Studies in Educational Evaluation最新文献_第9页

Peer feedback modelling needs in online higher education an exploratory study 网络高等教育中同伴反馈建模需要进行探索性研究

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-09-01 Epub Date: 2025-05-01 DOI: 10.1016/j.stueduc.2025.101464

Maartje Henderikx, Emmy Vrieling-Teunter, Francois Molin, Rob Nadolski

{"title":"Peer feedback modelling needs in online higher education an exploratory study","authors":"Maartje Henderikx, Emmy Vrieling-Teunter, Francois Molin, Rob Nadolski","doi":"10.1016/j.stueduc.2025.101464","DOIUrl":"10.1016/j.stueduc.2025.101464","url":null,"abstract":"<div><div>Peer feedback (PFB) is considered a reliable and beneficial method for supporting learning and interaction. However, PFB is a complex skill that needs explicit instruction through modelling. To leverage the positive effects, a theoretical and pedagogy-driven application of PFB - namely scaffolded PFB modelling - was integrated into an online higher education academic writing course. To address needs-driven modifications of PFB within this course, students were surveyed after course completion to provide insights into their additional supporting needs about PFB. In total, 173 students answered reflective questions and six students were interviewed. Their responses were analyzed using Atlas.ti. Analyses showed that the need for PFB modelling was especially shown in the phases of observation and emulation. Students indicated the need for examples, additional (step-by-step) instructional materials, and the opportunity for guided practice and additional teacher feedback. In addition, students also provided suggestions to improve the PFB process; most of these suggestions were related to the online aspect of the course and its negative influence on interaction possibilities, which impeded communication and the development of trust and relationships among students. These results demonstrate that a pedagogy-driven application of PFB in an online higher education course requires a needs-driven, context-dependent redesign of PFB assignment(s), especially in the observation- and emulation modelling phases with extra attention to interaction.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101464"},"PeriodicalIF":2.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143891887","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

Understanding the role of school experiences in the wellbeing of girls, SEN and low SES students: A self-determination theory approach 理解学校经历在女孩、特殊教育学生和低社会经济地位学生的幸福感中的作用：一种自我决定理论方法

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-09-01 Epub Date: 2025-07-10 DOI: 10.1016/j.stueduc.2025.101489

Caoimhe Dempsey , Emma Farrell , Selina McCoy

引用次数: 0

Thin slices of teaching behavior: Video observation as complement to the assessment of teaching quality and teacher training interventions 教学行为的薄片：视频观察作为教学质量评估和教师培训干预的补充

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-09-01 Epub Date: 2025-07-08 DOI: 10.1016/j.stueduc.2025.101486

Philipp Beuchel , Jana Groß Ophoff , Colin Cramer

{"title":"Thin slices of teaching behavior: Video observation as complement to the assessment of teaching quality and teacher training interventions","authors":"Philipp Beuchel , Jana Groß Ophoff , Colin Cramer","doi":"10.1016/j.stueduc.2025.101486","DOIUrl":"10.1016/j.stueduc.2025.101486","url":null,"abstract":"<div><div>In research on teaching and teachers, there is a need for valid and economic methods of assessing teaching quality. One approach to such assessment of teaching quality is the so-called <em>thin slices</em> method of video observations—short sequences judged by briefly trained raters. Until now, this method has been used on cross-sectional data only, and not in studies evaluating professional development programs of teachers. In this study, ratings of 41 teacher trainees were cross-validated with student judgments (<em>N</em> = 806) of the same observed lessons in the context of a mindfulness intervention study. For the aspects <em>Disturbances</em>, <em>Time Efficiency</em>, and <em>Student Support</em>, the agreement of students’ and external raters’ ratings was established, underscoring the criterion validity. Additionally, ratings based on the thin slices method were sensitive enough to detect general time effects during teacher training and training effects of an intervention for teachers both on classroom disturbances.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101486"},"PeriodicalIF":2.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144571805","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

Preparing assessment literate teachers: A cross-national trend analysis 培养具有评价素养的教师：跨国趋势分析

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-09-01 Epub Date: 2025-07-12 DOI: 10.1016/j.stueduc.2025.101485

