International Student Achievement in Computer Science

2019 ◽  
pp. 29-38
Author(s):  
Dave Wilson
Keyword(s):  
Student Achievement ◽  
Computer Science ◽  
International Student

The digital explosion: It’s impact on international student achievement

2022 ◽  
Vol 20 (1) ◽  
pp. 100585
Author(s):  
Samantha Burvill ◽  
Sarah Owens ◽  
Kate Organ
Keyword(s):  
Student Achievement ◽  
International Student

Principals and Student Achievement

2018 ◽  
pp. 84-117 ◽  
Author(s):  
S. Marshall Perry ◽  
Karen M. Sealy ◽  
Héctor X. Ramírez-Pérez ◽  
Thomas C. DeNicola ◽  
Yair Cohen
Keyword(s):  
Academic Achievement ◽  
Student Achievement ◽  
Instructional Leadership ◽  
Teaching And Learning ◽  
International Student ◽  
Student Assessment ◽  
School Context ◽  
School Level ◽  
International Student Assessment ◽  
Context Specific

Connections between principal leadership activities, school context, and student achievement are examined within this paper. Data for this quantitative study are from the 2013 Teaching and Learning International Survey (TALIS) and the 2012 Programme for International Student Assessment (PISA). The eight countries of examination participated in both the TALIS and PISA and the researchers merged datasets, yielding a study sample of 1,301 schools. This paper supports a context-specific view of instructional leadership. When looking across countries, the researchers found different practices were more strongly associated with the academic achievement of students, and suggest that school leaders have a meaningful overall relationship with academic achievement, both directly and indirectly. This study therefore supports prior research about the direct and indirect effects of instructional leadership. Further study, which accounts for differences in family academic resources and school-level opportunities to learn, will better illuminate the connection between instructional leadership practices and academic achievement.

TIMSS 2015: Illustrating Advancements in Large-Scale International Assessments

2019 ◽  
Vol 44 (6) ◽  
pp. 752-781
Author(s):  
Michael O. Martin ◽  
Ina V.S. Mullis
Keyword(s):  
Student Achievement ◽  
Large Scale ◽  
International Student ◽  
Variance Estimation ◽  
International Association ◽  
Student Assessment ◽  
Population Sampling ◽  
International Student Assessment ◽  
International Assessments ◽  
Matrix Sampling

International large-scale assessments of student achievement such as International Association for the Evaluation of Educational Achievement’s Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study and Organization for Economic Cooperation and Development’s Program for International Student Assessment that have come to prominence over the past 25 years owe a great deal in methodological terms to pioneering work by National Assessment of Educational Progress (NAEP). Using TIMSS as an example, this article describes how a number of core techniques, such as matrix sampling, student population sampling, item response theory scaling with population modeling, and resampling methods for variance estimation, have been adapted and implemented in an international context and are fundamental to the international assessment effort. In addition to the methodological contributions of NAEP, this article illustrates how the large-scale international assessments go beyond measuring student achievement by representing important aspects of community, home, school, and classroom contexts in ways that can be used to address issues of importance to researchers and policymakers.

How international studies contributed to educational theory and methods through measurement of opportunity to learn mathematics

2017 ◽  
Vol 12 (2) ◽  
pp. 174-197 ◽  
Author(s):  
Larry E Suter
Keyword(s):  
Student Achievement ◽  
International Student ◽  
Educational Achievement ◽  
International Association ◽  
Opportunity To Learn ◽  
Curvilinear Relationship ◽  
International Studies ◽  
Advanced Mathematics ◽  
International Comparative ◽  
The Relationship

The international comparative studies in 1959 were conducted by International Association for the Evaluation of Educational Achievement (IEA) researchers who recognized that differences in student achievement measures in mathematics across countries could be caused by differences in curricula. The measurements of opportunity to learn (OTL) grew from a small effort in 1959 to a much larger efforts by 1995 to explain whether countries with high achievement were more likely to teach advanced mathematics. In general, the relationship of coverage of a mathematics topic was weakly related to the level of mathematics performance, but did have some effect on growth. This paper finds that differences in measurement methods of OTL across the studies greatly affected the outcome of the relationship. Recent Program for International Student Achievement (PISA) analyses indicate that the relationship between OTL and student achievement might be described as a curvilinear relationship. Countries with lower achievement are more likely to be affected by curriculum coverage than are high-performing countries.

scholarly journals Evaluating The Use of Information Technology in Computer Networks Lectures in The Era of Covid-19 Pandemic

2020 ◽  
Vol 4 (4) ◽  
pp. 757-763
Author(s):  
Elfizar Elfizar
Keyword(s):  
Information Technology ◽  
Student Achievement ◽  
Comparative Study ◽  
Computer Science ◽  
Computer Networks ◽  
Natural Sciences ◽  
Face To Face ◽  
Lecture Material ◽  
Computer Science Faculty ◽  
Academic Year

The Covid-19 pandemic makes massive use of information technology (IT) in various fields. This study aims to evaluate the use of IT in Computer Networks lectures at the Department of Computer Science, Faculty of Mathematics and Natural Sciences, University of Riau in the era of Covid-19 Pandemic. This causal comparative study uses data from the results of student achievement in the Even Semester Academic Year 2019/2020. There are two lecture models given to students namely synchronous and asynchronous models. The use of the model is based on the type of lecture material provided. Furthermore, the results of student achievement obtained at the end of the semester are compared with the results of student achievement in the previous year that used physical face-to-face lectures. The results of this study indicate that there was an increase of 7.17% in the student achievement during the use of IT in lectures during the Covid-19 Pandemic with the effective synchronous lectures duration from 60 to 100 minutes.  

Principals and Student Achievement

2021 ◽  
pp. 1378-1404
Author(s):  
S. Marshall Perry ◽  
Karen M. Sealy ◽  
Héctor X. Ramírez-Pérez ◽  
Thomas C. DeNicola ◽  
Yair Cohen
Keyword(s):  
Academic Achievement ◽  
Student Achievement ◽  
Instructional Leadership ◽  
Teaching And Learning ◽  
International Student ◽  
Student Assessment ◽  
School Context ◽  
School Level ◽  
International Student Assessment ◽  
Context Specific

Connections between principal leadership activities, school context, and student achievement are examined within this paper. Data for this quantitative study are from the 2013 Teaching and Learning International Survey (TALIS) and the 2012 Programme for International Student Assessment (PISA). The eight countries of examination participated in both the TALIS and PISA and the researchers merged datasets, yielding a study sample of 1,301 schools. This paper supports a context-specific view of instructional leadership. When looking across countries, the researchers found different practices were more strongly associated with the academic achievement of students, and suggest that school leaders have a meaningful overall relationship with academic achievement, both directly and indirectly. This study therefore supports prior research about the direct and indirect effects of instructional leadership. Further study, which accounts for differences in family academic resources and school-level opportunities to learn, will better illuminate the connection between instructional leadership practices and academic achievement.

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