共查询到20条相似文献，搜索用时 31 毫秒
1.
Given inconsistencies in the extant literature, achievement goal theory and research remain at an important crossroads, with ongoing questions about the conceptualization of achievement goals, measurement of achievement goals, and inferences made regarding achievement goal related findings. Using latent profile analysis, we explored how achievement goals vary across measures (PALS; Midgley et al., 2000 and AGQ-R; Elliot & Murayama, 2008) and domain (math vs. language arts) across a sample of primarily African American middle and high school students in the South. Main findings showed that the PALS and AGQ-R distinguish different profile goal-patterns, and that this is true across both the math and language arts domains. Not surprisingly, generally, students adopting more adaptive goal profiles (e.g., mastery or multiple) reported higher endorsement of cognitive engagement and social and academic future selves. Current findings support previous research observing disparate AGQ-R and PALS outcomes, adding evidence with domain-specific latent profiles. Given differences in profile patterns, findings suggest the instruments may be differentially tapping into goal perceptions. 相似文献
2.
Policy makers periodically consider using student assignment policies to improve educational outcomes by altering the socio-economic and academic skill composition of schools. We exploit the quasi-random reassignment of students across schools in the Wake County Public School System to estimate the academic and behavioral effects of being reassigned to a different school and, separately, of shifts in peer characteristics. We rule out all but substantively small effects of transitioning to a different school as a result of reassignment on test scores, course grades and chronic absenteeism. In contrast, increasing the achievement levels of students’ peers improves students’ math and ELA test scores but harms their ELA course grades. Test score benefits accrue primarily to students from higher-income families, though students with lower family income or lower prior performance still benefit. Our results suggest that student assignment policies that relocate students to avoid the over-concentration of lower-achieving students or those from lower-income families can accomplish equity goals (despite important caveats), although these reassignments may reduce achievement for students from higher-income backgrounds. 相似文献
3.
Between 2009 and 2018, many states dramatically changed income eligibility limits for parental Medicaid. We examine whether increasing parental Medicaid eligibility had spillover benefits on children's development. We study the effects of state-level changes in parental income limits for Medicaid on 3rd through 8th grade mathematics and English-language arts (ELA) achievement using county-level administrative test score data. We find that a 50-percentage point increase in parental Medicaid income limits, roughly equal to the average state increase in eligibility over this period, is associated with a 1.5% reduction in the socioeconomic achievement gap for math and a 3% reduction in the white-black math achievement gap. Math test scores improved significantly following parental Medicaid eligibility expansions among black students residing in poorer counties, with little estimated change in test scores for black students in higher income counties. We find no effect in ELA achievement gaps or white-Hispanic test score gaps. Our findings suggest that means-tested policies that improve parental and family wellbeing have important spillover benefits to children's educational achievement and can help reduce inequities in children's human capital development. 相似文献
4.
In this three-state study, the authors estimate the magnitudes of achievement gaps between English learner (EL) students and their non-EL peers, while avoiding typical caveats in cross-sectional studies. The authors further compare the observed achievement gaps across three distinct dimensions (content areas, grades, and states) and report patterns of EL–non-EL achievement gaps within and across states. The study findings suggest that linguistic barriers and long-term EL designation may contribute to the observed achievement gaps. The findings further suggest that the differences in the stringency of state reclassification criteria may influence the reported size of the EL and non-EL achievement gaps between states. 相似文献
5.
《Journal of research on educational effectiveness》2013,6(1):3-29
AbstractEvery Classroom, Every Day (ECED) is a set of instructional improvement interventions designed to increase student achievement in math and English/language arts (ELA). ECED includes three primary components: (a) systematic classroom observations by school leaders, (b) intensive professional development and support for math teachers and instructional leaders to reorganize math instruction, assessment, and grading around mastery of benchmarks, and (c) a structured literacy curriculum that supplements traditional English courses, with accompanying professional development and support for teachers surrounding its use. The present study is a two-year trial, conducted by independent researchers, which employed a school-randomized design and included 20 high schools (10 treatment; 10 control) in five districts in four states. The students were ethnically diverse and most were eligible for free or reduced-price lunch. Results provided evidence that ECED improved scores on standardized tests of math achievement, but not standardized tests of ELA achievement. Findings are discussed in terms of differences between math and ELA and of implications for future large-scale school-randomized trials. 相似文献
6.
