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1.
International large-scale assessments are on the rise, with the Programme for International Student Assessment (PISA) seen by many as having strategic prominence in education policy debates. The present article reviews PISA-related English-language peer-reviewed articles from the programme’s first cycle in 2000 to its most current in 2015. Five literature bases were searched, and results were analysed with SPSS. Results map the frequency of publications according to journal, country, and scientific discipline. They also summarise major themes within three identified categories: secondary analysis, policy impact, and critiques. Findings indicated that studies based on the PISA dataset has led to progress in educational research while simultaneously pointing to the need for caution when using this research to inform educational policy.  相似文献   

2.
The Second International Science Study provides a large Australian data base for the purpose of secondary analyses. This data base consists of a large number of student and school level variables which were examined with reference to the students nested within the schools. Multilevel analysis involves the use of the hierarchical linear model to adequately compensate for variability between-schools, as well as within-schools. The role of the school organization and effects such as the average student ability and average social factors were found to substantially influence student achievement in science. These school effects were also found to influence boys and girls differently with respect to their science achievement as measured by the tests in this study. Specializations: large scale data analysis, gender differences, socioeconomic factors, epidemiology.  相似文献   

3.
Conventional covariance structure analysis, such as factor analysis, is often applied to data that are obtained in a hierarchical fashion, such as siblings observed within families. Multivariate modeling of such data, however, is most frequently done as if the data were obtained as a simple random sample from a single population. An alternative specification is presented that explicitly models the within‐level and between‐level covariance matrices in familial antisocial behavior. Sibling data from the National Youth Survey, a national probability sample of youth, were used to specify a multilevel covariance structure analysis of sibling antisocial behavior. Results demonstrate homogeneity in antisocial behavior within sibling clusters but heterogeneity across families. These analyses highlight potential pitfalls of ignoring issues of independence and demonstrate how conventional covariance structure software can be easily adapted to handle hierarchical models, providing a large set of new analysis possibilities for multilevel data.  相似文献   

4.
The development of corporate leadership skills is seen as a crucial ingredient of management education programmes in higher education. Moreover, with the increasing globalisation of business activity, the education of those who will ultimately occupy positions of authority within organizations must take into account cross-cultural differences in the interpretation and conceptualisation of leadership. A key task for educators in this respect is to design and deliver programmes that facilitate an understanding and enhanced competence in the exercise of relevant skills that are sensitive to the complexity of the notion of leadership in a cross-cultural environment. The manner in which such objectives have been pursued on the full-time MSc in International Business and Management course, jointly run by Sheffield Business School, United Kingdom, and the International Business School at Groningen in the Netherlands, is the theme of this article. Working within an action research paradigm, the tutor responsible for the International Management Competencies module has sought, through three cycles, to plan and hone an approach designed to help students develop a cross-cultural perspective on corporate leadership. The nature of the challenge is analysed – specifically the generic nature of the treatment of leadership skills in much of the literature and the difficulties students face in relating what they learn to their own experiences. The three cycles are described. Consideration is also given to the lessons learnt both in terms of the treatment of leadership as a concept and as an international management competence and of further potential refinements in the learning and teaching process.  相似文献   

5.
The opinions about what characterises a good citizen are diverse, yet survey research usually employs variable-centred analytical strategies to examine people’s concepts of good citizenship. The present study builds on a person-centred approach towards good citizenship and validates previously identified types of good citizenship among Australian secondary school students. Following an in-depth characterisation of these types by sociodemographic variables and civic attitudes, this study incorporates multinomial regression analysis to take a closer look at very extreme but practically important patterns. These analyses suggest that students need to believe in the value of civic action to become political enthusiasts and not politically alienated. Civic knowledge may prevent political alienation; however, it is not the ultimate solution as it is negatively correlated with political enthusiasm when controlling for multiple predictors. The results are discussed with respect to their significance for civics and citizenship teaching and learning.  相似文献   

6.
RE in Russia has been recently introduced as a compulsory regular school subject during the last year of elementary school. The present study offers a critical analysis of the current practice of Russian RE by comparing it with RE in Sweden, Denmark and Britain. This analysis shows that Russian RE is ambivalent. Although it is based on a non-confessional religious studies approach, Russian RE also serves the interests of the Russian Orthodox Church, which aims to educate students into Orthodox Christianity, as well as the interests of the Russian state itself, which turns RE in a kind of citizenship education focusing on the patriotic upbringing of students.  相似文献   

7.
Religious education (RE) has been recently introduced into the Russian educational system as a compulsory regular school subject. The present study offers a critical analysis of one of the most popular Russian textbooks of RE. This critical analysis supports our earlier findings regarding the controversial character of RE in Russia. Despite the official cultorological and religious studies approach to RE, the textbook on the module of Fundamentals of Orthodox Culture is catechetical in content and approach and also serves the political indoctrination of students. The textbook enhances patriotism and turns Russian RE into a specific kind of citizenship education.  相似文献   

