Studies in Educational Evaluation最新文献_第7页

The influence of parental involvement on students’ non-cognitive abilities in rural ethnic regions of northwest China 父母参与对西北民族地区农村学生非认知能力的影响

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-02-22 DOI: 10.1016/j.stueduc.2024.101344

Lin Li, Han Liu, Yupan Kang, Yaojiang Shi, Zijian Zhao

{"title":"The influence of parental involvement on students’ non-cognitive abilities in rural ethnic regions of northwest China","authors":"Lin Li, Han Liu, Yupan Kang, Yaojiang Shi, Zijian Zhao","doi":"10.1016/j.stueduc.2024.101344","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101344","url":null,"abstract":"<div><p>The development of children’s non-cognitive abilities is crucial for both individuals and society as a whole. In this study, using a follow-up survey on 5369 primary students in rural ethnic regions of northwest China, we aim to examine the levels of parental involvement in rural ethnic regions and investigate its effect on students’ non-cognitive abilities. Our results show the following: first, parental involvement in rural ethnic regions of northwest China is quite low. Parents pay more attention to their children’s academic performance than to their non-cognitive abilities and the personal involvement is seriously lacking. Second, students from families with more favorable economic status, high parental education levels, non-migrant parents, and primary caregivers who are parents experience higher levels of parental involvement. Though Han students generally have higher maternal involvement and lower paternal involvement than minorities, the ethnic differences are reduced after controlling the covariates. Third, using the value-added model, after controlling for individual, family, class, county and baseline variables, we find that maternal behavioral and personal involvement and paternal cognitive and behavioral involvement have significant positive effects on children’s non-cognitive abilities. We use causal identification methods including propensity score matching and Mahalanobis distance matching to do the robustness test.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139935235","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 principal instructional leadership effects on the rural-urban instructional quality gap in China: The mechanism of teacher professional learning 试论校长教学领导力对中国城乡教学质量差距的影响教师专业学习的机制

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-02-21 DOI: 10.1016/j.stueduc.2024.101346

Liang Huang , Decheng Zhao , Shike Zhou

引用次数: 0

Self-regulated learning: Validating a task-specific questionnaire for children in elementary school 自我调节学习：验证针对小学儿童的特定任务问卷

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-02-17 DOI: 10.1016/j.stueduc.2024.101339

R. Ebbes , J.A. Schuitema , H.M.Y. Koomen , B.R.J. Jansen , M. Zee

{"title":"Self-regulated learning: Validating a task-specific questionnaire for children in elementary school","authors":"R. Ebbes , J.A. Schuitema , H.M.Y. Koomen , B.R.J. Jansen , M. Zee","doi":"10.1016/j.stueduc.2024.101339","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101339","url":null,"abstract":"<div><p>This paper describes the development and initial validation of the Cognition and Emotion/Motivation Regulation (CEMOR) questionnaire, a task-specific questionnaire for upper elementary school students that measures self-regulated learning (SRL). Using a multistep procedure, 22 items were developed, divided over five theory-informed dimensions (Planning, Monitoring, Cognition Control, Emotion/Motivation Control, and Reflecting). The CEMOR was applied in a math context. Children from grades 3–6 (<em>N</em> = 547, 54.7 % females) completed the CEMOR. Confirmatory factor analyses indicated that the five proposed scales have adequate to good model fit, with factor loadings ranging from .54 to .83, and acceptable to good composite reliability (ρ range = .75–.85). To find further validity support, the SRL scales were correlated with students’ performance on a math task, experienced emotions, and level of motivation during the task. Most correlations were statistically significant and in the expected direction. Hence, the CEMOR questionnaire shows promise as a new SRL instrument for elementary education.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X2400018X/pdfft?md5=52fc12281f89107cc3f5df85cb3bb36b&pid=1-s2.0-S0191491X2400018X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139898625","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}

引用次数: 0

Did the quality of internet services and related class structures affect educational achievement in Poland during COVID-19? 在 COVID-19 期间，互联网服务的质量和相关的阶级结构是否会影响波兰的教育成就？

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-02-15 DOI: 10.1016/j.stueduc.2024.101336

Jacek Liwiński , Steven G. Rivkin , Erwin R. Tiongson

引用次数: 0

Performance evaluation in teaching: Dissecting student evaluations in higher education 教学绩效评估：剖析高等教育中的学生评价

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-02-14 DOI: 10.1016/j.stueduc.2024.101342

Steve Cook , Duncan Watson , Robert Webb

{"title":"Performance evaluation in teaching: Dissecting student evaluations in higher education","authors":"Steve Cook , Duncan Watson , Robert Webb","doi":"10.1016/j.stueduc.2024.101342","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101342","url":null,"abstract":"<div><p>Numerous studies have highlighted the significant role of Student Evaluations of Teaching (SETs) as a key metric for assessing teaching quality in Higher Education (HE). Building upon these insights, our study introduces an innovative four-tiered model, derived from diverse research, to examine the reliability of SETs. This model addresses biases associated with SETs, delving into both statistical anomalies and cognitive biases, with particular emphasis on often-overlooked hidden context and timing factors. We reveal that these biases can distort SET scores, leading to potentially inaccurate representations of both individual and comparative academic performances. The implications of our research are significant for those influencing HE policy-making and performance evaluation. We echo previous calls for a more expansive approach to teaching effectiveness, essential for genuine insight into teaching quality. By adopting this perspective, HE can design better-informed strategies, ensuring policies and practices reflect the diverse nature of teaching excellence.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X2400021X/pdfft?md5=87499c57cca206a35638d071ace5318e&pid=1-s2.0-S0191491X2400021X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139738366","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}

