Studies in Educational Evaluation最新文献

{"title":"Examining practicums within initial teacher education programs: Understanding the dimensions of professional development of pre-service teachers","authors":"Wanruo Shi ,&nbsp;Abhinava Barthakur ,&nbsp;Vitomir Kovanović ,&nbsp;Helen Stephenson ,&nbsp;George Siemens ,&nbsp;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}

{"title":"Understanding teacher professional development needs in Taiwan: Stages of teaching skills based on the dynamic model of educational effectiveness","authors":"P. Antoniou ,&nbsp;P. Tsai ,&nbsp;L. Kyriakides ,&nbsp;A. Dimosthenous","doi":"10.1016/j.stueduc.2025.101460","DOIUrl":"10.1016/j.stueduc.2025.101460","url":null,"abstract":"<div><div>The study reported here examines whether we could evaluate quality of teaching and classify teachers in consequent stages of effective teaching based on the dynamic model of Educational Effectiveness in Taiwan. The data stem from a survey conducted in primary schools in Taiwan with 110 primary school teachers and 2968 students. Results reveal that teaching skills can be grouped into five types of teacher behaviour which are discerned in a distinctive way and move gradually from skills associated with direct teaching to more advanced skills concerned with new teaching approaches and differentiation of teaching. Suggestions for research on teacher professional development are provided in relation to establishing an actual link between evaluating teacher effectiveness and identifying teacher needs with the provision of suitable training programs.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"85 ","pages":"Article 101460"},"PeriodicalIF":2.6,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143828163","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}

{"title":"National policy, school contexts, and individual characteristics: Which matters most for teachers’ participation in induction programs?","authors":"Pascale Benoliel ,&nbsp;Yan Liu ,&nbsp;Wei Liao","doi":"10.1016/j.stueduc.2025.101458","DOIUrl":"10.1016/j.stueduc.2025.101458","url":null,"abstract":"<div><div>The study investigates the associations between contextual variables and teacher participation in induction programs across national boundaries. The study used both the 2018 TALIS and the 2018 PISA datasets collected by the OECD. Adopting regression models first, this study quantified the variance in induction programs that is related to teacher and school variations, respectively, within each country. Then, employing multi-level models, the study specified the association between teacher participation in induction programs and variables at three levels, including teacher backgrounds, school contexts, and national policy variations. This research provides evidence to inform policymaking, school leadership, and decision-making for teacher induction programs.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"85 ","pages":"Article 101458"},"PeriodicalIF":2.6,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143825752","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}

{"title":"Beyond the call of duty: Effects of school learning culture, teacher self-efficacy, and informal learning on organizational citizenship behavior","authors":"Chan Wang ,&nbsp;Xianhan Huang","doi":"10.1016/j.stueduc.2025.101459","DOIUrl":"10.1016/j.stueduc.2025.101459","url":null,"abstract":"<div><div>As teachers face increasing expectations to go beyond their formal duties and engage in extra-role behaviors contributing to school success, understanding the underlying factors that drive these behaviors becomes crucial. This study investigates how school learning culture influences teachers’ organizational citizenship behavior (OCB) through the serial mediation of self-efficacy and informal learning across school leaders and teachers. Data were collected from 494 primary and secondary school teachers in China and were analyzed using structural equation modeling and multi-group comparisons. The results revealed that school learning culture was positively related to teacher self-efficacy, informal learning, and OCB directed toward the organization. Teacher self-efficacy and informal learning served as key mediators in these relationships, with distinct indirect effects observed between leaders and non-leaders. The study contributes to identifying pathways through which school learning culture fosters OCB and highlights the role of leadership in shaping these dynamics. Practical implications are also discussed.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"85 ","pages":"Article 101459"},"PeriodicalIF":2.6,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143808449","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}

{"title":"Peer and instructor feedback on pre-service EFL teachers’ reflection types and levels in video-mediated microteaching","authors":"Ali Karakaş ,&nbsp;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":"2025-03-24","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}

{"title":"Implementing educational innovations through facilitators: Cascade model works, yet school contexts matter","authors":"Rebekka Stahnke ,&nbsp;Dilan Şahin-Gür ,&nbsp;Corinna Hankeln ,&nbsp;Susanne Prediger","doi":"10.1016/j.stueduc.2025.101456","DOIUrl":"10.1016/j.stueduc.2025.101456","url":null,"abstract":"<div><div>The cascade model, in which facilitators provide professional development to teachers who then implement innovations, can result in diluted impact along the cascades. Effectiveness has rarely been shown for the level of student outcomes and supportive conditions, such as teacher collaboration and principal leadership, are needed. This study examines whether implementing a research-based, language-responsive mathematics innovation through a cascade model impacts student outcomes and whether teacher collaboration and principal leadership support implementation. Student outcomes were assessed before and after the teaching unit in view in an intervention group and a control group (<em>n</em> = 479), with school context conditions reported by teachers. Multilevel models revealed that implementation in the cascade model was effective in improving student outcomes. Principal leadership positively predicted outcomes, especially in the control group providing mathematics instruction as usual, while teacher collaboration was a negative predictor. Implications for future research and the design of professional development programs are discussed.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"85 ","pages":"Article 101456"},"PeriodicalIF":2.6,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143685790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Due to the composition of the feedback, I think it’s a girl”: The effects of gender and peer feedback content on essay revisions and perceptions of peer feedback","authors":"José Carlos G. Ocampo ,&nbsp;Ernesto Panadero ,&nbsp;Iván Sánchez-Iglesias ,&nbsp;Fernando Díez Ruiz","doi":"10.1016/j.stueduc.2025.101455","DOIUrl":"10.1016/j.stueduc.2025.101455","url":null,"abstract":"<div><div>This study explores the impact of peer feedback content (concise general vs elaborated specific), assessee gender (male vs female), and fictitious assessor gender (male vs female vs anonymous) on essay revisions and perceptions of peer feedback. A total of 284 undergraduate students (n_Men = 138, n_Women = 146) from two private universities in the Philippines participated in this study. Participants submitted an argumentative essay draft (pre-test), received concise general or elaborate specific peer feedback from a fictitious male or female or anonymous peer assessor, and submitted a revised argumentative essay (post-test). We found that the pre-test and post-test essay scores were unaffected by feedback content, assessee, or assessor gender. However, a significant triple interaction emerged between assessee gender, feedback content, and assessment time. Similarly, triple interactions were found for trust in peers as assessors and perceived adequacy of feedback. No interactions were observed for perceptions of (dis)comfort and motivation.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"85 ","pages":"Article 101455"},"PeriodicalIF":2.6,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143609492","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}

