Studies in Educational Evaluation最新文献_第7页

Evaluating technological interventions for developing teamwork competency in higher education: A systematic review and meta-ethnography 评估高等教育中培养团队合作能力的技术干预措施：系统回顾和元民族志

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-07-30 DOI: 10.1016/j.stueduc.2024.101382

Wenjie Hu , Cecilia Ka Yuk Chan

{"title":"Evaluating technological interventions for developing teamwork competency in higher education: A systematic review and meta-ethnography","authors":"Wenjie Hu , Cecilia Ka Yuk Chan","doi":"10.1016/j.stueduc.2024.101382","DOIUrl":"10.1016/j.stueduc.2024.101382","url":null,"abstract":"<div><p>Recent years have seen a surge in higher education educators employing technology to support students' holistic competency development. A rigorous evaluation is essential to ensure these technological interventions achieve their intended outcomes. This systematic review of 37 studies from January 2008 to March 2024 evaluates how technology assists in enhancing teamwork competencies in higher education. Using meta-ethnography, it synthesizes qualitative student feedback to assess the effectiveness and challenges of technology use. The findings reveal that technology integration helps students realize the importance of teamwork, understand team dynamics, develop practical skills, and foster team spirit. Additionally, technology's contribution to teamwork training includes boosting student engagement, facilitating the execution of team tasks, and advancing student self-reflection. However, technological interventions also present challenges, including increased training complexity, deviation from learning objectives, and negative impacts on motivation. These findings are crucial for educators aiming to develop effective technology-enhanced training programs to improve teamwork competencies.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101382"},"PeriodicalIF":2.6,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141940893","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

Moderation effects of teacher support and disciplinary climate on SES and reading relation in high and low globally competitive economies 在全球竞争力高和全球竞争力低的经济体中，教师支持和学科氛围对社会经济地位和阅读关系的调节作用

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-07-29 DOI: 10.1016/j.stueduc.2024.101389

Leifeng Xiao , Aohua Ni , Kit-Tai Hau

引用次数: 0

Do learners learn from corrective peer feedback? Insights from students 学习者会从同伴的纠正性反馈中学习吗？学生的见解

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-07-26 DOI: 10.1016/j.stueduc.2024.101385

Xue Jiang , Sarah Solomon Ironsi

引用次数: 0

New evidence on the impact of learning in a foreign language on educational outcomes 外语学习对教育成果影响的新证据

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-07-22 DOI: 10.1016/j.stueduc.2024.101386

Luis Pires , María-Jesús Mancebón , Mauro Mediavilla , José-María Gómez-Sancho

{"title":"New evidence on the impact of learning in a foreign language on educational outcomes","authors":"Luis Pires , María-Jesús Mancebón , Mauro Mediavilla , José-María Gómez-Sancho","doi":"10.1016/j.stueduc.2024.101386","DOIUrl":"10.1016/j.stueduc.2024.101386","url":null,"abstract":"<div><p>A Content and Language Integrated Learning (CLIL) method, in which some subjects are taught in a foreign language (English), was initiated in Spain in 2005 and has progressively extended to half of public schools. The results have been very positive; however, it has been argued that studying subjects in a foreign language may reduce the educational outcomes of students. This paper evaluates this criticism in the Madrid bilingual program adopting a Propensity Score Matching approach, with the PISA 2015 and 2018 data. The model defines a homogenous student subsample from bilingual and nonbilingual schools in terms of the observable characteristics that may jointly influence both the selection of school type and educational scores. Our results, robust to the sample and unobservable hidden bias, indicate that the Madrid bilingual program, in addition to improving students' English level, does not reduce the skills of subjects taught in English or in Spanish.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101386"},"PeriodicalIF":2.6,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X24000658/pdfft?md5=c5de668aa4453e1ecd08f5c0bd14adfb&pid=1-s2.0-S0191491X24000658-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141960582","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

The long-term effect of alternative education on self-regulated learning: A comparison between Montessori, Dalton, and traditional education 替代教育对自我调节学习的长期影响：蒙特梭利、道尔顿和传统教育的比较

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-07-04 DOI: 10.1016/j.stueduc.2024.101380

Vivian E. Morssink-Santing , Symen van der Zee , Lida T. Klaver , Jaap de Brouwer , Patrick H.M. Sins

{"title":"The long-term effect of alternative education on self-regulated learning: A comparison between Montessori, Dalton, and traditional education","authors":"Vivian E. Morssink-Santing , Symen van der Zee , Lida T. Klaver , Jaap de Brouwer , Patrick H.M. Sins","doi":"10.1016/j.stueduc.2024.101380","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101380","url":null,"abstract":"<div><p>With the rise of secondary alternative schools in the Netherlands, such as Montessori and Dalton, research into its effectiveness has become crucial. Alternative schools’ greater focus on autonomy and independence may better equip students with the self-regulated learning (SRL) skills essential for higher education. The aim of this study is to investigate the transition of secondary (alternative) education to higher education. More specifically, former Dalton (<em>N</em> = 184), Montessori (<em>N</em> = 150), and regular (<em>N</em> = 8614) secondary education students are compared on the perceived fit between secondary education and higher education, for example in regard to learning to work together and work alone, and SRL skills in a bootstrapped hierarchical regression. Results show that former Dalton students rate the fit of their secondary education to their higher education significantly better than students who attended regular education. No other significant differences were found when comparing Montessori and regular education students regarding fit, or when comparing both Montessori and Dalton to regular education regarding the SRL skills of students. Alternative explanations regarding the differences between alternative and regular educations are discussed.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101380"},"PeriodicalIF":2.6,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X24000592/pdfft?md5=093d8493b1f1b5db3cde447c61b696d4&pid=1-s2.0-S0191491X24000592-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141541990","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