引用次数: 0

Student Evaluation of Teaching: The analysis of measurement invariance across online and paper-based administration procedures of the Romanian version of Marsh’s Student Evaluations of Educational Quality scale 学生对教学的评价：对罗马尼亚版马什学生教育质量评价量表的在线和纸质施测程序的测量不变性分析

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-02-13 DOI: 10.1016/j.stueduc.2024.101340

Daniel E. Iancu , Laurenţiu P. Maricuţoiu , Marian D. Ilie

{"title":"Student Evaluation of Teaching: The analysis of measurement invariance across online and paper-based administration procedures of the Romanian version of Marsh’s Student Evaluations of Educational Quality scale","authors":"Daniel E. Iancu , Laurenţiu P. Maricuţoiu , Marian D. Ilie","doi":"10.1016/j.stueduc.2024.101340","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101340","url":null,"abstract":"<div><p>Student Evaluation of Teaching (SET) instruments can be administered online or with paper and pencil. These procedures involve different interactions between respondents and instruments which could cause errors when administrators and researchers want to compare or relate online results with paper-based results. This study aimed to analyze if the Romanian version of the Student Evaluations of Educational Quality instrument presents similar psychometric characteristics regardless if it is completed online or by paper and pencil. Data was collected from two groups of students (N = 809). One group completed the SEEQ on paper-pencil support (312 responders, 38.6%). The other group completed the scale for the same teachers and courses, but online and one year later. Psychometrical checks and measurement invariance analysis suggested that the Romanian version of SEEQ has passed the internal validity and reliability test and presented configural, metric, and scalar invariance across the results obtained from both administration procedures.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X24000191/pdfft?md5=7315e0b37310e6f3677862260ae9e50b&pid=1-s2.0-S0191491X24000191-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139731932","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}

引用次数: 0

Weakening achievement gap and strengthening school renewal: A multivariate multilevel approach incorporating changes among both students and teachers 缩小成绩差距，加强学校重建：纳入学生和教师变化的多变量多层次方法

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-02-09 DOI: 10.1016/j.stueduc.2024.101341

Xin Ma , Jianping Shen , Patricia Reeves , Zhenhui Piao

{"title":"Weakening achievement gap and strengthening school renewal: A multivariate multilevel approach incorporating changes among both students and teachers","authors":"Xin Ma , Jianping Shen , Patricia Reeves , Zhenhui Piao","doi":"10.1016/j.stueduc.2024.101341","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101341","url":null,"abstract":"<div><p>Using longitudinal data across Grades 3 to 5 on students and teachers from 123 elementary schools, we developed a multivariate multilevel model incorporating changes among both students and teachers to examine the relationship among schools between change in school racial-ethnic gap in academic achievement (English language arts and mathematics) and change in school renewal effort (by school principals). Across Grades 3 to 5, we found statistically significant improvement in school renewal effort, whereas the school racial-ethnic gap in academic achievement was statistically stable. In terms of their relationship, we found that, across Grades 3 to 5, improvement in school renewal effort were weakly correlated with enlargement in school racial-ethnic gap in academic achievement concerning English language arts (correlation = .10). Meanwhile, improvement in school renewal effort were marginally correlated with reduction in school racial-ethnic gap in academic achievement concerning mathematics (correlation = −.18).</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139719346","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 how students overclaim their English as a foreign language knowledge: A novel use of the overclaiming technique 研究学生如何将英语作为外语知识进行过度宣称：过度宣称技术的新颖运用

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-02-07 DOI: 10.1016/j.stueduc.2024.101338

Hana Vonkova , Ondrej Papajoanu , Angie Moore , Katerina Kralova

引用次数: 0

Whose and what values? Advancing and illustrating explicit specification of evaluative criteria in education 谁的价值观和什么价值观？推进和说明教育评价标准的明确规定

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-02-06 DOI: 10.1016/j.stueduc.2024.101335

Emily F. Gates , Rebecca M. Teasdale , Clara Shim , Haylea Hubacz

引用次数: 0

Engaging secondary school students with peer feedback in L2 writing classrooms: A mixed-methods study 让中学生在第二语言写作课堂上参与同伴反馈：混合方法研究

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-02-02 DOI: 10.1016/j.stueduc.2024.101337

Xiaolong Cheng , Lawrence Jun Zhang

{"title":"Engaging secondary school students with peer feedback in L2 writing classrooms: A mixed-methods study","authors":"Xiaolong Cheng , Lawrence Jun Zhang","doi":"10.1016/j.stueduc.2024.101337","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101337","url":null,"abstract":"<div><p>While recent decades have witnessed the proliferation of studies on peer feedback in L2 writing, little is known about how L2 learners engage affectively, behaviorally, and cognitively with this practice. To narrow this gap, the present study employing a mixed-methods approach examined L2 learners’ engagement with peer feedback in the Chinese secondary school context. Data were collected from a variety of sources over 12 weeks, including questionnaires, semi-structured interviews, writing journals, and learners’ first and revised writing samples. The results showed that the teacher’s scaffolding with systematic instruction comprising pre-feedback sessions, multiple feedback practices, and post-feedback reinforcement helped the participants engage with peer feedback proactively in affect, behavior, and cognition. Furthermore, the participants’ perception of their improvement in the three dimensions was also evident over the semester. Overall, this study demonstrates the role of teachers in student engagement and advances our understanding of L2 learner engagement with peer feedback. Additionally, it offers important pedagogical implications for fostering and promoting L2 learners’ engagement.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X24000166/pdfft?md5=e64e0b8961cc036e7e523bfea8ee88a2&pid=1-s2.0-S0191491X24000166-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139674574","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}

引用次数: 0