scholarly journals Factors Predicting Inquiry-Based Teaching in Science Across One Belt One Road Countries and Regions: A Multilevel Analysis

SAGE Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 215824402093251
Author(s):  
Hanwei Tang ◽  
Chen Qiu ◽  
Lingqi Meng ◽  
Yujia Li ◽  
Jiangkun Zhang
Keyword(s):  
United Arab Emirates ◽  
Hierarchical Linear Modeling ◽  
Teacher Collaboration ◽  
International Student ◽  
Student Assessment ◽  
School Level ◽  
Linear Modeling ◽  
The Czech Republic ◽  
International Student Assessment ◽  
One Belt One Road

The present study aimed to investigate factors predicting inquiry-based teaching in science across One Belt One Road countries and regions (OBOR economies). Teacher-level ( N = 8,603) and school-level ( N = 1,385) data were drawn from the Program for International Student Assessment (PISA) 2015. Hierarchical linear modeling was adopted for data analysis. The results showed at the teacher level that teacher collaboration was positively correlated with inquiry-based teaching in OBOR economies, and that teacher beliefs were positively associated with inquiry-based teaching in each sample. At the school level, no consistent result was found among OBOR economies. School location was positively related to inquiry-based teaching in the Dominican Republic, Macao, and the United Arab Emirates. By contrast, science-specific resources showed a negative association with inquiry-based teaching in Taiwan, the Czech Republic, and Macao. Other specific findings were presented and the implications of all findings were discussed.

Indirect Effect of Economic, Social, and Cultural Status on Immigrant Students’ Science Performance Through Science Dispositions: A Multilevel Analysis

2020 ◽  
pp. 001312452092860
Author(s):  
Safiye Bilican Demir ◽  
Ozen Yildirim
Keyword(s):  
Hierarchical Linear Modeling ◽  
Indirect Effect ◽  
International Student ◽  
Science Literacy ◽  
Immigrant Students ◽  
Student Assessment ◽  
Linear Modeling ◽  
International Student Assessment ◽  
Cultural Status ◽  
Science Performance

Determining the ethnic differences in academic performance among immigrant students is important in terms of adapting them into the system they live in. Examining the variables related to students’ performance will be a guide in overcoming the issue. The purpose of this study is to examine the direct effect of economic, social, and cultural status (ESCS) on science performance and the indirect effect of ESCS on the relationship between science dispositions and science literacy in Canadian immigrant students using hierarchical linear modeling. Data were obtained from Program for International Student Assessment (PISA) 2015 science literacy test and student questionnaire and data sets were provided from the official website of PISA. The results of the research show that ESCS had a direct and indirect effect through science dispositions with medium to large on science performance of immigrant students. The impacts of significant variables were discussed and implications for further research were provided.

scholarly journals A Partial Simulation Study of Phantom Effects in Multilevel Analysis of School Effects: The Case of School Socioeconomic Composition

2021 ◽  
pp. 004912412098619
Author(s):  
Hao Zhou ◽  
Xin Ma
Keyword(s):  
Academic Achievement ◽  
Hierarchical Linear Modeling ◽  
Science Achievement ◽  
International Student ◽  
Student Assessment ◽  
The United States ◽  
Linear Modeling ◽  
Real World Data ◽  
International Student Assessment ◽  
School Ses

Hierarchical linear modeling (HLM) is often used to estimate the effects of socioeconomic status (SES) on academic achievement at different levels of an educational system. However, if a prior academic achievement measure is missing in a HLM model, biased estimates may occur on the effects of student SES and school SES. Phantom effects describe the phenomenon in which the effects of student SES and school SES disappear once prior academic achievement is added to the model. In the present analysis, partial simulation (i.e., simulated data are used together with real-world data) was employed to examine the phantom effects of student SES and school SES on science achievement, using the national sample of the United States from the 2015 Programme for International Student Assessment. The results showed that the phantom effects of student SES and school SES are rather real. The stronger the correlation between prior science achievement and (present) science achievement, the greater the chance that the phantom effects occur.