Serafina Pastore , Davide Azzolini , Sonia Marzadro , Francesco Ottaviani

{"title":"Preparing assessment literate teachers: A cross-national trend analysis","authors":"Serafina Pastore , Davide Azzolini , Sonia Marzadro , Francesco Ottaviani","doi":"10.1016/j.stueduc.2025.101485","DOIUrl":"10.1016/j.stueduc.2025.101485","url":null,"abstract":"<div><div>Preparing teachers for assessment (i.e., assessment literacy) represents a contested issue, both at the educational policy and practice levels. Entering this debate, we explored patterns of initial teacher education (ITE), continuous professional development (CPD), assessment practices, and teachers’ learning needs in the assessment domain. Using data from the IEA-PIRLS teacher questionnaire (2011–2021) and the OECD-TALIS (2008–2018), a cross-national trend analysis was performed. Variability across countries and over time was found in both ITE and CPD. Furthermore, a mismatch emerged between perceived professional needs in the assessment domain and ITE and CPD paths. Teachers’ use of assessment strategies also varies, with homework being the most common practice among primary teachers - often in summative forms - while formative feedback and self-assessment are more frequent in lower secondary schools. Highlighting limitations in current large-scale survey instruments, this study calls for better alignment between teacher preparation and current models of assessment literacy.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101485"},"PeriodicalIF":2.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144604498","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

Teaching through interactions as framework and tool to promote dialogue and coherence in multidisciplinary teacher education and development 以互动教学作为框架和工具，促进多学科教师教育和发展的对话和一致性

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-09-01 Epub Date: 2025-07-18 DOI: 10.1016/j.stueduc.2025.101490

Erik C. Fooladi , Kari Hasle , Elisabeth Innselset , Bjørnar Sæterås , Stine Ekornes

{"title":"Teaching through interactions as framework and tool to promote dialogue and coherence in multidisciplinary teacher education and development","authors":"Erik C. Fooladi , Kari Hasle , Elisabeth Innselset , Bjørnar Sæterås , Stine Ekornes","doi":"10.1016/j.stueduc.2025.101490","DOIUrl":"10.1016/j.stueduc.2025.101490","url":null,"abstract":"<div><div>The present work is an investigation into how the framework for teaching quality, Teaching through Interactions (TTI), can function as a tool for the supervision of pre-service teacher students and promote coherence in multidisciplinary contexts. Ten pre-service teacher students’ lessons were analysed using the TTI-based observation manual Classroom Assessment Scoring System, CLASS, giving rise to three strategies for utilising the framework: (a) comparing individual teacher students’ CLASS scores with data from published studies; (b) identifying and exploring CLASS dimensions with high internal variability among teacher students or school subjects; and (c) starting from a subject-specific theoretical perspective, exploring quantitative and qualitative aspects of a selected CLASS dimension. These approaches provide common language to promote coherence across subjects and between theory and practice, expanding CLASS as a tool in multidisciplinary contexts. This remedies some of the challenges with generic observation systems whilst maintaining a language that is useful across subject boundaries.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101490"},"PeriodicalIF":2.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144656566","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

Reducing educational disadvantage across post-primary schools: Evidence from the first decade of the DEIS plan in Ireland 减少小学后学校的教育劣势：来自爱尔兰DEIS计划第一个十年的证据

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-09-01 Epub Date: 2025-05-10 DOI: 10.1016/j.stueduc.2025.101466

Lorraine Gilleece , Aidan Clerkin , Darragh Flannery

引用次数: 0

Searching for effective teacher practices during play to promote student learning outcomes 在游戏过程中寻找有效的教师实践，以促进学生的学习成果

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-09-01 Epub Date: 2025-05-07 DOI: 10.1016/j.stueduc.2025.101473

Victoria Michaelidou

引用次数: 0

Exploring Chinese stakeholders’ perceptions of school inspection criteria in demonstrating educational quality: Do discrepancies in opinions reflect different school contexts? 探讨中国利益相关者对学校检查标准在展示教育质量方面的看法：意见的差异是否反映了不同的学校背景？

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-09-01 Epub Date: 2025-06-23 DOI: 10.1016/j.stueduc.2025.101481

