Studies in Educational Evaluation最新文献_第7页

Stages of teaching expertise from routine to adaptive: A model for advancing teaching effectiveness 从常规到适应性的教学专业知识阶段：提高教学效果的模式

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-11-10 DOI: 10.1016/j.stueduc.2025.101530

Barbara Brown, Sharon Friesen

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How perceived teaching autonomy predicts job satisfaction in China: The mediating role of self-efficacy and the moderating role of school climate 中国教师自主感知对工作满意度的影响：自我效能感的中介作用和学校氛围的调节作用

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-08-14 DOI: 10.1016/j.stueduc.2025.101498

Zhiyong Xie, Xueqiang Zou

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Peer parents’ educational expectations and student academic achievement: An intergenerational closure perspective from rural China 同辈父母的教育期望与学生学业成绩：来自中国农村的代际封闭视角

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-08-22 DOI: 10.1016/j.stueduc.2025.101508

Mi Zhou, Yinchuan Cao, Li Huang

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How school leadership and innovation shape instructional pathways to student achievement across nations: Evidence from multilevel structural equation modeling and decision tree analysis 学校领导和创新如何塑造各国学生成就的教学途径：来自多层次结构方程模型和决策树分析的证据

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-10-16 DOI: 10.1016/j.stueduc.2025.101521

Burak Aydın , Marjolein Fokkema , Nurullah Eryilmaz , Daniel Muijs , Ronny Scherer , Marcus Pietsch

{"title":"How school leadership and innovation shape instructional pathways to student achievement across nations: Evidence from multilevel structural equation modeling and decision tree analysis","authors":"Burak Aydın , Marjolein Fokkema , Nurullah Eryilmaz , Daniel Muijs , Ronny Scherer , Marcus Pietsch","doi":"10.1016/j.stueduc.2025.101521","DOIUrl":"10.1016/j.stueduc.2025.101521","url":null,"abstract":"<div><div>Educational leadership, innovation and teaching play essential roles in shaping student achievement. However, extant literature primarily has relied on linear modelling approaches and has not focused on substantively testing a theory. The present study employs multilevel structural equation modelling (ML-SEM) and multilevel decision trees (MLM trees) to investigate associations between school leadership, team innovation, cognitive activation and student achievement using PISA-TALIS 2018 linked data across seven countries: Australia; Colombia; Czech Republic; Denmark; Georgia; Malta; and Türkiye. The ML-SEM findings indicated no significant indirect effects from leadership on achievement. The MLM trees highlighted country-specific patterns in associations between school leadership, innovation and student achievement, revealing potential nonlinear relationships. These findings suggest that the relationship between leadership, instructional practices and achievement is highly context-dependent. The study contributes to the literature by offering a comparative analysis of ML-SEM and MLM trees, highlighting traditional linear models’ limitations in educational research.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101521"},"PeriodicalIF":2.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145325187","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 longitudinal exploration of EFL learners' peer feedback literacy development 英语学习者同伴反馈读写能力发展的纵向研究

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-10-15 DOI: 10.1016/j.stueduc.2025.101522

Fuhui Zhang , Di Li , Yuhuan Emma Zhao , Yifan Zhao

{"title":"A longitudinal exploration of EFL learners' peer feedback literacy development","authors":"Fuhui Zhang , Di Li , Yuhuan Emma Zhao , Yifan Zhao","doi":"10.1016/j.stueduc.2025.101522","DOIUrl":"10.1016/j.stueduc.2025.101522","url":null,"abstract":"<div><div>Although peer feedback literacy has been increasingly evidenced as a crucial factor in enhancing learning outcomes, its conceptual dimensions and longitudinal development remain underexplored. Adopting an explanatory sequential mixed-method design, the study identified core dimensions of peer feedback literacy based on 176 questionnaires, examined the development of these dimensions over one semester, and then enriched the examination through thematic analysis of peer feedback, revisions, and semi-structured interviews from six focal students. Triangulated results indicated growth in feedback-related knowledge and abilities, revision efficacy as well as sustainment of appreciation of peer feedback and negotiation agency across both high- and low-proficiency students. Key manifestations included a clearer understanding of writing skills, increased precision in diagnosing writing issues, and greater volume of revision. This study contributes to a refined conceptualization of peer feedback literacy in writing and elucidated its developmental progression. Practical implications for fostering peer feedback literacy have also been discussed.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101522"},"PeriodicalIF":2.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145325188","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

