Educational Research and Evaluation最新文献

{"title":"Manipulating the consequences of tests: how Shanghai teens react to different consequences","authors":"Anran Zhao, Gavin T. L. Brown, Kane Meissel","doi":"10.1080/13803611.2021.1963938","DOIUrl":"https://doi.org/10.1080/13803611.2021.1963938","url":null,"abstract":"ABSTRACT Students’ test-taking motivation has been found to be a predictor of performance. This study tests whether Shanghai students’ conceptions of tests and test-taking motivation differ when the consequence of tests have different foci (i.e., none, country, or personal). A between-subjects experiment with vignette instructions systematically assigned 1,003 Shanghai senior secondary school students to one of the three vignettes. Students’ conceptions of tests and test-taking motivation scales were evaluated using factor analyses. Invariance testing suggested invariant relationships between the two constructs across the three groups. Students’ general conception of tests meaningfully predicted their reported effort (β = .18). Latent mean analyses suggested that students’ reported effort, anxiety, and importance were not significantly different between country at stakes and personal stakes groups, but higher than when no consequences were attached. This study suggests that Shanghai students’ test-taking attitudes may contribute to high effort and consequently high performance on international large-scale assessments.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"26 1","pages":"221 - 251"},"PeriodicalIF":1.4,"publicationDate":"2020-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48958720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Professional development for classroom management: a review of the literature","authors":"S. Wilkinson, Jennifer Freeman, Brandi Simonsen, Sandra Sears, S. Byun, Xin Xu, Hao-Jan Luh","doi":"10.1080/13803611.2021.1934034","DOIUrl":"https://doi.org/10.1080/13803611.2021.1934034","url":null,"abstract":"ABSTRACT The ability of teachers to manage their classrooms is critical to achieving positive educational outcomes for students. Many teachers receive limited pre-service training in classroom management, creating a need for effective in-service professional development (PD). This literature review summarizes the results of 74 empirical studies examining the effects of PD on teachers’ classroom management behaviours. It identifies the characteristics of the existing literature base, the most frequent components of effective PD, and teacher and student outcomes related to PD. The results support a prior review that also suggested effective PD (i.e., desired changes in teacher and student behaviour) is predominantly studied at the elementary school level and, in addition to generic in-service trainings, most frequently includes didactic (direct) instruction, coaching, and performance feedback. These results have important implications for developing effective PD opportunities in the area of classroom management for in-service educators.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"26 1","pages":"182 - 212"},"PeriodicalIF":1.4,"publicationDate":"2020-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13803611.2021.1934034","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44096222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A systematic review of the impact of technology-mediated parental engagement on student outcomes","authors":"B. See, S. Gorard, N. El-Soufi, Binwei Lu, N. Siddiqui, Lan Dong","doi":"10.1080/13803611.2021.1924791","DOIUrl":"https://doi.org/10.1080/13803611.2021.1924791","url":null,"abstract":"ABSTRACT There is considerable evidence that the level of parental involvement is closely associated with children’s school outcomes 1 . Schools are increasingly using digital technology to engage parents, but the impact of such technology on students’ learning behaviour is still unclear. This paper reviews and synthesises international evidence from 29 studies to establish whether technology-mediated parental engagement can improve student outcomes. While the review suggests promising evidence in school–parent communication via phone, texts, or emails on children’s attainment, attendance, and homework completion, such communications have to be two-way, personalised, and positive. The evidence for home computers and other portable devices is inconclusive. There is no evidence so far that online technological devices and digital media are effective for improving school outcomes. Current research on the use of such technology is weak. Research in this field needs to consider a more careful and scientific approach to improve the evidence base.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"26 1","pages":"150 - 181"},"PeriodicalIF":1.4,"publicationDate":"2020-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13803611.2021.1924791","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45009226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the complex relationship between students’ reading skills and their performance in mathematics: a population-based study","authors":"C. Cascella","doi":"10.1080/13803611.2021.1924790","DOIUrl":"https://doi.org/10.1080/13803611.2021.1924790","url":null,"abstract":"ABSTRACT Students’ attainment in mathematics is associated with several personal and contextual factors, but little research has been carried out to explore the intersectionality between them. The current paper aims to fill this gap. Census assessment data collected in Italy at Grade 10 (on average, 15-year-old students) by the Italian national institute for the evaluation of the educational system were analysed via a multilevel regression model to account for data hierarchy (422,865 students in 24,279 classrooms, in 3,950 schools). Census data in educational research allowed exploration of the intersectionality between independent variables at different levels of the model’s hierarchy. Results showed that reading skills mediate the relationship between students’ attainment in mathematics and their gender, citizenship status, and socioeconomic status (SES). Implications for policy and practice are discussed.