Admission testing, pre-academic exam self-efficacy, and retention. A prospective cohort study 入学测试、学业考试前自我效能感和保留率。前瞻性队列研究

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-07-02 DOI: 10.1016/j.stueduc.2024.101383

Lotte Dyhrberg O’Neill , Tine Nielsen

引用次数: 0

Unexpected gender differences in teacher ratings of academic skills and school track recommendations 教师对学生学业技能的评价和学校轨道建议中的意外性别差异

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-07-02 DOI: 10.1016/j.stueduc.2024.101384

Isa Steinmann

{"title":"Unexpected gender differences in teacher ratings of academic skills and school track recommendations","authors":"Isa Steinmann","doi":"10.1016/j.stueduc.2024.101384","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101384","url":null,"abstract":"<div><p>Previous research suggests that girls get better school marks and are more often recommended for academic school tracks after primary school. Using data from a representative sample of 4529 students who were followed longitudinally between grades 1–4 in Germany, this study adds nuance to this picture. In simple logistic regression models, girls were found to get more favourable teacher ratings in terms of language and written skills and more favourable school track recommendations, while boys got better teacher ratings in terms of nature knowledge and mathematical skills. In models that included control variables (achievement test scores, teacher-rated ability to concentrate, teacher-rated social skills, and teacher-rated personality characteristics), gender gaps shifted to the boys’ advantage, with written skills remaining the only domain with female advantages. Linear growth models showed that in three out of four cases, gender gaps in teacher-rated skills widened over the course of primary school.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101384"},"PeriodicalIF":2.6,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X24000634/pdfft?md5=22845738e1f998a37374c3e1304995a0&pid=1-s2.0-S0191491X24000634-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141541989","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

Developing career-related skills through project-based learning 通过项目式学习培养与职业相关的技能

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-07-02 DOI: 10.1016/j.stueduc.2024.101378

Yoonhee Lee, Bora Lee

引用次数: 0

Learning together through collaborative writing: The power of peer feedback and discussion in doctoral writing groups 通过合作写作共同学习：博士写作小组中同行反馈和讨论的力量

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-07-01 DOI: 10.1016/j.stueduc.2024.101379

Basil Cahusac de Caux , Lynette Pretorius

{"title":"Learning together through collaborative writing: The power of peer feedback and discussion in doctoral writing groups","authors":"Basil Cahusac de Caux , Lynette Pretorius","doi":"10.1016/j.stueduc.2024.101379","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101379","url":null,"abstract":"<div><p>This paper explores the power of collaborative peer feedback within doctoral writing groups by examining the effects of the feedback process that was implemented as part of a book project. Using <em>communities of practice</em> as a guiding theoretical framework, we identify that participants discovered how working together helped them foster collegiality, trust, and collective learning. Furthermore, writing group members felt that collaborative peer feedback helped them develop a shared repertoire and understanding of academic writing and publishing. Participants perceived collaborative peer feedback as a way to improve academic writing proficiency, build self-esteem, and foster confidence. Importantly, participants saw the experiential learning process applied in this book project as a way to discover previously tacit understandings or obscure practices in academia. Consequently, the findings of this study demonstrate that collaborative peer feedback within a safe space can foster learning-focused feedback when students are active and reflexive agents in the feedback process.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101379"},"PeriodicalIF":2.6,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X24000580/pdfft?md5=409eb0fc4ad5d44c2dc5dedbc66593ce&pid=1-s2.0-S0191491X24000580-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141480491","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

Estimating the dimensionality of learning: The model for decomposed change 估计学习的维度：分解变化模型

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-07-01 DOI: 10.1016/j.stueduc.2024.101377

Denis Federiakin , Olga Zlatkin-Troitschanskaia , William B. Walstad

{"title":"Estimating the dimensionality of learning: The model for decomposed change","authors":"Denis Federiakin , Olga Zlatkin-Troitschanskaia , William B. Walstad","doi":"10.1016/j.stueduc.2024.101377","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101377","url":null,"abstract":"<div><p>Psychometrics traditionally has assumed that the changes occurring during learning have the same dimensionality as the targeted construct. This approach is akin to understanding learning as climbing a mountain: for each ability a student can increase their ability, decrease it, or not change it. However, an alternative approach has recently been suggested – learning score analysis. This analysis is grounded in the assumption that students “slide through” the curriculum rather than “climb it”: they forget something to learn something. This approach suggests that positive and negative dynamics can occur at the same time. This suggestion is also supported by the evidence from cognitive psychology that learning and forgetting are separate cognitive processes. Hence, we contrast the traditional approach to conceptualizing growth and change to the alternative approach. We use IRT-based modeling to compare the results from both approaches, and show that the alternative approach provides more insight into learning.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101377"},"PeriodicalIF":2.6,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X24000567/pdfft?md5=37c8349e8748278ba6484be3b803adee&pid=1-s2.0-S0191491X24000567-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141480492","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