Grading after reform: How policy change affected teachers’ grading for university entrance qualifications 改革后的评分：政策变化如何影响教师的大学入学资格评分

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-11-27 DOI: 10.1016/j.stueduc.2025.101540

Vincent Schatz-Laliberté , Marko Lüftenegger

{"title":"Grading after reform: How policy change affected teachers’ grading for university entrance qualifications","authors":"Vincent Schatz-Laliberté , Marko Lüftenegger","doi":"10.1016/j.stueduc.2025.101540","DOIUrl":"10.1016/j.stueduc.2025.101540","url":null,"abstract":"<div><div>This paper investigates the impact of a 2020 Austrian grading reform on teachers’ grading practices for university entrance qualifications. The reform introduced a combined model integrating teacher-awarded classroom grades with standardized exam scores. Employing a sequential explanatory mixed-methods design, we analyze longitudinal data on classroom grades in German and Mathematics from 2017 to 2023, alongside 14 in-depth teacher interviews. Quantitative findings reveal significant grade inflation following the reform, particularly in Mathematics. Qualitative results offer insight into the reform’s influence on teachers’ grading behavior, highlighting a shift toward greater leniency and strategic decision-making to secure students’ passing of final exams. Teachers reported a decline in grading standards, along with increased internal conflict and external pressure, raising concerns about the credibility of final outcomes. These studies contribute to educational research by highlighting how policy changes can affect final grades and teacher decision-making, revealing far-reaching, unintended consequences of structural shifts in high-stakes contexts.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101540"},"PeriodicalIF":2.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145614210","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

Decoding the Raters’ mind: A metadiscourse investigation of ChatGPT vs EFL instructors in Business English Writing Assessment 解读评价者的心理：商务英语写作评估中ChatGPT与EFL教师的元语篇调查

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-11-29 DOI: 10.1016/j.stueduc.2025.101541

Yanrong Zhu , Manxia Dong

{"title":"Decoding the Raters’ mind: A metadiscourse investigation of ChatGPT vs EFL instructors in Business English Writing Assessment","authors":"Yanrong Zhu , Manxia Dong","doi":"10.1016/j.stueduc.2025.101541","DOIUrl":"10.1016/j.stueduc.2025.101541","url":null,"abstract":"<div><div>The rapid advancement of natural language processing (NLP) and artificial intelligence (AI) has led to the widespread applications of large language models such as ChatGPT across various fields, particularly in education. Despite this growing adoption, significant questions persist about their effectiveness in assessing English for Specific Purposes (ESP) writing, especially in specialized domains that require nuanced assessment criteria. This study aims to investigate ChatGPT’s performance in Business English (BE) writing assessment from a metadiscourse perspective, comparing its scoring patterns with those of qualified EFL instructors. The results reveal significant differences in scoring Content and Communicative Achievement (CA) dimensions between human and machine raters. Subsequent qualitative analysis demonstrates ChatGPT’s weakness in evaluating three critical aspects: digression, transitional coherence and tonal appropriateness. These findings suggest that, while AI tools show promise for basic writing assessment, their current capabilities fall short of addressing the complex rhetorical demands of professional business communication. The study concludes by proposing a hybrid assessment framework that strategically integrates AI efficiency with the contextual sensitivity of human raters. At present, such an approach is particularly valuable for high-stakes BE writing evaluation, where both linguistic accuracy and pragmatic competence require careful consideration. Future model improvements should explore architecture innovations—such as incorporating discourse parsing and pragmatic reasoning modules — to enhance their communicative depth and applicability across specialized writing contexts.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101541"},"PeriodicalIF":2.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145614211","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

