Studies in Educational Evaluation最新文献_第5页

Analysis of intercultural competencies in pre-service teacher education syllabus in Spain 西班牙职前教师教育大纲中的跨文化能力分析

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-10-25 DOI: 10.1016/j.stueduc.2025.101524

Ángela Martín-Gutiérrez , Nelcy Yoly Valencia-Olivero , Daria Mottareale-Calvanese

{"title":"Analysis of intercultural competencies in pre-service teacher education syllabus in Spain","authors":"Ángela Martín-Gutiérrez , Nelcy Yoly Valencia-Olivero , Daria Mottareale-Calvanese","doi":"10.1016/j.stueduc.2025.101524","DOIUrl":"10.1016/j.stueduc.2025.101524","url":null,"abstract":"<div><h3>Background</h3><div>The proportion of immigrant pupils has been increasing in recent years and will continue to do so owing to the aging of the population and the increase in migration. This poses a challenge for teachers as there is little evidence of teacher training in Intercultural Competence (IC).</div></div><div><h3>Aims</h3><div>This study determined Spanish pre-service teachers’ perceptions about the training they received in IC and their interest in receiving it. It also analyses the presence of IC (knowledge, attitudes, and skills) in the objectives of the syllabi of the courses of the degrees that qualify for the teaching profession in Spain.</div></div><div><h3>Methods</h3><div>A validated survey was used to obtain teacher profiles and information on IC training. A rubric was designed to collect information on the objectives proposed by the subjects of the degrees that qualify future teachers in Spain. A total of 224 pre-service teachers were surveyed, and 185 university degrees qualified for the teaching profession were analysed. Specifically, 226 participants had syllabi.</div></div><div><h3>Results</h3><div>Pre-service teachers in Spain acknowledged that they did not feel interculturally competent. However, they were interested in the training. The analysis of the curricula (bachelor's and master's) confirmed areas of improvement in the knowledge, attitudes, and skills dimensions of IC.</div></div><div><h3>Conclusion</h3><div>This study reveals a gap in university education in Spain, which is unable to respond to the demands of an increasingly diverse society and prepare teachers to meet the challenges of intercultural classrooms.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101524"},"PeriodicalIF":2.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145362090","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’ language assessment literacy: Exploring its construct and contextual factors 教师语言评价素养：建构与语境因素探讨

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-11-04 DOI: 10.1016/j.stueduc.2025.101525

Jing Zhang , Guoxing Yu, William Browne

{"title":"Teachers’ language assessment literacy: Exploring its construct and contextual factors","authors":"Jing Zhang , Guoxing Yu, William Browne","doi":"10.1016/j.stueduc.2025.101525","DOIUrl":"10.1016/j.stueduc.2025.101525","url":null,"abstract":"<div><div>The importance of teachers’ language assessment literacy (LAL) has been widely acknowledged. However, due to its multifaceted, contextually situated, all-encompassing, and evolving nature, there remains a lack of clarity regarding what teachers’ LAL entails. Given that specific assessment contexts shape teachers’ LAL, there is a growing consensus on the need to develop context-specific LAL frameworks. This study targets university English teachers in China and adopts a mixed-methods approach, involving a large-scale survey (N = 1045) and follow-up interviews with 56 participants, to explore the construct of teachers’ LAL and its influencing factors. The survey asked teachers to rate the level of competence they believe they need across various areas of language assessment theory and practice. An exploratory factor analysis of the survey data yielded a 12-component framework of LAL, covering key assessment domains such as classroom-based assessment, standardized testing, and digital language assessment. The framework also reflects contextual characteristics specific to the Chinese university English-teaching environment. For EFL teachers in Chinese universities, the findings indicate that their LAL is shaped by both institutional constraints and personal beliefs and attitudes toward assessment—with institutional factors playing a mediating role. While teachers’ demographic variables had limited influence on their perceptions of LAL, their managerial responsibilities and research engagement exerted the most significant impact.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101525"},"PeriodicalIF":2.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145465914","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

Improving teachers' beliefs about using student feedback: Can professional learning communities make a difference? 提高教师使用学生反馈的信念：专业学习社区能有所作为吗？

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-11-15 DOI: 10.1016/j.stueduc.2025.101534

