Large-Scale Assessments in Education最新文献_第6页

Teaching away from school: do school digital support influence teachers' well-being during Covid-19 emergency? 校外教学:在Covid-19紧急情况下，学校数字支持是否会影响教师的福祉?

IF 3.1

Large-Scale Assessments in Education Pub Date : 2023-01-01 DOI: 10.1186/s40536-023-00159-7

Melisa L Diaz Lema, Lidia Rossi, Mara Soncin

{"title":"Teaching away from school: do school digital support influence teachers' well-being during Covid-19 emergency?","authors":"Melisa L Diaz Lema, Lidia Rossi, Mara Soncin","doi":"10.1186/s40536-023-00159-7","DOIUrl":"https://doi.org/10.1186/s40536-023-00159-7","url":null,"abstract":"The Covid-19 pandemic coerced the closure of most schools around the world and forced teachers and students to change teaching and learning methods. Emergency Remote Teaching (ERT) generated consequences to teachers and students in terms of learning outcomes and personal well-being. This study focuses on teachers' individual and working environment well-being in ERT conditions and intends to explore which factors related to the provision of digital equipment and the implementation of digital strategies by schools explain the school effect on both typologies of well-being during the Covid-19 emergency. To do so, data collected in the Responses to Educational Disruption Survey (REDS) across three countries were used, and a two-step analysis was conducted. A first step involves the use of linear mixed effect models to assess the school effect on teachers individual and working environment well-being. In the second step Regression Trees (RT) are used to investigate which factors and policies related to digital tools explained the identified school effects. The results show that schools and countries played a role in determining teachers perceived well-being during the Covid-19 disruption, in particular the school level explains more than 7% of the work environment well-being and 8% of individual one. In the second step of the analysis results show that a high positive effect on school environment well-being is observed when the school's activity is not influenced by policies limiting the use of online tools and when teacher's readiness for remote teaching, like the development of technical skills and the provision of internet access and digital devices, is met. To the best of our knowledge, this is the first study that evaluates the impact of digital tactics and instruments provided by schools on teachers' well-being on a large scale.","PeriodicalId":37009,"journal":{"name":"Large-Scale Assessments in Education","volume":"11 1","pages":"10"},"PeriodicalIF":3.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10040308/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9296163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Leveraging large-scale assessments for effective and equitable school practices: the case of the nordic countries. 利用大规模评估实现有效和公平的学校实践：北欧国家的案例。

IF 3.1

Large-Scale Assessments in Education Pub Date : 2023-01-01 Epub Date: 2023-06-05 DOI: 10.1186/s40536-023-00172-w

Nani Teig, Isa Steinmann

{"title":"Leveraging large-scale assessments for effective and equitable school practices: the case of the nordic countries.","authors":"Nani Teig, Isa Steinmann","doi":"10.1186/s40536-023-00172-w","DOIUrl":"10.1186/s40536-023-00172-w","url":null,"abstract":"One of the primary goals of educational research is to identify effective and equitable school practices that aim to promote desired educational outcomes for all students, regardless of their background. This pursuit raises the question of why certain countries or schools demonstrate more favourable outcomes than others. To shed light on this question, this special issue delves into the Nordic countries (Denmark, Finland, Iceland, Norway, and Sweden) as a showcase. Despite their similar historical, cultural, and economic characteristics, these countries show vastly different levels of student outcomes. This special issue comprises seven studies that utilize data from the international large-scale assessments (PIRLS, TIMSS, and PISA), leveraging their international comparative design and nationally representative student samples. The present article provides an overview of the seven included studies by underlining the key themes that transcend them as well as their contributions and implications. These themes include the measurement of educational effectiveness with international large-scale assessments, the central role of teachers, and the importance of both cognitive and non-cognitive student outcomes in studying different perspectives on effective and equitable school practices.","PeriodicalId":37009,"journal":{"name":"Large-Scale Assessments in Education","volume":"11 1","pages":"21"},"PeriodicalIF":3.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10240117/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9969497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The effect of the COVID-19 disruption on the gender gap in students' performance: a cross-country analysis. COVID-19中断对学生成绩性别差距的影响:一项跨国分析。

IF 3.1

Large-Scale Assessments in Education Pub Date : 2023-01-01 DOI: 10.1186/s40536-023-00154-y