Three Paradoxical Effects on Academic Self-Concept Across Countries, Schools, and Students

2019 ◽  
Vol 24 (3) ◽  
pp. 231-242 ◽  
Author(s):  
Herbert W. Marsh ◽  
Philip D. Parker ◽  
Reinhard Pekrun
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Cross Cultural ◽  
Frame Of Reference ◽  
School Level ◽  
Self Concept ◽  
Positive Effects ◽  
International Student Assessment ◽  
Country Level ◽  
Starting School

Abstract. We simultaneously resolve three paradoxes in academic self-concept research with a single unifying meta-theoretical model based on frame-of-reference effects across 68 countries, 18,292 schools, and 485,490 15-year-old students. Paradoxically, but consistent with predictions, effects on math self-concepts were negative for: • being from countries where country-average achievement was high; explaining the paradoxical cross-cultural self-concept effect; • attending schools where school-average achievement was high; demonstrating big-fish-little-pond-effects (BFLPE) that generalized over 68 countries, Organisation for Economic Co-operation and Development (OECD)/non-OECD countries, high/low achieving schools, and high/low achieving students; • year-in-school relative to age; unifying different research literatures for associated negative effects for starting school at a younger age and acceleration/skipping grades, and positive effects for starting school at an older age (“academic red shirting”) and, paradoxically, even for repeating a grade. Contextual effects matter, resulting in significant and meaningful effects on self-beliefs, not only at the student (year in school) and local school level (BFLPE), but remarkably even at the macro-contextual country-level. Finally, we juxtapose cross-cultural generalizability based on Programme for International Student Assessment (PISA) data used here with generalizability based on meta-analyses, arguing that although the two approaches are similar in many ways, the generalizability shown here is stronger in terms of support for the universality of the frame-of-reference effects.

scholarly journals Communities of practice and PISA for Schools: Comparative learning or a mode of educational governance?

2017 ◽  
Vol 25 ◽  
pp. 92 ◽  
Author(s):  
Steven Lewis
Keyword(s):  
Learning Community ◽  
Professional Learning ◽  
International Student ◽  
Student Assessment ◽  
School Level ◽  
Topological Spaces ◽  
Global Learning ◽  
Policy Cycle ◽  
International Student Assessment ◽  
New Variant

This paper examines the Organization for Economic Cooperation and Development’s (OECD) PISA for Schools, a new variant of the Programme for International Student Assessment (PISA) that compares school-level performance on reading, math and science with international schooling systems (e.g., Shanghai-China, Finland). Specifically, I focus here on a professional learning community – the Global Learning Network (GLN) – of U.S. schools and districts that have voluntarily participated in PISA for Schools, and how this, arguably, helps to normatively determine ‘what works’ in education. Drawing suggestively across diverse thinking around contemporary modes of governance, and emerging topological spaces and relations associated with globalization, and informed by interviews with 33 policy actors across the PISA for Schools policy cycle, my analyses suggest that GLN allows the OECD to discursively and normatively constrain how ‘world-class’ schools and systems, and their policies and practices, are defined. However, and in light of the productive capacities of power relations, I also argue that GLN provides opportunities for local educators and leaders to undertake meaningful collaboration and sharing, and to find policy spaces outside of those defined by more performative discursive framings of school accountability. To this end, I explore how GLN may help to foster alternative policy spaces from which educators can ‘talk back’ to national and state authorities, and potentially promote more ‘authentic’ understandings of, and possibilities for, schooling accountability.