8.
This paper is a comparative analysis of global citizenship education (GCE) in two primary schools, an international school in Singapore and an independent school in Australia, focusing on the implementation of GCE practices through the adoption of international education models - the International Primary Curriculum (IPC) and the International Baccalaureate Programme (IB) respectively, to create hybrid curricula. The research findings indicate that the curriculum and resources, school culture, school leaders’ and teachers’ values, as well as the utilisation of human and financial resources all influence how the schools engage with GCE in their quest towards internationalisation. A key overarching finding of the research relates to the tensions between critical democratic and educational domains and neo-liberal market rationales, which had significantly affected the schools’ decisions in curricula and GCE enactment within both schools. Despite their commitment to GCE ideals, both schools were equally mindful about being distinctive and remaining competitive within their educational markets.  相似文献   

9.
This study seeks to develop a typology of students’ reading engagement through secondary analysis of international sampled survey data. It aims at providing research-based evidences informing teachers how to help readers advance in reading performance. It hopes that when students complete junior secondary schooling (Grade 7–9) at age 15, more students can read happily, widely and skillfully. After establishing that Fondness for reading, Aspiration for reading, and Good at reading are three pertinent facets of reading engagement affecting reading literacy performance, the effects of variables pertaining to these facets are examined using Macao-China data drawn from the OECD's Programme for International Student Assessment (PISA) 2009 Reading Literacy Study. The present study adopts a person-centered approach to arrive at a typology of eight latent clusters of students, each of which is identified with specific reading engagement characteristics. Response to reading intervention can then be proposed to help successive cohorts of junior secondary students enhance their reading literacy performance.  相似文献   

10.
This paper explores citizenship discourses empirically through upper secondary school student’s understandings, as these emerge in and through their everyday experiences. Drawing on a post-structuralist theorisation inspired by the work of Michel Foucault, a discourse analysis of data from interviews with students is carried out. This analysis characterises three discourses of the active citizen – a knowledgeable citizen, a responsive and holistic citizen, and a self-responsible ‘free’ citizen. The analysis raises questions over the implications of contemporary efforts for the intensification of standardising forces through citizenship education. It also stresses the notion that engaging students actively does always also involve discourses other than those stressed through the curriculum, which nurtures the body and nerve of democracy itself.  相似文献   

11.
Achievement in mathematics of eighth-grade students is modeled as a function of within-school, between-school and cross-country differences. The data were obtained from 217,728 students, within 7,216 secondary schools, in 48 countries, who participated in the 2007 Trends in International Mathematics and Science Study. Multilevel analysis showed that out of the total variance in mathematics achievement, 40.39%, 20.61%, and 38.99% were accounted for within-school, between-school-within-country, and cross-country differences, respectively. Mathematics self-concept followed by socioeconomic status was the strongest predictor of achievement at the student level. At the school level, school location yielded the strongest link to achievement, while at the country level socioeconomic status was the main predictor of national mathematics average.  相似文献   

12.
Comparing the fit of alternative models has become a standard procedure for analyzing covariance structure analysis. Comparison of alternative models is typically accomplished by examining the fit of each model to sample data. It is argued that rather than using this indirect approach, one should do direct comparisons of the similarities and differences among competing models. It is shown that among the existing good‐ness‐of‐fit indexes, the root mean square residual (RMSR) is the only one that can be used for this purpose. However, the RMSR fails to satisfy some important statistical desiderata. Rao's Distance (RD), an alternate measure, is shown to overcome this limitation of RMSR. The preference for RD over RMSR for model comparisons is illustrated through a detailed analysis of a particular sample of multitrait‐multimethod data. A simulation study conducted to empirically investigate the sampling behavior of RD reveals that the true orderings of intermodel proximities are recovered (on average) with a fair degree of accuracy.  相似文献   

13.
ABSTRACT

Based on concerns about the item response theory (IRT) linking approach used in the Programme for International Student Assessment (PISA) until 2012 as well as the desire to include new, more complex, interactive items with the introduction of computer-based assessments, alternative IRT linking methods were implemented in the 2015 PISA round. The new linking method represents a concurrent calibration using all available data, enabling us to find item parameters that maximize fit across all groups and allowing us to investigate measurement invariance across groups. Apart from the Rasch model that historically has been used in PISA operational analyses, we compared our method against more general IRT models that can incorporate item-by-country interactions. The results suggest that our proposed method holds promise not only to provide a strong linkage across countries and cycles but also to serve as a tool for investigating measurement invariance.  相似文献   

14.
ABSTRACT

Higher education plays a critical role in producing society’s leaders by preparing graduates with the knowledge, capabilities and disposition to appreciate diversity and address social injustice. Many higher education institutions within and beyond Australia have aimed to internationalise their curricula to ensure students achieve capabilities that enable them to contribute to an evolving global knowledge economy. However, the inclusion of global citizenship as a graduate attribute embedded in internationalised curricula, and the processes to achieving this, are highly contested. Guided by a discourse analysis approach, this study explored how Australian and New Zealand universities position students as global citizens in public web pages. Publicly available policy and other text documents on university websites relating to internationalisation and/or global citizenship were collected and screened. Those that met inclusion criteria were analysed to identify discourses and to further understand how higher education institutions describe their plan to advance and achieve global citizenship agendas. Two key themes were generated: expressions of internationalisation policy and global citizenship as an obscured educational intention. These findings are further elaborated, providing an outline of the possible implications for higher education policy and practice relating to the internationalisation of curriculum for global citizenship and its potential impact on educators and students.  相似文献   