Lucas Silva-Didier , Kim Schildkamp , Adrie J. Visscher , Roel J. Bosker

{"title":"Improving teachers' beliefs about using student feedback: Can professional learning communities make a difference?","authors":"Lucas Silva-Didier , Kim Schildkamp , Adrie J. Visscher , Roel J. Bosker","doi":"10.1016/j.stueduc.2025.101534","DOIUrl":"10.1016/j.stueduc.2025.101534","url":null,"abstract":"<div><div>Although the use of student perceptions of teaching quality has been promoted as a tool for instructional improvement, its adoption in practice remains challenging. Teachers’ beliefs play a key role in whether such data is embraced or resisted. This study examined the implementation and effects of a teacher professional development program on teachers’ beliefs about using student perceptions of teaching quality data. In 15 Chilean schools, teachers worked in professional learning communities. Pre and post-surveys with 39 teachers assessed affective and instrumental attitudes, perceived controllability, and self-efficacy. Implementation of key activities (e.g., discussing student perceptions of teaching quality data with students) was limited, and beliefs did not change significantly during the program. Correlational analyses indicated that participants with higher baseline beliefs were more likely to show decreases after the program. High pre-test scores, short duration, and partial implementation constrained the program’s outcomes.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101534"},"PeriodicalIF":2.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145519822","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

Searching for long-term reciprocal effects between achievement and interest in cooperative education programme 探索合作教育项目的成绩与兴趣之间的长期互惠效应

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-11-21 DOI: 10.1016/j.stueduc.2025.101537

Steffen Wild

引用次数: 0

Growth teaching mindset and work engagement: The chain mediating roles of professional development and teaching self-efficacy 成长型教学心态与工作投入：专业发展与教学自我效能感的链式中介作用

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-08-18 DOI: 10.1016/j.stueduc.2025.101506

S. Yahya Hejazi , Majid Sadoughi

{"title":"Growth teaching mindset and work engagement: The chain mediating roles of professional development and teaching self-efficacy","authors":"S. Yahya Hejazi , Majid Sadoughi","doi":"10.1016/j.stueduc.2025.101506","DOIUrl":"10.1016/j.stueduc.2025.101506","url":null,"abstract":"<div><div>Teaching English as a second/foreign language (L2) is a demanding profession often accompanied by emotional and professional challenges. Given the protective role of work engagement in fostering teacher well-being and effectiveness, this study explored one of its potential antecedents: growth teaching mindset, i.e., teachers’ beliefs in malleability of their teaching skills. Specifically, it examined whether professional development (PD) and teaching self-efficacy sequentially mediate the relationship between growth teaching mindset and work engagement. Data were collected from 263 teachers and analyzed using structural equation modelling (SEM). Results showed that growth teaching mindset positively predicted work engagement both directly and indirectly. Teachers with stronger growth beliefs reported greater participation in PD activities and higher self-efficacy, which consequently enhanced their engagement. These findings suggest that cultivating growth-oriented beliefs and investing in continuous PD opportunities can strengthen teacher engagement. Language centers are recommended to promote such beliefs among their pre-service and in-service teachers through targeted institutional support and training.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101506"},"PeriodicalIF":2.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144866909","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 the effects of online peer feedback on tertiary students’ peer feedback literacy in English writing: Focusing on design elements 探讨网络同伴反馈对大学生英语写作同伴反馈素养的影响：以设计元素为中心

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-09-13 DOI: 10.1016/j.stueduc.2025.101516

Fulan Liu , Wenyun Luo

{"title":"Exploring the effects of online peer feedback on tertiary students’ peer feedback literacy in English writing: Focusing on design elements","authors":"Fulan Liu , Wenyun Luo","doi":"10.1016/j.stueduc.2025.101516","DOIUrl":"10.1016/j.stueduc.2025.101516","url":null,"abstract":"<div><div>Online peer feedback (OPF) has been proposed as a potential strategy to enhance students’ feedback literacy in writing. However, controversies exist over how OPF can be designed and implemented to produce expected impacts on learning. Er et al. (2021) proposed a framework of peer feedback with three interconnected stages. Adopting that framework, the present study focused on five elements (i.e., <em>training, provision of assessment criteria, online group peer review, asynchronous discussions, and multiple revision opportunities</em>) through the three stages of OPF to investigate the effects on peer feedback literacy over a 12-week intervention in an English writing course for Chinese undergraduates. Data collection instruments comprised pre- and post-study questionnaires, and semi-structured interviews. Results revealed that students perceived an improvement in their peer feedback literacy. Eight focal participants shared their experience and reflections, coded into five categories, namely, appreciation of peer feedback, cooperative learning ability, willingness to participate, feedback-related knowledge and abilities, and gains from giving peer feedback. Specifically, it was found that interaction existed between students’ peer feedback literacy and the design elements in the online peer feedback activities. Based on the findings, suitable OPF design for EFL students is discussed and pedagogical implications for enhancing peer feedback literacy are provided.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101516"},"PeriodicalIF":2.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049279","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

School accountability and teachers’ grading in a low-stakes system: Evidence from a randomized monitoring experiment in Italy 低风险系统中的学校问责制和教师评分：来自意大利随机监测实验的证据

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-11-25 DOI: 10.1016/j.stueduc.2025.101538

