Subjects -> EDUCATION (Total: 2405 journals)
    - ADULT EDUCATION (22 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (35 journals)
    - EDUCATION (2062 journals)
    - HIGHER EDUCATION (144 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (39 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (39 journals)
    - TEACHING METHODS AND CURRICULUM (36 journals)

EDUCATION (2062 journals)            First | 4 5 6 7 8 9 10 11     

Showing 1801 - 857 of 857 Journals sorted alphabetically
Revista Portuguesa de Educação     Open Access  
Revista Portuguesa de Educação Artística     Open Access   (Followers: 3)
Revista Psicopedagogia     Open Access  
Revista Publicando     Open Access   (Followers: 3)
Revista REAMEC : Rede Amazônica de Educação em Ciências e Matemática     Open Access  
Revista Semana Pedagógica     Open Access  
Revista SIGMA     Open Access  
Revista Sul-Americana de Filosofia e Educação     Open Access  
Revista Tecnología, Ciencia y Educación     Open Access   (Followers: 1)
Revista Teias     Open Access  
Revista Textura     Open Access  
Revista Torreón Universitario     Open Access   (Followers: 1)
Revista Triângulo     Open Access  
Revista UNAH INNOV@     Open Access  
Revista UNIMAR     Open Access  
Revista UniVap     Open Access   (Followers: 1)
Revista Virtual Universidad Catolica del Norte     Open Access  
Revista Vivências em Ensino de Ciências     Open Access  
Revue de psychoéducation     Full-text available via subscription   (Followers: 2)
Revue des sciences de l'éducation     Full-text available via subscription  
Revue française de pédagogie     Open Access   (Followers: 6)
Revue internationale d'éducation de Sèvres     Open Access   (Followers: 1)
Revue internationale de pédagogie de l'enseignement supérieur     Open Access   (Followers: 1)
Revue internationale des technologies en pédagogie universitaire / International Journal of Technologies in Higher Education     Open Access   (Followers: 1)
Revue Marocaine de la Pensée Contemporaine     Open Access  
REXE. Revista de Estudios y Experiencias en Educacion     Open Access  
Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education     Open Access   (Followers: 3)
RIDAS. Revista Iberoamericana de Aprendizaje Servicio     Open Access  
RIDE : Revista Iberoamericana para la Investigación y el Desarrollo Educativo     Open Access   (Followers: 1)
RIED. Revista Iberoamericana de Educación a Distancia     Open Access   (Followers: 1)
RIESED : Revista Internacional de Estudios sobre Sistemas Educativos     Open Access  
RIV : Rassegna Italiana di Valutazione     Full-text available via subscription   (Followers: 1)
Rivista Italiana di Educazione Familiare     Partially Free  
Roeper Review     Hybrid Journal   (Followers: 4)
Romanian Journal for Multidimensional Education     Open Access  
Roteiro     Open Access  
RUDN Journal of Informatization in Education     Open Access  
RUDN Journal of Psychology and Pedagogics     Open Access  
Russian Education & Society     Full-text available via subscription   (Followers: 5)
Rwandan Journal of Education     Open Access  
Saber & Educar     Open Access   (Followers: 2)
Saberes : Revista interdisciplinar de Filosofia e Educação     Open Access  
Sainsmat     Open Access  
SANE journal : Sequential Art Narrative in Education     Open Access   (Followers: 2)
Sasdaya : Gadjah Mada Journal of Humanities     Open Access   (Followers: 2)
Satya Widya     Open Access  
Scandinavian Journal of Educational Research     Hybrid Journal   (Followers: 8)
Scholarship of Teaching and Learning in Psychology     Full-text available via subscription  
SCHOLE : A Journal of Leisure Studies and Recreation Education     Hybrid Journal   (Followers: 1)
School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice     Hybrid Journal   (Followers: 13)
School Leadership & Management: Formerly School Organisation     Hybrid Journal   (Followers: 22)
School Leadership Review     Open Access  
School Psychology International     Hybrid Journal   (Followers: 4)
School Psychology Quarterly     Full-text available via subscription   (Followers: 7)
School Science and Mathematics     Hybrid Journal   (Followers: 4)
Schools : Studies in Education     Full-text available via subscription   (Followers: 6)
Science & Education     Hybrid Journal   (Followers: 23)
Science & Justice     Hybrid Journal   (Followers: 442)
Science Activities: Classroom Projects and Curriculum Ideas     Hybrid Journal   (Followers: 1)
Science and Knowledge in Focus     Open Access   (Followers: 1)