{"title":"Beyond basic skills: An effective foundation intervention for low-achieving fifth graders’ understanding of basic concepts","authors":"Susanne Prediger ,&nbsp;Kim-Alexandra Rösike ,&nbsp;Anke Wischgoll","doi":"10.1016/j.stueduc.2025.101452","DOIUrl":"10.1016/j.stueduc.2025.101452","url":null,"abstract":"<div><div>Low-achieving students need targeted interventions to remediate the critical foundational knowledge required for successful further learning trajectories. For Grade 5, critical basic concepts (e.g., place-value understanding and meaning of multiplication) and basic skills (e.g., counting in steps and multiplication facts) have been identified as equally important and highly intertwined. However, evidence for the effectiveness of foundation intervention programs has mainly been provided for basic skills and for younger children’s understanding of basic concepts but has not yet been sufficiently provided for fifth graders’ understanding of basic concepts. In this paper, we present a quasi-experimental implementation trial (<em>n</em> = 295) on the effectiveness of the Mastering Math foundation intervention program that aims at fostering understanding of basic concepts in arithmetic. Teachers in the intervention group were prepared in professional development courses and supported by detailed formative assessment and teaching materials to foster low-achieving students’ understanding in small-group interventions supplemental to the regular mathematics classrooms. Teachers in the control classes received assessment feedback on students’ achievement and the suggestion to work on basic skills and basic concepts, but no professional development or teaching materials for their regular mathematics classrooms. The intervention group was compared to a control group (selected by propensity score matching) by analyses of variances with repeated measures, applying gender, socioeconomic status, immigrant background, and reading proficiency as co-variates. The intervention group significantly outperformed the control group in the explicitly covered basic concepts. No transfer effect was found for basic skills. Further analyses showed that the intervention group learned significantly more than their higher-achieving classmates. Most interesting was a positive spillover effect that all students in the Mastering Math schools learned significantly more basic concepts of below-grade content, so the teachers’ professional experiences in the small-group foundation intervention seem to also have diffused into their regular classrooms. The results show that, when teachers gain additional expertise on fostering understanding of basic concepts, conceptually focused foundation intervention programs targeting understanding of basic concepts can be effectively implemented and can even have an impact on the learning of those students who did not attend the small-group intervention.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"85 ","pages":"Article 101452"},"PeriodicalIF":2.6,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143510757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Longitudinal relations among perceived autonomy support, time management, completion, and achievement","authors":"Jianzhong Xu","doi":"10.1016/j.stueduc.2025.101454","DOIUrl":"10.1016/j.stueduc.2025.101454","url":null,"abstract":"<div><div>Informed by self-determination and self-regulation frameworks, this study aims to examine the longitudinal relations among autonomy support, time management, homework completion, and mathematics achievement. Middle school in China encompasses grades 6–8, and this study specifically examines 8th graders. Data from these students at two time points (Time 1[T1] and Time 2 [T2]) over one school year showed a bidirectional positive association between autonomy support and time management. Moreover, higher levels of autonomy support at T1 led to higher T2 achievement. Finally, higher levels of time management at T1 resulted in higher T2 homework completion and achievement. This study extends previous research by integrating self-regulation and self-determination frameworks to examine homework behavior and performance with longitudinal data, offering far-reaching implications for research and practice, particularly emphasizing the dual importance of promoting autonomy support and time management.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"85 ","pages":"Article 101454"},"PeriodicalIF":2.6,"publicationDate":"2025-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143350861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring factors contributing to feedback-seeking strategies in L2 writing: An extended cost-value framework","authors":"Huiyuan Gu","doi":"10.1016/j.stueduc.2025.101453","DOIUrl":"10.1016/j.stueduc.2025.101453","url":null,"abstract":"<div><div>L2 writing research has primarily focused on motivation to write as an antecedent of feedback-seeking behavior (FSB). To date, few studies have considered L2 learners’ perceived costs and values of the feedback <em>per se</em>. To address this research gap, this study applies an extended cost-value framework to explore the predictive effects of L2 learners’ perceptions of the costs and values associated with teacher feedback on their strategies to seek teacher feedback (i.e., feedback monitoring and inquiry). Data were collected from 294 Chinese tertiary English learners using structured questionnaires and processed using partial least squares structural equation modeling. It was found that interest and utility values positively predicted both feedback monitoring and feedback inquiry. Effort cost negatively predicted feedback monitoring, whereas self-presentation cost negatively predicted feedback inquiry. The study also showed that interest value mediated the relationships between utility value and feedback strategies. The results of the study lend support to the postulations of the cost-value framework, establishing feedback perceptions as a proximal antecedent of feedback-seeking strategies in L2 writing. Practical implications on how to enhance feedback practices are discussed.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"85 ","pages":"Article 101453"},"PeriodicalIF":2.6,"publicationDate":"2025-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143195482","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}