Linking the first, second and third IEA science studies 将第一、二、三期IEA科学研究相结合

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-11-08 DOI: 10.1016/j.stueduc.2025.101529

Yuriko K. Sosa Paredes , Björn Andersson

引用次数: 0

Retention effects of instruction in self-regulation strategies in blended learning environments 混合学习环境下自我调节策略教学的记忆效应

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-11-05 DOI: 10.1016/j.stueduc.2025.101527

Jan Hein Eggers , Ron Oostdam , Joke Voogt , J.H. Zijlstra Bonne

{"title":"Retention effects of instruction in self-regulation strategies in blended learning environments","authors":"Jan Hein Eggers , Ron Oostdam , Joke Voogt , J.H. Zijlstra Bonne","doi":"10.1016/j.stueduc.2025.101527","DOIUrl":"10.1016/j.stueduc.2025.101527","url":null,"abstract":"<div><div>Self-regulation learning strategies are vital for academic success in blended learning. This study compares explicit and implicit instructional methods in fostering and retaining these strategies among university students. A randomized controlled trial with 100 s-year students at a Dutch University of Applied Sciences included pre-tests, post-tests, a one-year follow-up, and focus group interviews. Quantitative results showed significant short-term improvements in cognitive, metacognitive, motivational, and management strategies for students receiving explicit instruction, but no sustained gains after one year. Qualitative findings revealed that explicitly instructed students applied metacognitive strategies more proactively and showed greater intrinsic motivation, while the implicit group was more reactive with limited strategy use. The findings highlight the effectiveness of explicit instruction in fostering self-regulation, yet sustaining these effects remains difficult. Support is needed to preserve gains. This study offers insights for teachers and instructional designers aiming to enhance the long-term development of self-regulated learning in blended environments.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101527"},"PeriodicalIF":2.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145465915","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

Educational inequalities in Europe: A scoping review of longitudinal studies in K-12 education 欧洲的教育不平等：K-12教育纵向研究的范围审查

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-10-29 DOI: 10.1016/j.stueduc.2025.101523

Diego G. Campos , Antti Koskinen , Balázs Munkácsy , Victoria Rolfe , Panagiotis Patsis , Edit Tóth , Rolf V. Olsen , Ronny Scherer , Lena Söldner , Amory H. Danek , Samuel Greiff , Mari-Pauliina Vainikainen

{"title":"Educational inequalities in Europe: A scoping review of longitudinal studies in K-12 education","authors":"Diego G. Campos , Antti Koskinen , Balázs Munkácsy , Victoria Rolfe , Panagiotis Patsis , Edit Tóth , Rolf V. Olsen , Ronny Scherer , Lena Söldner , Amory H. Danek , Samuel Greiff , Mari-Pauliina Vainikainen","doi":"10.1016/j.stueduc.2025.101523","DOIUrl":"10.1016/j.stueduc.2025.101523","url":null,"abstract":"<div><div>Educational inequalities are a critical challenge. Understanding how these disparities emerge, evolve, and can be addressed requires longitudinal evidence. However, most existing research syntheses rely on cross-sectional data. In this scoping review, we map longitudinal research on educational inequalities among K–12 students in Europe. Drawing on 161 studies published between 1986 and 2024, we examined how disparities related to socioeconomic status, migration or ethnic background, gender, geographical location, or their intersections have been studied over time. Academic achievement and socioeconomic status were the most studied outcome and inequality dimensions, while inequalities in socio-emotional outcomes and geographical location received less attention. Four research clusters were also identified in the literature: individual psychological determinants, mechanisms of inequality, developmental patterns of inequality, and structural determinants of educational transitions. Overall, the findings underscore the heterogeneity of empirical approaches to longitudinal research on educational inequality in Europe and highlight gaps for future research.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101523"},"PeriodicalIF":2.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415565","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