Studies in Educational Evaluation最新文献_第8页

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

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

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

Perceived formative assessment practices in homework and creativity competence: The mediating effects of self-confidence in learning and intrinsic motivation 家庭作业中的形成性评价做法与创造能力：学习自信心和内在动机的中介效应

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-06-29 DOI: 10.1016/j.stueduc.2024.101376

Yueyang Shao , Qimeng Liu , Yaoyao Dong , Jian Liu

{"title":"Perceived formative assessment practices in homework and creativity competence: The mediating effects of self-confidence in learning and intrinsic motivation","authors":"Yueyang Shao , Qimeng Liu , Yaoyao Dong , Jian Liu","doi":"10.1016/j.stueduc.2024.101376","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101376","url":null,"abstract":"<div><p>The aim of this study was to explore the impact mechanism of teachers' formative assessment on students' creativity competence. Herein, structural equation modeling (SEM) was utilized to investigate the potential mediating role of self-confidence in learning and intrinsic motivation based on large-scale longitudinal tracking data. The results indicate that, after controlling for pretests of creativity competence, socioeconomic status (SES), and gender, it was found that formative assessment practices have a direct and positive predictive power for creativity competence (the direct effect accounts for 39.4 %). Furthermore, formative assessment practices indirectly and positively predict creativity competence through the mediation of self-confidence in learning (the indirect effect accounts for 10.0 %) and intrinsic motivation (the indirect effect accounts for 50.6 %). We conclude that the main contribution from formative assessment to creativity may be in building an environment that fosters self-confidence in learning and intrinsic motivation.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101376"},"PeriodicalIF":2.6,"publicationDate":"2024-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141483720","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

Professional development at national scale: Effects on teacher knowledge and practice 全国范围的专业发展：对教师知识和实践的影响

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-06-27 DOI: 10.1016/j.stueduc.2024.101381

Magnus Österholm , Tomas Bergqvist , Yvonne Liljekvist , Jorryt van Bommel

引用次数: 0

Classroom heterogeneity and assessment for learning: Evidence from 47 countries using TALIS 2018 课堂异质性与学习评价：来自 47 个国家使用 TALIS 2018 的证据

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-06-10 DOI: 10.1016/j.stueduc.2024.101375

Youngshin Lim

{"title":"Classroom heterogeneity and assessment for learning: Evidence from 47 countries using TALIS 2018","authors":"Youngshin Lim","doi":"10.1016/j.stueduc.2024.101375","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101375","url":null,"abstract":"<div><p>Despite extensive research on Assessment for Learning (AfL) in the classroom, the importance of contextual factors as perceived by teachers remains underexplored. This study examines the extent to which elements of the classroom context, in particular heterogeneity, influence the frequency of AfL. Using 2018 TALIS data from 47 countries, this study found that teachers who perceived higher levels of heterogeneity in their classrooms conducted more frequent classroom assessments. The degree of AfL was most significantly influenced by the perception of heterogeneity among academically gifted students, followed by socioeconomically disadvantaged students, immigrant students, students whose first language is different from the language of instruction, and students with behavioral problems. Interestingly, when teachers perceive a higher proportion of low-achieving students, the frequency of AfL tends to decrease. These findings suggest that AfL can be used not only as a tool in circumstances where learning processes are challenging, but also as an approach to understanding and addressing the diverse learning potentials and backgrounds in the classroom.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101375"},"PeriodicalIF":3.1,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141303259","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

Small-class effects on science achievement in secondary education 小班对中学科学成绩的影响

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-05-18 DOI: 10.1016/j.stueduc.2024.101368

Ting Shen

引用次数: 0

How schools affect equity in education: Teaching factors and extended day programs associated with average achievement and socioeconomic achievement gaps 学校如何影响教育公平：与平均成绩和社会经济成绩差距相关的教学因素和延长日计划

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-05-04 DOI: 10.1016/j.stueduc.2024.101367

Max Nachbauer

{"title":"How schools affect equity in education: Teaching factors and extended day programs associated with average achievement and socioeconomic achievement gaps","authors":"Max Nachbauer","doi":"10.1016/j.stueduc.2024.101367","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101367","url":null,"abstract":"<div><p>The current study evaluates effects of teaching factors and extended day programs regarding both average achievement and socioeconomic achievement gaps. Analyses are based on data from the National Educational Panel Study in Germany. The sample comprises 1523 students in 120 classes in 71 secondary schools. The investigation period covers fifth grade to seventh grade. The dependent variable is mathematics achievement. Data are analyzed using intercept-and-slope-as-outcome models. Analyzes on teaching factors reveal that classroom management and cognitive activation increase average achievement. Forming heterogenous groups within the classroom reduces socioeconomic achievement gaps. Analyzes on extended day programs reveal that tutoring reduces socioeconomic achievement gaps. Homework supervision reduces average achievement and increases socioeconomic achievement gaps. Enrichment programs increase socioeconomic achievement gaps. Implications for research, policy and practice are drawn.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"82 ","pages":"Article 101367"},"PeriodicalIF":3.1,"publicationDate":"2024-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X24000464/pdfft?md5=d333c2b8f08af7febb3c55714ec4092b&pid=1-s2.0-S0191491X24000464-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140825909","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

Introducing the 3P conceptual model of internal quality assurance in higher education: A systematic literature review 介绍高等教育内部质量保证的 3P 概念模型：系统文献综述

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-04-16 DOI: 10.1016/j.stueduc.2024.101360

Matthijs Krooi , Jill Whittingham , Simon Beausaert

{"title":"Introducing the 3P conceptual model of internal quality assurance in higher education: A systematic literature review","authors":"Matthijs Krooi , Jill Whittingham , Simon Beausaert","doi":"10.1016/j.stueduc.2024.101360","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101360","url":null,"abstract":"<div><p>Institutions of higher education engage in internal quality assurance for teaching and learning in order to demonstrate legitimacy in the face of (societal) expectations, as well as to maintain and improve the quality of education. While the topic of quality assurance in higher education is a growing academic specialty, the evidence base for its impact on educational quality remains limited. Developing a shared language and understanding of concepts that enable further investigation of this phenomenon are key. The systematic literature review was conducted to shed light on the conceptualisation of internal quality assurance for teaching and learning. The thematic analysis revealed three interconnected dimensions of internal quality assurance: purpose, people and process. Based on these findings, an all-inclusive definition and a conceptual model were developed: the 3P model. This model promotes taking a contextualised and integral approach towards internal quality assurance by aligning purposes, people, and processes.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"82 ","pages":"Article 101360"},"PeriodicalIF":3.1,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X24000397/pdfft?md5=b46865988824e24b75e32bf515d33070&pid=1-s2.0-S0191491X24000397-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140554899","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