Studies in Educational Evaluation最新文献

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

Reducing educational disadvantage across post-primary schools: Evidence from the first decade of the DEIS plan in Ireland 减少小学后学校的教育劣势：来自爱尔兰DEIS计划第一个十年的证据

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-05-10 DOI: 10.1016/j.stueduc.2025.101466

Lorraine Gilleece , Aidan Clerkin , Darragh Flannery

引用次数: 0

Searching for effective teacher practices during play to promote student learning outcomes 在游戏过程中寻找有效的教师实践，以促进学生的学习成果

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-05-07 DOI: 10.1016/j.stueduc.2025.101473

Victoria Michaelidou

引用次数: 0

Peer feedback modelling needs in online higher education an exploratory study 网络高等教育中同伴反馈建模需要进行探索性研究

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-05-01 DOI: 10.1016/j.stueduc.2025.101464

Maartje Henderikx, Emmy Vrieling-Teunter, Francois Molin, Rob Nadolski

{"title":"Peer feedback modelling needs in online higher education an exploratory study","authors":"Maartje Henderikx, Emmy Vrieling-Teunter, Francois Molin, Rob Nadolski","doi":"10.1016/j.stueduc.2025.101464","DOIUrl":"10.1016/j.stueduc.2025.101464","url":null,"abstract":"<div><div>Peer feedback (PFB) is considered a reliable and beneficial method for supporting learning and interaction. However, PFB is a complex skill that needs explicit instruction through modelling. To leverage the positive effects, a theoretical and pedagogy-driven application of PFB - namely scaffolded PFB modelling - was integrated into an online higher education academic writing course. To address needs-driven modifications of PFB within this course, students were surveyed after course completion to provide insights into their additional supporting needs about PFB. In total, 173 students answered reflective questions and six students were interviewed. Their responses were analyzed using Atlas.ti. Analyses showed that the need for PFB modelling was especially shown in the phases of observation and emulation. Students indicated the need for examples, additional (step-by-step) instructional materials, and the opportunity for guided practice and additional teacher feedback. In addition, students also provided suggestions to improve the PFB process; most of these suggestions were related to the online aspect of the course and its negative influence on interaction possibilities, which impeded communication and the development of trust and relationships among students. These results demonstrate that a pedagogy-driven application of PFB in an online higher education course requires a needs-driven, context-dependent redesign of PFB assignment(s), especially in the observation- and emulation modelling phases with extra attention to interaction.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101464"},"PeriodicalIF":2.6,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143891887","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 classroom quality through professional development: Results from the Oslo early education study, a randomized controlled trial 通过专业发展提高课堂质量：来自奥斯陆早期教育研究的结果，一项随机对照试验

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-05-01 DOI: 10.1016/j.stueduc.2025.101462

Ratib Lekhal , Lisa Karlsen , Tiril Wilhelmsen , Deborah Lowe Vandell , Stian Lydersen , Veslemøy Rydland

引用次数: 0

Data use for school self-evaluation – The process, factors, and leadership practices in Estonian schools 学校自我评价的数据使用——爱沙尼亚学校的过程、因素和领导实践

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-04-24 DOI: 10.1016/j.stueduc.2025.101465

Kätlin Vanari, Daniel Reinaru, Eve Eisenschmidt

引用次数: 0

Machine learning for university management: Micro Cluster Learning to predict "active" students 大学管理的机器学习：微集群学习预测“活跃”学生

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-04-18 DOI: 10.1016/j.stueduc.2025.101463

Alexander Karl Ferdinand Loder

{"title":"Machine learning for university management: Micro Cluster Learning to predict \"active\" students","authors":"Alexander Karl Ferdinand Loder","doi":"10.1016/j.stueduc.2025.101463","DOIUrl":"10.1016/j.stueduc.2025.101463","url":null,"abstract":"<div><div>The strategy process of universities can span several years into the future with prediction of student performance being an important aspect for university governance. “Micro Cluster Learning” is proposed, by applying a hybrid of machine learning and ARIMA models to micro clusters of a university’s administrative data. The aim was to predict a performance indicator one to three academic years in the future and to compare the results of five years and to official statistics. Micro clusters were generated and a stack of 20 machine learning algorithms was applied to each cluster. The algorithms and their hyperparameter settings were determined in an explorative manual pre-selection process. The results show deviations from the official statistics between 2 % and 8 % (<em>SD</em> = 6 %) for one academic year in the future, 1–29 % (<em>SD</em> = 19 %) for two and 1–17 % (<em>SD</em> = 11 %) for three years. Model performance correlated with increasing details in the micro clusters and was better in larger micro clusters. The method is very flexible and can be used in a multitude of different university settings worldwide and for different outcomes of interest, e.g., grades or student status. However, the flexibility goes along with a tedious setup and very long runtimes. Future improvements with increased automation are warranted and “meta-procedures” should be developed that can perform automated resampling and hyperparameter tuning on a stack of algorithms. The method presented in this study contributes to preventive university management in different countries and university systems.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"85 ","pages":"Article 101463"},"PeriodicalIF":2.6,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143844044","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

Examining practicums within initial teacher education programs: Understanding the dimensions of professional development of pre-service teachers 研究初始师范教育项目中的实习：了解职前教师专业发展的各个层面

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-04-15 DOI: 10.1016/j.stueduc.2025.101461

Wanruo Shi , Abhinava Barthakur , Vitomir Kovanović , Helen Stephenson , George Siemens , Xibin Han

{"title":"Examining practicums within initial teacher education programs: Understanding the dimensions of professional development of pre-service teachers","authors":"Wanruo Shi , Abhinava Barthakur , Vitomir Kovanović , Helen Stephenson , George Siemens , Xibin Han","doi":"10.1016/j.stueduc.2025.101461","DOIUrl":"10.1016/j.stueduc.2025.101461","url":null,"abstract":"<div><div>Practicums represent vital opportunities for the professional development of pre-service teachers. However, there are limited studies examining the dimensions of professional development and other external factors that influence the outcome of practicums. This study fills this research gap by providing a large-scale evaluation of the data from several years of practicums in an initial teacher education program. Using structural equation modelling, we explored the interplay of professional knowledge, professional practice, and professional engagement across practicum stages, revealing their mutually reinforcing nature. We also investigated the role of socio-economic status (SES) of the schools in which the practicums were undertaken. Our findings highlight a dynamic evolution of the practicum process. Initially, the practicum’s outcome is primarily impacted by professional knowledge, gradually shifting influence towards professional practice. In the final stages, the role of professional engagement became most prominent. Additionally, the SES of the practicum school influences the relative importance of professional knowledge and professional practice, with practicums at lower socioeconomic schools emphasizing professional practice. The educational and practical implications of our work are further discussed.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"85 ","pages":"Article 101461"},"PeriodicalIF":2.6,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143828162","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