Hong Zheng , Sally M. Thomas

{"title":"Exploring Chinese stakeholders’ perceptions of school inspection criteria in demonstrating educational quality: Do discrepancies in opinions reflect different school contexts?","authors":"Hong Zheng , Sally M. Thomas","doi":"10.1016/j.stueduc.2025.101481","DOIUrl":"10.1016/j.stueduc.2025.101481","url":null,"abstract":"<div><div>This study investigates whether discrepancies exist in stakeholder perceptions of the, importance and relevance of school inspection criteria for demonstrating educational, quality in different school contexts in one Chinese city, as well as the underlying factors, that may explain any identified discrepancies. A mixed-methods design was employed, involving a stakeholder questionnaire conducted in 10 schools (n = 364) followed by, interviews (n = 13). The findings demonstrated that differences do exist between, schools in teachers’ priorities for school inspection indicators and in particular there, were statistically significant differences between one urban low-performing school and all other schools. The interview evidence from the urban low-performing school was, contrasted with perspectives from local policy makers and teachers in other schools., Overall, the findings demonstrate that inspection processes and school improvement, could be better promoted by more involvement of teachers and local stakeholders’, voices, acknowledging local contexts and strengthening teaching and learning, processes, particularly for disadvantaged schools.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101481"},"PeriodicalIF":2.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144338439","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 performance and inequality of opportunities in Latin America 拉丁美洲的学校表现与机会不平等

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-09-01 Epub Date: 2025-07-30 DOI: 10.1016/j.stueduc.2025.101497

Juliane Borchers , Marina Silva da Cunha

{"title":"School performance and inequality of opportunities in Latin America","authors":"Juliane Borchers , Marina Silva da Cunha","doi":"10.1016/j.stueduc.2025.101497","DOIUrl":"10.1016/j.stueduc.2025.101497","url":null,"abstract":"<div><div>This research investigates the main determinants of educational outcomes for students aged 15–16 in Latin America, aiming to identify differences among countries. To achieve this, data from the 2018 Programme for International Student Assessment (PISA) were examined using the education production function and multilevel regression, considering both the impacts created by schools and the characteristics of students and their families, as well as in-school process variables such as instructional practices and learning environment dynamics. Not only do the results show differences in school performance in Latin American countries, but also that failing grades and insecurity faced by the students worsen school performance. On the other hand, studying at a school located in a medium-to-large city increases students' performance in the skills tested. Moreover, family background has a significant impact on students' academic performance, suggesting profound inequalities of opportunities in Latin American countries. The results show that, in addition to socioeconomic and school-related factors, process variables play a relevant role in explaining academic performance: a positive classroom climate and adaptive instruction are associated with higher performance, especially in reading and mathematics, while negative perceptions of teacher feedback correlate with lower performance, particularly among more disadvantaged students.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101497"},"PeriodicalIF":2.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739605","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

The role of group mentorship in supporting teachers across different developmental stages: A comparative study 团体辅导在不同发展阶段教师支持中的作用：比较研究

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-09-01 Epub Date: 2025-05-28 DOI: 10.1016/j.stueduc.2025.101477

Xin Yuan , Chinaza Solomon Ironsi , Fangfei Liu

{"title":"The role of group mentorship in supporting teachers across different developmental stages: A comparative study","authors":"Xin Yuan , Chinaza Solomon Ironsi , Fangfei Liu","doi":"10.1016/j.stueduc.2025.101477","DOIUrl":"10.1016/j.stueduc.2025.101477","url":null,"abstract":"<div><div>The role of mentorship across different stages of teachers' development seems understudied and needs to be considered when recommending teacher professional development. This study investigates the role of mentorship in supporting teachers at various stages of professional development—novice, mid-career, and veteran—while assessing the effectiveness of tailored mentorship programs across these phases. The research employed a mixed-methods design, integrating quantitative surveys and qualitative interviews with 150 teachers and 20 mentors, who were selected via purposive and convenience sampling. The findings indicated that mid-career teachers pursued professional change and enhanced engagement with pedagogical strategies, whereas veteran teachers prioritized leadership development. The findings highlight the necessity for customized mentorship strategies to meet the changing requirements of teachers at various stages in their careers despite challenges like time limitations and mentor incompatibilities. This study offers original insights into the varied needs of teachers throughout their developmental trajectories. It builds upon existing research by establishing a basis for creating more effective mentorship frameworks to improve teacher retention, professional growth, and overall teaching quality.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101477"},"PeriodicalIF":2.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144167041","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