Studies in Educational Evaluation最新文献_第10页

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 : 2025-09-01 Epub Date: 2025-06-13 DOI: 10.1016/j.stueduc.2025.101479

Leonidas Kyriakides, Vasiliki Polymeropoulou, Evi Charalambous

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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 : 2025-09-01 Epub Date: 2025-06-09 DOI: 10.1016/j.stueduc.2025.101478

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

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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 : 2025-09-01 Epub 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":"2025-09-01","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

Teachers’ effective teaching behaviour during team teaching: A video-based observation study 团队教学中教师有效教学行为：基于视频的观察研究

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-09-01 Epub Date: 2025-08-01 DOI: 10.1016/j.stueduc.2025.101494

Aron Decuyper , Mathea Simons , Ruben Vanderlinde

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 : 2025-09-01 Epub 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":"2025-09-01","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

Corrigendum to “An AI-assisted critical thinking intervention to enhance undergraduate EFL learners’ writing proficiency” [Studies in Educational Evaluation 86 (2025) 1–18] “人工智能辅助批判性思维干预提高大学生英语学习者的写作水平”的勘误表[教育评估研究86 (2025)1-18]

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-09-01 Epub Date: 2025-07-07 DOI: 10.1016/j.stueduc.2025.101487

Xue Yin , Kun Dou , Jinlong Han

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 : 2025-09-01 Epub 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":"2025-09-01","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

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 : 2025-09-01 Epub 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":"2025-09-01","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

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 : 2025-09-01 Epub 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

Peer and instructor feedback on pre-service EFL teachers’ reflection types and levels in video-mediated microteaching 视频微教学中职前英语教师反思类型和水平的同伴和讲师反馈

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-06-01 Epub Date: 2025-03-24 DOI: 10.1016/j.stueduc.2025.101457

Ali Karakaş , Ceyhun Yükselir

{"title":"Peer and instructor feedback on pre-service EFL teachers’ reflection types and levels in video-mediated microteaching","authors":"Ali Karakaş , Ceyhun Yükselir","doi":"10.1016/j.stueduc.2025.101457","DOIUrl":"10.1016/j.stueduc.2025.101457","url":null,"abstract":"<div><div>This study explored the role of peer and instructor feedback on pre-service EFL teachers’ reflection types and levels during a video-mediated microteaching process. While previous research has examined various aspects of reflection and feedback in teacher education, there is currently a lack of studies specifically investigating how instructor and peer feedback shape the types and levels of reflection pre-service teachers engage in through video-mediated microteaching in the EFL context. The participants included 34 third-grade pre-service EFL teachers who performed weekly microteaching sessions. Data collected via qualitative tools were analysed through thematic analysis. Participants initially lacked critical engagement in reflection, focusing primarily on content delivery. However, they became more evaluative in their reflections by engaging in process and premise reflections, particularly in the post-video phase, as a result of listening to recorded teacher and peer feedback and engaging in group discussions. The findings suggest that while microteaching alone was insufficient for fostering deep reflection, the combination of video recordings and constructive peer and instructor feedback guided pre-service teachers towards higher levels of reflection, such as analytical and critical/evaluative reflection. The study highlights the importance of structured feedback opportunities in teacher education programs to cultivate habits of ongoing professional growth among pre-service teachers.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"85 ","pages":"Article 101457"},"PeriodicalIF":2.6,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143685892","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