Studies in Educational Evaluation最新文献_第10页

Is class worth their time? College student perspectives on class structure and attendance 上课值得他们花时间吗？大学生对班级结构和出勤率的看法

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-09-01 DOI: 10.1016/j.stueduc.2023.101281

Laura E. McClelland , Kimberly F. Case

引用次数: 0

Assessing students’ intercultural competence: Construction and psychometric evaluation of a brief measure 评估学生的跨文化能力:一个简短测量的构建和心理测量评估

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-09-01 DOI: 10.1016/j.stueduc.2023.101288

Yue Zhao , Jenny M.Y. Huen , Hiu Tin Leung , Cecilia K.Y. Chan

{"title":"Assessing students’ intercultural competence: Construction and psychometric evaluation of a brief measure","authors":"Yue Zhao , Jenny M.Y. Huen , Hiu Tin Leung , Cecilia K.Y. Chan","doi":"10.1016/j.stueduc.2023.101288","DOIUrl":"10.1016/j.stueduc.2023.101288","url":null,"abstract":"<div><p>Intercultural competence has been placed increasing attention in globalized educational systems. The study presents a series of qualitative and quantitative investigations to construct and validate scores on a brief self-report measure assessing intercultural competence of university students. Following a comprehensive literature search and qualitative expert reviews in the scale construction process, 50 potential items were classified based on the attitudinal, cognitive, and behavioral intercultural competence framework. In the psychometric evaluation process, a unidimensional structure was obtained to represent the 50 items. Item response theory analysis was performed to yield a brief measure of five content-specific items measuring intercultural competence, capturing cross-cultural self-efficacy, cultural knowledge application, perspective taking/suspending judgment, and behavioral regulation in intercultural situations. Not just contributing to measurement advancement, but the newly developed and validated instrument holds promise for guiding the design of intercultural competence educational programs and assessing students’ intercultural competence performances/gains.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44903644","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: 1

The ecology of language teacher assessment literacy: Insights from emotional critical incidents 语文教师评鉴素养的生态:来自情感批判事件的洞察

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-09-01 DOI: 10.1016/j.stueduc.2023.101285

Mostafa Nazari , Sedigheh Karimpour , Mohammadali Ranjbar

引用次数: 0

Students’ age and noncognitive traits predict writing self-efficacy and motivation 学生的年龄和非认知特征预测写作自我效能和动机

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-09-01 DOI: 10.1016/j.stueduc.2023.101287

Kit W. Cho

{"title":"Students’ age and noncognitive traits predict writing self-efficacy and motivation","authors":"Kit W. Cho","doi":"10.1016/j.stueduc.2023.101287","DOIUrl":"10.1016/j.stueduc.2023.101287","url":null,"abstract":"<div><p>The present study explored the relations of students’ age and noncognitive traits (grit, growth mindset, and college self-efficacy) on writing self-efficacy and writing motivation. Participants (N = 457) wrote a short reflection in response to a quote, after which they evaluated similar responses, purportedly written by their peers, that were either exemplary or poor. Participants who read the exemplary essays were less likely to believe they could write as well as their peers (writing self-efficacy) and less likely to write a second essay (writing motivation), demonstrating a discouragement by peer excellence effect. Grit, growth mindset, and college self-efficacy were all positive correlates of writing self-efficacy. Writing self-efficacy, in turn, predicted the willingness to write another essay. Older students reported higher levels of writing self-efficacy and exhibited greater writing motivation. Older students also reported higher levels of grit, college self-efficacy, and growth mindset. A parallel mediation analysis revealed an indirect effect of college self-efficacy on the relation between age and writing self-efficacy. These results suggest that educators should judiciously model the works of students’ exemplary peers and foster noncognitive traits that improve writing self-efficacy. The results also suggest that older students are more receptive to writing.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46968427","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

Evaluating student engagement and experiential learning in global classrooms: A qualitative case study 评估学生参与和体验式学习在全球课堂:定性案例研究

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-09-01 DOI: 10.1016/j.stueduc.2023.101290

Selina Mae Quibrantar , Obidimma Ezezika

{"title":"Evaluating student engagement and experiential learning in global classrooms: A qualitative case study","authors":"Selina Mae Quibrantar , Obidimma Ezezika","doi":"10.1016/j.stueduc.2023.101290","DOIUrl":"10.1016/j.stueduc.2023.101290","url":null,"abstract":"<div><p>The global classroom is an emerging technology-based pedagogy used internationally by educational institutions. To evaluate a global classroom, we conducted a qualitative study using written reflections and semi-structured interviews of global classroom participants, based on two theoretical frameworks: Kearsley and Shneiderman’s engagement theory and Kolb’s experiential learning theory. We analyzed student reflections and transcribed interviews, using the software package, NVivo, with two objectives: (1) to evaluate if global classroom is engaging and experiential to students and (2) to elucidate how student engagement is fostered in the global classroom through experiential learning. Results illustrated a complex relationship between student engagement and experiential learning. During the experiential learning cycle, engagement theory (relate-create-donate) principles contributed to student engagement at varying levels and for different purposes. Based on the results of this study, we created a framework that demonstrates the interactivity of engagement theory and experiential learning theory to describe how student engagement featured in experiential learning during this global classroom, with strategies to maximize student engagement in experiential learning.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46289386","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

Building the field’s knowledge of teaching and learning: Centering the socio-cultural contexts of observation systems to ensure valid score interpretation 构建该领域的教学知识：以观察系统的社会文化背景为中心，确保有效的分数解释