State-specific licensing policies and pension plans create mobility costs for educators who cross state lines. We empirically test whether these costs affect production in schools – a hypothesis that follows directly from economic theory on labor frictions – using geocoded data on school locations and state boundaries. We find that achievement is lower in mathematics, and to a lesser extent in reading, at schools that are more exposed to state boundaries. A detailed investigation of the selection of schools into boundary regions yields no indication of systematic differences between boundary and non-boundary schools along other measured dimensions. Moreover, we show that cross-district labor frictions do not explain state boundary effects. Our findings are consistent with the hypothesis that mobility frictions in educator labor markets near state boundaries lower student achievement. 相似文献
7.
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
8.
The authors used structural equation modeling to map the relationships between student race–ethnicity via the mediating variable physical activity on English language arts (ELA) and mathematics achievement among 964 fourth- and fifth-grade students. The students attended a New York City Metropolitan area school district and completed the Physical Activity Questionnaire for Older Children, which measured weekly average activity levels. Confirmatory factor analysis validated the use of this instrument. Physical activity had a significant, substantive effect on both ELA and mathematics achievement for students, but was most pronounced among White students on ELA and among Black students on mathematics. Hispanic ethnicity had significant direct and indirect negative associations with ELA and mathematics achievement via their decreased physical activity levels relative to White and Black students. These findings help confirm the important link between physical activity and academic achievement and the need to foster more healthy physical activities for students of all races and ethnicities. 相似文献
9.
Every country – and even every community – has populations of students who severely underperform relative to other groups and to their own potential. These performance differences are generally called achievement gaps, and they tend to focus on gaps at basic levels of academic proficiency. But such gaps also exist among the highest levels of achievement, a problem labeled excellence gaps. Recent research provides evidence that these differential achievement effects are due – at least in part – to debilitating contextual factors, such as poverty, negative peer pressure, and discrimination. Given the increasingly recognizable “digital turn” in the classroom, access to and thoughtful use of emergent technologies could play a role in shrinking excellence gaps. Unfortunately, research shows such technologies disproportionately exist in relatively wealthy, predominantly white schools. We identify the potential relationship between lack of availability to technology and widening excellence gaps. 相似文献
10.
The definition of what it means to take a test online continues to evolve with the inclusion of a broader range of item types and a wide array of devices used by students to access test content. To assure the validity and reliability of test scores for all students, device comparability research should be conducted to evaluate the impact of testing device on student test performance. The current study looked at the comparability of test scores across tablets and computers for high school students in three commonly assessed content areas and for a variety of different item types. Results indicate no statistically significant differences across device type for any content area or item type. Student survey results suggest that students may have a preference for taking tests on devices with which they have more experience, but that even limited exposure to tablets in this study increased positive responses for testing on tablets. 相似文献
11.
This Monte Carlo study investigated the impacts of measurement noninvariance across groups on major parameter estimates in latent growth modeling when researchers test group differences in initial status and latent growth. The average initial status and latent growth and the group effects on initial status and latent growth were investigated in terms of Type I error and bias. The location and magnitude of noninvariance across groups was related to the location and magnitude of bias and Type I error in the parameter estimates. That is, noninvariance in factor loadings and intercepts was associated with the Type I error inflation and bias in the parameter estimates of the slope factor (or latent growth) and the intercept factor (or initial status), respectively. As noninvariance became large, the degree of Type I error and bias also increased. On the other hand, a correctly specified second-order latent growth model yielded unbiased parameter estimates and correct statistical inferences. Other findings and implications on future studies were discussed. 相似文献
12.