15.
Preparing students for informed and active citizenship is a core goal of education and schooling in Australia. The ways schools educate and prepare young Australians for citizenship involves a range of processes and initiatives central to the work of schools, including school ethos, mission, extracurricular activities and community-based participation. With regard to the formal curriculum, the recent introduction and implementation of the first ever Federal Australian Curriculum includes provision for a new subject – Civics and Citizenship. Research evidence from other nations suggests that schools understand, approach and enact education for citizenship in a multitude of ways, yet how Australian schools construct this aspect of their work is currently under-researched. In this context, and drawing on data from interviews with school leaders and teachers of Years 6–8 (11–14 year olds) students in a small sample of South Australian primary and secondary schools, we explore perceptions and current approaches to education for citizenship. Our findings suggest (1) that while school leaders and teachers value education for citizenship, they do so for different reasons; (2) that schools place values as central to education for citizenship; and (3) that community involvement is typically understood as occurring within rather than beyond the school.  相似文献   

16.
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17.
ABSTRACT:  This paper considers the use of secondary data analysis in educational research. It addresses some of the promises and potential pitfalls that influence its use and explores a possible role for the secondary analysis of numeric data in the 'new' political arithmetic tradition of social research. Secondary data analysis is a relatively under-used technique in Education and in the social sciences more widely, and it is an approach that is not without its critics. Here we consider two main objections to the use of secondary data: that it is full of errors and that because of the socially constructed nature of social data, simply reducing it to a numeric form cannot fully encapsulate its complexity. However, secondary data also offers numerous methodological, theoretical and pedagogical benefits. Indeed by treating secondary data analysis with appropriate scepticism and respect for its limitations, by demanding that tacit assumptions about the unreliability of secondary data are applied equally to other research methods, and crucially by combining secondary data analysis with small-scale in-depth work, this paper argues for a return to prominence of secondary data analysis in its own right as well as becoming a central component of the new political arithmetic tradition of social research.  相似文献   

18.
Mathematics competency is fast becoming an essential requirement in ever greater parts of day-to-day work and life. Thus, creating strategies for improving mathematics learning in students is a major goal of education research. However, doing so requires an ability to look at many aspects of mathematics learning, such as demographics and psychological dispositions, in an integrated way as part of the same system. Large-scale assessments such as the Programme for International Student Assessment (PISA) provide an accessible and large volume of coherent data, and this gives researchers the opportunity to employ data-driven approaches to gain an overview of the system. For these reasons, we have used machine learning to explore the relationships between psychological dispositions and mathematical literacy in Australian 15-year-olds using the PISA 2012 data set. Our results from this strongly data-driven approach re-affirm the primacy of mathematics self-efficacy and highlight novel complex interactions between mathematics self-efficacy, mathematics anxiety and socio-economic status. In this paper, we demonstrate how education researchers can usefully employ data-driven modelling techniques to find complex non-linear relationships and novel interactions in a multidimensional data set.  相似文献   

19.
Large-scale international assessments rely on indicators of the resources that students report having in their homes to capture the financial capital of their families. The scaling methodology currently used to develop the Programme for International Student Assessment (PISA) background indices is designed to maximize within-country comparability over time. However, questions remain on the extent to which alternative scaling methodologies can ensure greater cross-country comparability. Establishing indicators of household resources that are comparable both across countries and over time is fundamental to assessing cross-country differences in socioeconomic inequalities in academic achievement. We use multigroup confirmatory factor analysis for categorical variables to examine the measurement equivalence of the household resource factors across the Organisation for Economic Co-Operation and Development countries that participated in the PISA 2000 and 2012 cycles. We construct a series of alternative measures that use students’ reports on the availability of household resources and compare them to the index of home possessions that is generally used in analyses of PISA data. Our findings show that alternative scaling methodologies can be useful in developing cross-country indicators of socioeconomic status.  相似文献   

20.
This paper describes an investigation of secondary school pupils using data analysis software in their science lessons. The aim of the project was to determine the nature and complexity of data analysis tasks that could be mastered by pupils aged between 13 and 14 years, through the use of data analysis software. The research project involved the study of three matched experimental and control pairs of classes of pupils analysing scientifically- based data. The findings show that pupils using computer-based software can perform a range of complex tasks, including the use of Boolean logical operators, 'and', 'greater than' and 'less than', which are more intellectually advanced than reported by other researchers. These results show that given appropriate information technology (IT)-based data analysis tools, pupils as young as 13--14 can perform such complex data analysis tasks as classifying data according to one or more criteria and then ranking data according to a different criterion. This contradicts some of the earlier research that concluded that such tasks could not be easily achieved by pupils of this age  相似文献   

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