Alice Bertoletti, Federico Biagi, Giorgio Di Pietro, Zbigniew Karpiński

{"title":"The effect of the COVID-19 disruption on the gender gap in students' performance: a cross-country analysis.","authors":"Alice Bertoletti, Federico Biagi, Giorgio Di Pietro, Zbigniew Karpiński","doi":"10.1186/s40536-023-00154-y","DOIUrl":"https://doi.org/10.1186/s40536-023-00154-y","url":null,"abstract":"Background: This paper investigates how the COVID-19 school closure has affected the gender gap in grade-8 students' performance and what are the drivers behind this. By analysing four different countries (i.e., the Russian Federation, Slovenia, Uzbekistan and the United Arab Emirates), the paper represents the first study addressing the issue from a comparative perspective.Methods: The study uses data from the Responses to Educational Disruption Survey (REDS) survey, which comprises international comparable data on how students approached remote learning during the COVID-19 disruption. The extent of the gender gap is estimated by employing an ordered logit model, while the Karlson-Holm-Breen (KHB) decomposition method is used to analyse the different potential channels that could account for the gender gap during COVID-19.Results: The empirical results reveal that, during the COVID-19 school closure, girls tended to perceive changes in their learnings less favourably than boys, both in terms of improvement in self-perceived learning and self-reported improvement in grades-with odds of a more affirmative response between 20 and 25% lower for girls relative to boys. The main drivers explaining this gender gap are physical activity and psychological distress of students during the COVID-19 disruption, as well as the perceived family climate.Conclusions: The paper shows systematic gender differences in how students perceived their educational outcomes changed due to the COVID-19 disruption, providing evidence on the factors driving these differences. The findings could be employed to design policy actions aimed at increasing gender equality in education.","PeriodicalId":37009,"journal":{"name":"Large-Scale Assessments in Education","volume":"11 1","pages":"6"},"PeriodicalIF":3.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9947449/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10807306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Global pattern in hunger and educational opportunity: a multilevel analysis of child hunger and TIMSS mathematics achievement. 饥饿和教育机会的全球格局:儿童饥饿和TIMSS数学成绩的多层次分析。

IF 3.1

Large-Scale Assessments in Education Pub Date : 2023-01-01 DOI: 10.1186/s40536-023-00161-z

Yusuf Canbolat, David Rutkowski, Leslie Rutkowski

引用次数: 2

Correction: Impact of differential item functioning on group score reporting in the context of large-scale assessments 更正:在大规模评估的背景下，差异项目功能对小组得分报告的影响

IF 3.1

Large-Scale Assessments in Education Pub Date : 2022-12-22 DOI: 10.1186/s40536-022-00149-1

Sean Joo, Usama S. Ali, F. Robin, H. Shin

引用次数: 0

A comparison of three approaches to covariate effects on latent factors 三种方法对潜在因素协变效应的比较

IF 3.1

Large-Scale Assessments in Education Pub Date : 2022-12-21 DOI: 10.1186/s40536-022-00148-2

Ze Wang

引用次数: 0

Managerial practices and school efficiency: a data envelopment analysis across OECD and MENA countries using TIMSS 2019 data 管理实践和学校效率:利用TIMSS 2019数据对经合组织和中东和北非国家进行的数据包络分析

IF 3.1

Large-Scale Assessments in Education Pub Date : 2022-12-19 DOI: 10.1186/s40536-022-00147-3

Aditi Bhutoria, Nayyaf Aljabri

引用次数: 3

Associations between teacher quality, instructional quality and student reading outcomes in Nordic PIRLS 2016 data 北欧PIRLS 2016数据中教师素质、教学质量与学生阅读结果之间的关系

IF 3.1

Large-Scale Assessments in Education Pub Date : 2022-12-19 DOI: 10.1186/s40536-022-00146-4

Kaisa Leino, K. Nissinen, Marjo Sirén

引用次数: 2

Boys’ underachievement in mathematics and science: An analysis of national and international assessment data from the Kingdom of Saudi Arabia 男孩数学和科学成绩不佳：沙特阿拉伯王国国家和国际评估数据分析

IF 3.1

Large-Scale Assessments in Education Pub Date : 2022-12-16 DOI: 10.1186/s40536-022-00141-9

Mahmoud A. A. Elsayed, A. Clerkin, Vasiliki Pitsia, Nayyaf Aljabri, Khaleel Al-Harbi

引用次数: 2

Dynamics between reading and math proficiency over time in secondary education – observational evidence from continuous time models 中等教育中阅读和数学能力随时间变化的动态关系——来自连续时间模型的观察证据

IF 3.1

Large-Scale Assessments in Education Pub Date : 2022-12-09 DOI: 10.1186/s40536-022-00136-6

C. Jindra, Karoline A. Sachse, Martin Hecht

引用次数: 2