Gary R. Pike 《Research in higher education》1996,37(1):89-114
An important issue in national assessment efforts is how best to measure the outcomes of college. While initial discussions about a national collegiate assessment focused on the reliability, validity, and feasibility of using achievement tests to measure student learning, subsequent discussions have raised the possibility of using students' self-reports of academic development as proxies for achievement test scores. The present study examines the stability of the relationships among self-reports and test scores across samples of two- and four-year colleges and universities. Multitrait-multimethod analyses indicated that self-reports and test scores developed from the same set of test specifications do measure the same constructs, although the scores from one type of measurement may not be substitutable for scores from the other type of measurement. In addition, the analyses produced ambiguous results concerning the stability of relationships across different types of institutions.Paper presented at the annual meeting of the Association for Institutional Research, Boston, May 29, 1995. 相似文献
13.
Measurement of achievement attribution: A review of instigation methods,question contents,and measurement formats 总被引：3，自引：0，他引：3
Various methods of achievement attribution measurement are compared with regard to the construction of the achievement event and the measurement of the attributions elicited. The method of instigation and the content of the instruments depend greatly on whether situational or dispositional (individual differences) factors are emphasized. It is suggested that natural events, particularly those with pronounced effects, generate actual affective reactions and direct consequences and are particularly useful for studies of situational factors in attributions. On the other hand, hypothetical multiple-event measures are generally employed for studies of individual differences in attributions. The present review shows that questions on specific causes are more popular than those on attribution dimensions. Researchers should be cautious, however, because the dimensional meaning of these causes may vary across different cultures, age groups, or achievement settings. Different question formats and scoring methods also are compared. It is concluded that different methods have their own strengths and weaknesses and that researchers should select the one that best serves their purpose. 相似文献
14.
Gregory Schraw 《Metacognition and Learning》2009,4(1):33-45
This paper describes five indices of metacognitive monitoring referred to as absolute accuracy, relative accuracy, bias, scatter,
and discrimination. I provide definitions, formulae, and a discussion of the underlying construct that each of the five types
of scores measures. I discuss the type of information provided by each measure and compare situations in which each measure
is most appropriate. Recommendations are made for best measurement practice, as well as directions for future research. Recommendations
focus on providing an operational definition of the construct being measured, selecting the most appropriate outcome measure,
and using multiple measures whenever possible to triangulate findings. 相似文献
15.
Alison E. Baroody 《School Effectiveness & School Improvement》2017,28(2):314-335
This study examined the contribution of classroom format on teaching effectiveness and achievement in English language arts (ELA) and mathematics. Secondary data analyses of the Measures of Effective Teaching database included 464 US classrooms. Classrooms were defined as self-contained if a generalist teacher provided instruction on all subjects and departmentalized if a specialist teacher provided instruction on a specific subject. Beginning-of-the-year classroom-level covariates were compared. Both ELA and mathematics self-contained classrooms had larger class sizes, served more students of color, served students with lower initial achievement, and had teachers with fewer years of teaching experience but more likely to have a Master’s degree. Regression models were used to determine if classroom format predicted teaching effectiveness and achievement while controlling for beginning-of-the-year classroom-level covariates. Departmentalization had a small positive association with higher teaching effectiveness ratings in ELA classes. Classroom format was not a significant predictor of achievement in ELA or math. 相似文献
16.
