使用条件平均独立相关性和增长函数确定高影响的学校改进

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
Nicolette van Halem, I. Cornelisz, A. Daly, C. van Klaveren
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引用次数: 1

摘要

在教育环境中,许多有待改进的领域是相互依存的,而且往往缺乏因果证据,因此政策制定者和教育从业者很难(如果不是不可能的话)决定应该在哪个领域进行投资。本文提出了一种利用条件平均独立相关(CMIC)和规范生长函数来指导决策过程的新方法。在本文中,CMIC和增长函数应用于研究实践合作伙伴关系的数据,以确定对学区的使命和学生学习愿景至关重要的领域中的高影响力改进。结果指出了管理员最初没有考虑到的高影响改进的改进领域,这表明该方法为领导者提供了关于改进努力策略的思考。此外,CMIC和增长函数为决策者和从业者提供了基于理论和数据的决策机会,为他们提供了更强的决策权威,以利用资源进行改进。同时,CMIC和增长函数使研究人员能够测试和进一步开发改进努力的理论模型。讨论了进一步研究的局限性和建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Identifying high impact school improvements using conditional mean independent correlations and growth functions
ABSTRACT In educational contexts where many domains subject to improvement are interdependent and causal evidence is frequently lacking it is difficult, if not impossible, for policymakers and educational practitioners to decide which domain should be invested in. This paper proposes a new method that uses Conditional Mean Independent Correlations (CMIC) and normative growth functions to inform such decision-making processes. In this paper, CMIC and growth functions are applied to data from a research-practice partnership to identify high impact improvements among domains that are considered important to the district’s mission and vision around student learning. The results point to improvement domains that administrators did not consider to be high impact improvements initially, suggesting that this method brings leaders food for thought around strategies for improvement efforts. The CMIC and growth functions moreover accommodate opportunities for policymakers and practitioners to base their decisions on theory and data, providing them with a stronger degree of decision-making authority for use of resources for improvement. Simultaneously, CMIC and growth functions enable researchers to test and further develop theoretical models on improvement efforts. Limitations and suggestions for further research are discussed.
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来源期刊
CiteScore
4.70
自引率
5.00%
发文量
48
期刊介绍: The International Journal of Research & Method in Education is an interdisciplinary, peer-reviewed journal that draws contributions from a wide community of international researchers. Contributions are expected to develop and further international discourse in educational research with a particular focus on method and methodological issues. The journal welcomes papers engaging with methods from within a qualitative or quantitative framework, or from frameworks which cut across and or challenge this duality. Papers should not solely focus on the practice of education; there must be a contribution to methodology. International Journal of Research & Method in Education is committed to publishing scholarly research that discusses conceptual, theoretical and methodological issues, provides evidence, support for or informed critique of unusual or new methodologies within educational research and provides innovative, new perspectives and examinations of key research findings. The journal’s enthusiasm to foster debate is also recognised in a keenness to include engaged, thought-provoking response papers to previously published articles. The journal is also interested in papers that discuss issues in the teaching of research methods for educational researchers. Contributors to International Journal of Research & Method in Education should take care to communicate their findings or arguments in a succinct, accessible manner to an international readership of researchers, policy-makers and practitioners from a range of disciplines including but not limited to philosophy, sociology, economics, psychology, and history of education. The Co-Editors welcome suggested topics for future Special Issues. Initial ideas should be discussed by email with the Co-Editors before a formal proposal is submitted for consideration.
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