The digital divide at school and at home: A comparison between schools by socioeconomic level across 47 countries

2021 ◽  
Vol 62 (2) ◽  
pp. 115-140
Author(s):  
Josef Kuo-Hsun Ma
Keyword(s):  
Digital Divide ◽  
International Student ◽  
Student Assessment ◽  
School Level ◽  
Digital Competence ◽  
International Student Assessment ◽  
Institutional Settings ◽  
Educational Expenditures ◽  
E Learning ◽  
At Home

Despite efforts to improve digital access in schools, a persistent digital divide is identified worldwide. Drawing on data from the 2018 Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) for 15-year-olds, I examine how students’ digital use for educational purposes (at school and at home) and their perceived digital competence differ between schools by socioeconomic status (SES) and vary across 47 countries. Using multilevel modeling, I find that the second-level digital divide between schools exists even among more developed societies. Students attending high-SES schools are more likely to use computers for schoolwork within and outside of schools, and have more digital competence than those attending low-SES schools. These differences remain substantial and statistically significant even when controlling for school-level resources. Moreover, the between-school digital divide in students’ digital competence is negatively associated with economic development and educational expenditures, and positively associated with income inequality. In conclusion, I discuss implications of the findings and highlight the importance of examining how schools with varying socioeconomic profiles provide different e-learning experiences for individual students, explained by the different institutional settings and cultural features of schools.

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.

Who is More Likely to Participate in Private Tutoring and Does it Work?: Evidence from PISA (2015)

2018 ◽  
Vol 1 (3) ◽  
pp. 69-95 ◽  
Author(s):  
Xiangyi Liao ◽  
Xiaoting Huang
Keyword(s):  
Scientific Literacy ◽  
International Student ◽  
Student Assessment ◽  
Hierarchical Linear Model ◽  
Educational Expectations ◽  
Private Tutoring ◽  
School Level ◽  
After School ◽  
Exact Matching ◽  
International Student Assessment

Purpose In recent years, private tutoring has become increasingly prevalent in China and has become both a dominant way for students to learn after school and a major component of family educational expenditure. This paper aims to analyze the factors that affect Chinese students’ participation in private tutoring and the effectiveness of private tutoring. Design/Approach/Methods We use data from the Programme for International Student Assessment (PISA) 2015 of Mainland China area and focus specifically on science-related private tutoring. Multilevel logistic model and hierarchical linear model based on coarsened exact matching (CEM) are used to conduct the investigations. Findings Empirical results show that individual level factors including student's interest in science, educational expectations, and school-level factors such as school autonomy, science-related learning resources and school size pose a significant influence on the likelihood of participation in private tutoring. Moreover, science-related private tutoring has not significantly improved the overall scientific literacy scores of students. In addition, private tutoring has widened the performance gap among students from different socioeconomic backgrounds, with students from socioeconomically advantaged family experiencing more significant gains from tutoring. Originality/Value These findings suggest that providing free high-quality tutoring to students from disadvantaged families might be an effective way of promoting educational equity.

scholarly journals 2018 Australian TALIS-PISA Link Report

2021 ◽  
Author(s):  
Kylie Hillman ◽  
Sue Thomson
Keyword(s):  
Cognitive Skills ◽  
Teaching And Learning ◽  
International Student ◽  
Student Assessment ◽  
Background Characteristics ◽  
School Life ◽  
School Factors ◽  
The Czech Republic ◽  
International Student Assessment ◽  
Pisa Data

Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.

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.

When PISA does not matter? The case of the Czech Republic and Germany

Human Affairs ◽  
2012 ◽  
Vol 22 (1) ◽  
Author(s):  
David Greger
Keyword(s):  
Czech Republic ◽  
International Student ◽  
Final Section ◽  
Student Assessment ◽  
Educational Systems ◽  
Policy Makers ◽  
The Czech Republic ◽  
International Student Assessment ◽  
Study Programme ◽  
Policy Measures

AbstractThe present paper gives an overview of the reflections of and reactions to publishing the results of the first wave of the OECD study Programme for International Student Assessment (PISA) in the Czech Republic and in Germany. The choice of these two countries enables us to document how the same results could be perceived very differently in diverse country contexts and could lead to a different reaction from policy-makers. In spite of large reforms and numerous policy measures being adopted in Germany in reaction to the PISA results, compared with no response from policy-makers in the Czech Republic, it is argued, that in both countries policy-makers failed to tackle the major problem of their educational systems—its selective nature. In the final section we discuss various mis(uses) of PISA and its supranational and global character influencing local policies.

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