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"26 1","pages":"126 - 149"},"PeriodicalIF":1.4,"publicationDate":"2020-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13803611.2021.1924790","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44951809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The truth, the whole truth, and nothing but the truth","authors":"Keith Morrison, G. P. van der Werf","doi":"10.1080/13803611.2021.1944998","DOIUrl":"https://doi.org/10.1080/13803611.2021.1944998","url":null,"abstract":"The search for reliable and valid evidence from research in education concerning the “truth” of a matter is neither easy nor straightforward. What can we safely take from research findings? What kinds of studies can yield the most reliable and valid evidence? Do we go for close-grained detail or an overall generalization? How selective and biased are we in sifting through evidence and what it tells us? How much do we project our own tastes onto data and our interpretation of the messages coming from them? How can we overcome bias? The opening pages of Silver’s volume The Signal and the Noise (2012) include a disturbing and potentially disruptive comment. He argues that we live in an age when information floods out faster than we can cope with, and so, to survive, we look at it selectively and subjectively, mindless of the “distortions” of the “truth” that such behaviour risks (p. 17). Silver’s message reinforces Kahneman’s (2011) Thinking Fast and Slow, in which Kahneman indicates that, whilst “humans are not irrational” (p. 411), they often need help in making more accurate and rational judgements, decisions, and choices. We tend to see what we want to see, and we quietly, subconsciously look for information that will support our preconceptions and preferences, even if this contradicts what the evidence is actually telling us. None of this is new; consider Jane Austen’s quip in her novel Persuasion: “How quick come the reasons for approving what we like” (Austen, 1818/1993, p. 12). It is easy to mistake the “truth”. Add to this phenomenon Silver’s (2012) comment that the “truth” is the “signal” which arises out of the “noise”, whilst “noise” is that which “distracts us” from such “truth” (p. 17). “Noise” comprises contextual material and, indeed, research methods. But in the variable-dense, highly contingent, setting-specific, context-rich, conditional, and person-dependent world of education, how acceptable is it to consign contexts to being somehow separate, separable from, or somehow lesser than “signals” and “truths”. What if the reverse of Silver’s claim turns out to be the “truth”, and that, in reality, contextual “noise” is actually the “signal” that we should accept? How rational is it to seek and separate the “signal” from contextual “noise” in educational research? Surely research in education includes context as part of the “signal”? There is a compelling argument that suggests that research findings in education are, and should be, inescapably and symbiotically, constitutionally, wedded to context, contextually rooted in it and referenced to it. As the review of Biesta’s (2020) book Educational Research: An Unorthodox Introduction notes in this issue, researchers in education must “recover the constituent features of educational aspects of educational research: what makes educational research specifically educational”. Moreover, the conjectural nature of science makes it clear that what happens to come out of the “noise” of specific ","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"26 1","pages":"123 - 125"},"PeriodicalIF":1.4,"publicationDate":"2020-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13803611.2021.1944998","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45597806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educational research: an unorthodox introduction","authors":"K. Morrison","doi":"10.1080/13803611.2021.1920212","DOIUrl":"https://doi.org/10.1080/13803611.2021.1920212","url":null,"abstract":"This book is a volume in which, without offence to the poet Yeats, “the ceremony of innocence is drowned”. Like it or not, educational research is inescapably not innocent; it is embedded in, and c...","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"26 1","pages":"213 - 215"},"PeriodicalIF":1.4,"publicationDate":"2020-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13803611.2021.1920212","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42374507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The value of using classroom observations as part of a multi-methodological approach to evaluate student engagement in vocational agricultural education","authors":"Kevin Cunningham, M. Gorman, James A. Maher","doi":"10.1080/13803611.2021.1872390","DOIUrl":"https://doi.org/10.1080/13803611.2021.1872390","url":null,"abstract":"ABSTRACT This paper discusses the value of using classroom observations as part of a multi-methodological approach to understand what influences student engagement in classroom settings. This action research aimed to gain insights into what influences students to participate in the classroom and was conducted in an Irish vocational agricultural college as part of an initiative aimed to enhance classroom engagement. Classroom observations were used to examine how students interact in classroom settings by observing student’s behavioural engagement as the cognitive and affective domains of engagement are more difficult to observe. The findings were triangulated and validated with data from the teacher interviews, student focus groups, and a student survey. This paper details the multi-methodological approach taken, how classroom observations were developed and used, and the value they brought to evaluate what impacted student engagement within this context.