myanmar national sample (5707 students from 202 schools) from 2019 Southeast Asia Primary Learning Metrics, this study discovered unique effects of home language on academic achievement at levels of homes and schools, after control of student and school characteristics. Against the background finding that schools were significantly responsible for academic achievement, there was a lack of interaction effects between socioeconomic status (SES) and speaking Myanmar versus non-Myanmar at home as well as interaction effects between school mean SES and within-school proportion of students speaking Myanmar at home across academic achievement in mathematics, reading, and writing. Speaking Myanmar at a home resulted in significant academic advantage at the home level across mathematics, reading, and writing. Over and above, a higher proportion of students speaking Myanmar at home within a school resulted in significant academic advantage at the school level across reading and writing.
{"title":"Unique effects of home language on academic achievement among Myanmar students: A home and school perspective","authors":"Xin Ma , Yanhong Zhang , Malar San , Aye Myint Than Htay , Jing Yuan","doi":"10.1016/j.stueduc.2025.101478","DOIUrl":"10.1016/j.stueduc.2025.101478","url":null,"abstract":"<div><div>Using Myanmar national sample (5707 students from 202 schools) from 2019 Southeast Asia Primary Learning Metrics, this study discovered unique effects of home language on academic achievement at levels of homes and schools, after control of student and school characteristics. Against the background finding that schools were significantly responsible for academic achievement, there was a lack of interaction effects between socioeconomic status (SES) and speaking Myanmar versus non-Myanmar at home as well as interaction effects between school mean SES and within-school proportion of students speaking Myanmar at home across academic achievement in mathematics, reading, and writing. Speaking Myanmar at a home resulted in significant academic advantage at the home level across mathematics, reading, and writing. <em>Over and above</em>, a higher proportion of students speaking Myanmar at home within a school resulted in significant academic advantage at the school level across reading and writing.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101478"},"PeriodicalIF":2.6,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144241036","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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