Studies in Educational Evaluation最新文献

A critical review and meta-analysis of studies investigating the effects of the professional development teachers typically receive 对调查教师通常接受的专业发展影响的研究进行批判性回顾和荟萃分析

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-06-28 DOI: 10.1016/j.stueduc.2025.101482

Jannika Lindvall , Nils Kirsten , Andreas Ryve , Jan-Eric Gustafsson

{"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}

引用次数: 0

Exploring Chinese stakeholders’ perceptions of school inspection criteria in demonstrating educational quality: Do discrepancies in opinions reflect different school contexts? 探讨中国利益相关者对学校检查标准在展示教育质量方面的看法：意见的差异是否反映了不同的学校背景？

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-06-23 DOI: 10.1016/j.stueduc.2025.101481

Hong Zheng , Sally M. Thomas

{"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}

引用次数: 0

An AI-assisted critical thinking intervention to enhance undergraduate EFL learners’ writing proficiency 人工智能辅助批判性思维干预提高大学生英语学习者写作水平

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-06-20 DOI: 10.1016/j.stueduc.2025.101480

Xue Yin , Kun Dou

{"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}

引用次数: 0

Promoting students’ reflection through process-oriented feedback: Teachers’ conceptions, practices and learning needs 以过程导向的反馈促进学生反思：教师的观念、实践与学习需求

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-06-20 DOI: 10.1016/j.stueduc.2025.101483

J.J.H. Görtzen, S.H.M. Stollman, G.L.M. Schellings, J.D. Vermunt, N.M. Nieveen

{"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}

引用次数: 0

Stages of effective teaching: Searching for their impact on student learning outcomes in language 有效教学的阶段：寻找它们对学生语言学习成果的影响

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-06-13 DOI: 10.1016/j.stueduc.2025.101479

Leonidas Kyriakides, Vasiliki Polymeropoulou, Evi Charalambous

引用次数: 0

Unique effects of home language on academic achievement among Myanmar students: A home and school perspective 母语对缅甸学生学业成绩的独特影响：家庭和学校的视角

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-06-09 DOI: 10.1016/j.stueduc.2025.101478

Xin Ma , Yanhong Zhang , Malar San , Aye Myint Than Htay , Jing Yuan

引用次数: 0

Transformational and transactional school leadership as predictors of teacher self-efficacy 变革型和交易型学校领导作为教师自我效能感的预测因子

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-05-30 DOI: 10.1016/j.stueduc.2025.101476

Andreas Lefteri , Maria Eliophotou Menon

引用次数: 0

The role of group mentorship in supporting teachers across different developmental stages: A comparative study 团体辅导在不同发展阶段教师支持中的作用：比较研究

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-05-28 DOI: 10.1016/j.stueduc.2025.101477

Xin Yuan , Chinaza Solomon Ironsi , Fangfei Liu

{"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}

引用次数: 0

When student evaluation of teaching is no longer indicative: Psychology students’ in-class experience, motivational factors and future choices 当学生对教学的评价不再是指示性的：心理学学生的课堂体验、动机因素和未来选择

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-05-24 DOI: 10.1016/j.stueduc.2025.101475

Liwei Chen, Christian D. Schunn

{"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}

引用次数: 0

Teacher job satisfaction: International evidence on the role of school working conditions and teacher characteristics 教师工作满意度：关于学校工作条件和教师特征作用的国际证据

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-05-17 DOI: 10.1016/j.stueduc.2025.101474

Nurullah Eryilmaz , Alec I. Kennedy , Rolf Strietholt , Stefan Johansson

{"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}

引用次数: 0