《Studies in Educational Evaluation》2005,31(2-3):192-206
This article compares the invariance properties of two methods of psychometric instrument calibration for the development of a measure of wealth among families of Grade 5 pupils in five provinces in Vietnam. The measure is based on self-reported lists of possessions in the home. Its stability has been measured over two time periods. The concept of fundamental measurement, and the properties of construct and measurement invariance have been outlined. Item response modelling (IRM) and confirmatory factor modelling (CFM) as comparative methodologies, and the processes used for evaluating these, have been discussed. Each procedure was used to calibrate a 23-item instrument with data collected from a probability sample of Grade 5 pupils in a total of 60 schools. The two procedures were compared on the basis of their capacity to provide evidence of construct and measurement invariance, stability of parameter estimates, bias for or against sub samples, and the simplicity of the procedures and their interpretive powers. Both provided convincing evidence of construct invariance, but only the Rasch procedure was able to provide firm evidence of measurement invariance, parameter stability and a lack of bias across samples. 相似文献
17.
Blaine E. Smith 《Literacy》2019,53(1):14-21
Although a large body of research emphasises the collaborative nature of adolescents' multimodal composing processes in and out of school, little is known about how or why collaborative partnerships might differ across composers or digital tools. Integrating sociocultural and social semiotics theoretical frameworks, this study examined how three pairs of culturally and linguistically diverse Grade 12 students collaboratively composed across three multimodal projects – a website, hypertext literary analysis and podcast – when responding to and analysing literature. Data sources included screen capture and video observations, student design interviews and written reflections. Qualitative data analysis revealed three different types of collaborative partnerships: (1) designer and assistant collaboration, (2) balanced division collaboration and (3) alternating lead collaboration. The division of labor between students was based on the convergence of mediating factors, with students negotiating multiple modes and tools, along with their partner's and their own technical skills, content knowledge and design preferences. These findings demonstrate how collaborative multimodal composing processes were multilayered and offered students flexibility for tailoring unique collaborative partnerships. Implications are discussed for understanding and supporting adolescents' collaborative multimodal composing processes in the classroom. 相似文献
18.
Rima’a Da’as 《Compare》2017,47(2):207-222
Despite substantial interest and research in measuring leader’s skills, little is known about the measurement equivalence and mean differences in the scores measuring principals’ skills (cognitive, interpersonal, strategic) across cultures (collectivism versus individualism). The aim of the present study was to assess measurement equivalence – configural, metric and scalar – on leaders’ skills across Arab and Jewish teachers in the Israeli educational system. A total of 1388 teachers from 210 elementary schools responded to a skills questionnaire. Results indicated that the configural model is equivalent across samples. The test for metric equivalence, showed that the construct holds the same psychological meaning across the two samples, with the exception of two items. The intercept latent test means (i.e., scalar) showed unequal intercepts among the Arab and Jewish samples, in the strategic and cognitive skills scale. The results have implications for cross-ethnic research and, more broadly, for the assessment of principals’ skills. 相似文献
19.
Data-based decision making (DBDM) is becoming important for teachers due to increasing amounts of digital feedback on student performance. In the quasi-experimental study reported here, teachers, principals, and academic coaches from 42 schools were trained for two years in using the results of half-year interim assessments for providing students with tailor-made instruction. Our results did not show any main effects of this DBDM training trajectory on student achievement but did indicate interaction effects with students’ low prior achievement levels and socioeconomic status. Teachers experience difficulties in translating student progress data into adaptive instruction in the classroom. Implications of our findings for teacher professionalization are discussed. 相似文献
20.
《教育实用测度》2013,26(1):33-51
The objectives of this study were to examine the impact of different curricula on standardized achievement test scores at item and objective levels and to determine if different curricula generate different patterns of item factor loadings. School buildings from a middle-sized district were rated regarding the degree to which their curricula matched the content of the standardized test, and the actual textbook series used within each building (classroom) was determined. Covariate analyses of objective scores and plots and correlations of item p values indicated very small, nonsignificant differential effects across ratings and textbook series. Factor patterns indicated no curricular effects on large first factors. These findings parallel the results of a previous study conducted at the subtest level. We conclude that educators need not be unduly concerned about the impact of specific and generally small differences in curricular offerings within a district on standardized test scores or inferences to a broad content domain. 相似文献