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-09-01 DOI: 10.1016/j.stueduc.2023.101278

Courtney A. Bell , Drew H. Gitomer

{"title":"Building the field’s knowledge of teaching and learning: Centering the socio-cultural contexts of observation systems to ensure valid score interpretation","authors":"Courtney A. Bell , Drew H. Gitomer","doi":"10.1016/j.stueduc.2023.101278","DOIUrl":"10.1016/j.stueduc.2023.101278","url":null,"abstract":"<div><p>The articles in a special issue of this journal, <em><u>Merits and Limitations of Researching Teaching Quality More Synergistically</u>,</em> grapple with the assertion that the field does not share a common language or structural decomposition of teaching and that the current range of frameworks and observation systems used by researchers jeopardizes the accumulation of knowledge in the field. We analyze these arguments from a socio-cultural perspective, theorizing that teaching and the improvement of teaching occur in socially situated contexts that give meaning to all research frameworks and measurement tools. Rather than asking whether a common framework of teaching might be useful, we ask when such a framework might be useful, when can such efforts be limiting, and why? Building on contemporary validity theory, we bring the role of context back into the current conversation. We suggest that while there are important affordances of a unified framework of teaching quality, such a framework will be unable to fully address some of the issues identified in this special issue. For practical, theoretical, empirical, and socio-cultural reasons, researchers will require multiple frameworks and associated observation systems to support the study and improvement of teaching across contexts.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49543348","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: 1

Learning about racism: A week-by-week qualitative exploration of two white Dutch primary student teachers’ emotional responses during a Critical Race Theory based course 种族主义的学习:两名荷兰白人小学教师在种族批判理论基础课程中情绪反应的每周定性探索

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-09-01 DOI: 10.1016/j.stueduc.2023.101282

Inti M. Soeterik , Fadie Hanna , Tugba Öztemir

{"title":"Learning about racism: A week-by-week qualitative exploration of two white Dutch primary student teachers’ emotional responses during a Critical Race Theory based course","authors":"Inti M. Soeterik , Fadie Hanna , Tugba Öztemir","doi":"10.1016/j.stueduc.2023.101282","DOIUrl":"10.1016/j.stueduc.2023.101282","url":null,"abstract":"<div><p>This qualitative study explored emotional responses of two white Dutch student teachers during a Critical Race Theory (CRT) based course. Following Plutchik's (2001) classification of 32 emotions, the analysis of their weekly diaries resulted in the identification of 16 emotions. In both diaries similar emotional responses were identified. However, the analysis did not reveal a straightforward path these students emotionally went through. The number and types of emotional responses, both comfortable and uncomfortable, fluctuated weekly and occurred simultaneously in various combinations. Even when similar emotional responses were identified, students connected differently to the course content. This could be explained by different starting points both students had when entering the course. The findings add to past work by identifying a variety and complexity of emotional responses of white student teachers during a CRT based course and can be used to create course conditions to prepare teachers for contributing to anti-racist education.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49277806","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

Investigating the use of the National Assessment Program – Literacy and Numeracy (NAPLAN) test results 调查国家评估计划——识字和算术（NAPLAN）测试结果的使用情况

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-09-01 DOI: 10.1016/j.stueduc.2023.101277

Seyum Getenet , Hailu Getnet

引用次数: 0

Validity evidence for the Experiences of Teaching and Learning Questionnaire (ETLQ) in evaluations of quality learning: A systematic critical literature review 教学体验问卷(ETLQ)评价优质学习的效度证据:系统的批判性文献综述

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-09-01 DOI: 10.1016/j.stueduc.2023.101283

Lotte O’Neill , Henrik Hein Lauridsen , Lasse Østengaard , Ane Qvortrup

引用次数: 0

Development and validation of the Self-Regulated Translation Learning Strategy Scale (SRTLSS) 自律翻译学习策略量表（SRTLSS）的编制与验证

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-09-01 DOI: 10.1016/j.stueduc.2023.101292

Jianping Wen , Jumin Zhang , Yan Yang , Yuyang Cai

{"title":"Development and validation of the Self-Regulated Translation Learning Strategy Scale (SRTLSS)","authors":"Jianping Wen , Jumin Zhang , Yan Yang , Yuyang Cai","doi":"10.1016/j.stueduc.2023.101292","DOIUrl":"10.1016/j.stueduc.2023.101292","url":null,"abstract":"<div><p>Self-regulated learning (SRL) has been highlighted as a critical aspect of translation learning. However, past work in translation learning has rarely sought to synthesize translation learning strategies under a self-regulated learning paradigm. Further research would be confined by the paucity of a psychometrically sound instrument to measure learners' self-regulated translation learning strategies. This study aimed to develop a reliable and valid self-regulated translation learning strategy scale (SRTLSS). Based on relevant literature, we hypothesized a hierarchical model and generated items for the SRTLSS. Drawing on the response from 873 Chinese English majors, the validated SRTLSS had 25 items addressing five dimensions: <em>self-control</em>, <em>meaning fulfillment</em>, <em>value and interest</em>, <em>text processing</em>, and <em>retrieving strategies</em>. Results demonstrated the SRTLSS has good measurement validity and reliability with strong invariance across undergraduate and graduate students. The SRTLSS can be used as a complementary tool to diagnose learners' weaknesses and strengths in translation teaching and learning.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45021062","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