Francesco Balzaretti , Moris Triventi

{"title":"School accountability and teachers’ grading in a low-stakes system: Evidence from a randomized monitoring experiment in Italy","authors":"Francesco Balzaretti , Moris Triventi","doi":"10.1016/j.stueduc.2025.101538","DOIUrl":"10.1016/j.stueduc.2025.101538","url":null,"abstract":"<div><div>This study investigates the impact of a large-scale randomized repeated external monitoring program on teachers’ grading practices in a low-stakes accountability system. We leverage the repeated random assignment of external monitors in Italian primary schools between 2012 and 2015 to estimate the causal effects of this accountability tool on school-level grading. Drawing on comprehensive administrative data (INVALSI-SNV) covering the universe of fifth-grade students, we employ a staggered difference-in-differences design to estimate short- and medium-term effects on average grades and teachers’ grading leniency. Our analysis reveals that the monitoring program has no measurable impact on teachers’ grading. These findings suggest that grading - an entrenched and locally governed pedagogical practice - remains largely unaffected by episodic external monitoring when embedded in a low-stakes context. More broadly, the study highlights the limits of soft accountability mechanisms in shaping professional norms and reducing grading disparities in education systems without formal performance-based incentives.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101538"},"PeriodicalIF":2.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145614209","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

Resilience enables innovation: Understanding the psychological pathways and temporal dynamics of innovative teaching in rural schools 弹性促进创新：理解农村学校创新教学的心理路径和时间动态

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-09-20 DOI: 10.1016/j.stueduc.2025.101515

Na Wang , Haijun Du , Nana Guo , Junli Xing

引用次数: 0

The mediating role of student growth mindset between teacher feedback, peer collaboration, and creative thinking dispositions 学生成长心态在教师反馈、同伴合作与创造性思维倾向之间的中介作用

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-11-04 DOI: 10.1016/j.stueduc.2025.101526

Quoc Hoa Tran-Duong , Dung Do-Hung

{"title":"The mediating role of student growth mindset between teacher feedback, peer collaboration, and creative thinking dispositions","authors":"Quoc Hoa Tran-Duong , Dung Do-Hung","doi":"10.1016/j.stueduc.2025.101526","DOIUrl":"10.1016/j.stueduc.2025.101526","url":null,"abstract":"<div><div>Creative thinking dispositions play a crucial role in shaping students' ability to solve complex problems, adapt to change, and generate original ideas. However, the mechanisms through which teacher feedback and peer collaboration influence creative thinking dispositions are not yet fully understood. The primary aim of this study was to explore the mediating role of growth mindset in the relationship between teacher feedback, peer collaboration, and creative thinking dispositions. Data were collected from 681 undergraduate students, and the partial least squares structural equation modeling was employed for data analysis. The findings indicated that the relationship between peer collaboration and creative thinking dispositions was fully mediated by growth mindset, whereas the effect of teacher feedback on creative thinking dispositions was partially mediated by growth mindset. By interconnecting teacher feedback, peer collaboration, and growth mindset into educational practices, educators can create a supportive environment that fosters creative thinking dispositions.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101526"},"PeriodicalIF":2.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145465913","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

Cross-cultural examination of teacher-child dependency and relationship quality across Greece and China 希腊和中国师生依赖和关系质量的跨文化研究

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-11-14 DOI: 10.1016/j.stueduc.2025.101533

Anastasia Vatou , Weiyi Xie , Katerina Krousorati , Xiao Zhang , Athanasios Gregoriadis

{"title":"Cross-cultural examination of teacher-child dependency and relationship quality across Greece and China","authors":"Anastasia Vatou , Weiyi Xie , Katerina Krousorati , Xiao Zhang , Athanasios Gregoriadis","doi":"10.1016/j.stueduc.2025.101533","DOIUrl":"10.1016/j.stueduc.2025.101533","url":null,"abstract":"<div><div>This cross-cultural study investigated the factorial structure and the measurement invariance of the Teacher-Child Dependency Scale (TCDS) and Student-Teacher Relationship Scale (STRS-SF) in Greece and China. The sample consisted of 346 children (Greece: 170, China: 176) and 44 teachers across 18 Early Childhood Education and Care (ECEC) settings. A two-factor structure of the TCDS - emotional dependency and physical dependency was supported and found to be invariant across cultures. Chinese teachers reported higher levels of closeness and physical dependency than their Greek counterparts, whereas emotional dependency was similar across countries. Teacher-child closeness negatively predicted internalizing and externalizing problems in both contexts. However, cultural differences emerged: emotional dependency significantly predicted behavioral issues in Greek children, whereas physical dependency played a more prominent role in internalizing issues for Chinese children. These results highlight the role of cultural contexts in shaping teacher-child relationships and suggest the need for culturally tailored practices and interventions in ECEC.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101533"},"PeriodicalIF":2.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145519824","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