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"26 1","pages":"4 - 29"},"PeriodicalIF":1.4,"publicationDate":"2020-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13803611.2021.1872390","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48373984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Taming randomized controlled trials in education: exploring key claims, issues and debates","authors":"E. Pogorskiy","doi":"10.1080/13803611.2021.1874089","DOIUrl":"https://doi.org/10.1080/13803611.2021.1874089","url":null,"abstract":"Keith Morrison’s Taming Randomized Controlled Trials in Education provides a comprehensive theoretical and practical overview of randomised controlled trials (RCTs) as a source of evidence in education. This book is an important and timely contribution to the topic of evidence-based education, offering a provocative and challenging position while paying careful attention to detail and weighting key arguments for and against RCTs in educational research. Making informed and evidence-based decisions is, naturally, central to the methods of scientific investigation, and RCT as the result of an interdisciplinary effort to evaluating interventions includes practices and assumptions from and across various interacting fields. For instance, “evidence-based education” emerges from “evidence-based medicine”, as noted by Coe et al. (2000). Randomised controlled trial research design, in turn, emerged from experimental research in education and psychology (Oakley, 1998), and RCTs in medical and educational research have a range of similarities and differences, as noted by Morrison (p. 103). In the last 2 decades, attention to RCTs in education has surged. This particular research design has been implemented across a broad range of studies, including those concerned with improving learning (Elliott, 2001; C. J. Torgerson & Torgerson, 2001), supporting evidence-based policy in education (Gorard et al., 2017; Katsipataki & Higgins, 2016), and studies focusing on eliminating global poverty (Banerjee et al., 2015; Tollefson, 2015). In recent years, the superiority of RCTs has often been taken for granted and considered to be a methodological “gold standard”. Morrison, however, challenges this habitual assumption in his new book, at least when it comes to considering results from RCTs in an educational context. This book is an important contribution to resources on randomised control trials, such as those authored by D. J. Torgerson and Torgerson (2008) and Glennerster and Takavarasha (2013), which provide introductions to the topic, alongside practical advice on planning, conducting, and evaluating RCTs. Morrison’s newly published book, however, offers a unique critical perspective on RCT research design and its role","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"26 1","pages":"119 - 122"},"PeriodicalIF":1.4,"publicationDate":"2020-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13803611.2021.1874089","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43357344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The scalpel model of educational research","authors":"K. Morrison, G. P. van der Werf","doi":"10.1080/13803611.2021.1912894","DOIUrl":"https://doi.org/10.1080/13803611.2021.1912894","url":null,"abstract":"Many years ago, the late internationally renowned UK educationist, Harvey Goldstein, gave a thrilling keynote lecture on assessment. He calmly, politely, andwith surgical skill, wielded his intellectual scalpel with dazzling flashes of compelling brilliance, dissecting out and demolishing the then UK government’s policy on assessment in UK schools. It was a model of its kind. He set out, analysed, evaluated, critiqued, and judged the policy. He exposed its assumptions, aporias, and underlying ideology, implications, and consequences, drawing on a range of research evidence, weighing up its pros and cons, and leaving it all in ruins on the dissecting table, to the delight and spontaneous applause of the audience. Working like a filigree jeweller, he exposed it for what it was: dogma wrapped up in high-sounding, pejorative phrases. His forecast of consequences came true. By taking a sober, cool, unemotional, dispassionate, careful, perfectly paced, and measured analysis, he enabled his scalpel to do its work, step by step, and it worked wonders. There were no histrionics or one-sided statements. Instead, he let the argument speak for itself. In Habermasian style, the unforced force of the argument prevailed, drawing on a wealth of research evidence where relevant, generating light rather than the heat of a furnace of emotional noise, and persuading by the force of the argument alone, not its temperature. The deeper that Goldstein went into his analysis, the clearer it became that here was a topic – assessment in UK schools – whose features were complex rather than simple, unstraightforward rather than easily understood, multitextured, multidimensional, and multilevelled, a contested ideological terrain in many dimensions and levels, and not to be taken at face value. His analysis was an example par excellence of how researchers in education should operate, indicating not only that they have a duty to expose and unravel the complexity of an issue but also how to do it. The four papers in this issue illustrate the importance of researchers in education opening up and analysing their fields closely and carefully, exposing the complexities of the issues with which they are working, what their evidence suggests, and what are the boundaries of what can be taken from their research. This is their task, whatever fields of focus, methodologies, and methods they employ. For example, in this issue, Cunningham, Gorman, and Maher report action research using observational approaches to study student engagement, noting that “student engagement is a multidimensional and complex phenomenon”, and they indicate the limits of their research as being “too small to draw conclusive conclusions”. Kim and Lee, using survey data from the Measures of Effective Teaching project, conduct multilevel regression analysis to measure teacher effectiveness. They employ a value-added model that moves beyond averages and takes account of variance in teachers, in the name of equity in","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"26 1","pages":"1 - 3"},"PeriodicalIF":1.4,"publicationDate":"2020-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13803611.2021.1912894","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44433710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Soft skills in education: putting the evidence in perspective","authors":"Randa K. El-Soufi","doi":"10.1080/13803611.2021.1882051","DOIUrl":"https://doi.org/10.1080/13803611.2021.1882051","url":null,"abstract":"","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"26 1","pages":"116 - 119"},"PeriodicalIF":1.4,"publicationDate":"2020-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13803611.2021.1882051","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45325815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}