Science Education     Hybrid Journal   (Followers: 24)
ScienceRise : Pedagogical Education     Open Access  
Scientific Bulletin Melitopol State Pedagogical University. Series: Pedagogy     Open Access  
Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: Pedagogy     Open Access  
Scope : Journal of English Language Teaching     Open Access  
Screen Education     Full-text available via subscription   (Followers: 3)
Scripta Manent     Open Access  
Secretariado Executivo em Revist@     Open Access  
Sekolah Dasar : Kajian Teori dan Praktik Pendidikan     Open Access  
Seloka : Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access   (Followers: 5)
Seminar.net     Open Access  
Seminars in Speech and Language     Hybrid Journal   (Followers: 41)
SFU Educational Review     Open Access   (Followers: 1)
Shanlax International Journal of Education     Open Access  
Shanlax International Journal of English     Open Access  
Signum Temporis. Journal of Pedagogy and Psychology     Open Access   (Followers: 1)
Sinéctica : Revista Electrónica de Educación     Open Access  
Sinéctica, Revista Electrónica de Educación     Open Access  
SIPATAHOENAN : South-East Asian Journal for Youth, Sports & Health Education     Open Access  
Sisyphus : Journal of Education     Open Access  
Skandinavisk tidsskrift for yrker og profesjoner i utvikling     Open Access  
Smart Learning Environments     Open Access   (Followers: 6)
Social Education     Full-text available via subscription   (Followers: 5)
Social Psychology of Education     Hybrid Journal   (Followers: 5)
Social Studies and the Young Learner     Full-text available via subscription   (Followers: 4)
Social, Humanities, and Educational Studies (SHEs) : Conference Series     Open Access  
Sociology of Education     Hybrid Journal   (Followers: 39)
Solidarity : Journal of Education, Society and Culture     Open Access  
Sophía : Colección de Filosofía de la Educación     Open Access  
Sophia : Revista de investigaciones     Open Access  
Sophia Austral     Open Access   (Followers: 1)
Sosiaalipedagoginen Aikakauskirja     Open Access  
Sosio Didaktika : Social Science Education Journal     Open Access  
SosioHumanika: Jurnal Pendidikan Sains Sosial dan Kemanusiaan (Journal of Humanities and Social Sciences Education)     Open Access  
SourceOECD Education & Skills     Full-text available via subscription  
South African Journal of Childhood Education     Open Access   (Followers: 1)
South African Journal of Education     Open Access   (Followers: 2)
South African Journal of Higher Education     Open Access   (Followers: 5)
South-East Asian Journal of Medical Education     Open Access  
Southern African Journal of Environmental Education     Open Access   (Followers: 1)
Southern African Review of Education with Education with Production     Full-text available via subscription   (Followers: 2)
Spor Eğitim Dergisi     Open Access  
Sport Management Education Journal     Hybrid Journal   (Followers: 5)
Sport, Education and Society     Hybrid Journal   (Followers: 13)
Spreadsheets in Education     Open Access   (Followers: 1)
Sri Lanka Journal of Advanced Social Studies     Open Access   (Followers: 1)
Stamford Journal of English     Open Access   (Followers: 1)
Student Affairs Today     Hybrid Journal  
Student Aid News     Hybrid Journal  
Studi sulla Formazione     Open Access  
Studia paedagogica     Open Access  
Studia Paedagogica Ignatiana     Open Access   (Followers: 1)
Studier i Pædagogisk Filosofi     Open Access  
Studies in Art Education : A Journal of Issues and Research     Hybrid Journal  
Studies in Continuing Education     Hybrid Journal   (Followers: 14)
Studies in Educational Evaluation     Hybrid Journal   (Followers: 4)
Studies in Educational Research and Development     Open Access   (Followers: 1)
Studies in English Language and Education     Open Access   (Followers: 5)
Studies in English Language Teaching     Open Access   (Followers: 11)
Studies in Higher Education     Hybrid Journal   (Followers: 178)
Studies in Philosophy and Education     Hybrid Journal   (Followers: 7)
Studies in Science Education     Hybrid Journal   (Followers: 18)
Studies in Second Language Learning and Teaching     Open Access   (Followers: 12)
Studies in the Education of Adults     Hybrid Journal   (Followers: 7)
Studying Teacher Education : A journal of self-study of teacher education practices     Hybrid Journal   (Followers: 53)
Suara Guru     Open Access  
Suhuf     Open Access  
Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie     Open Access   (Followers: 1)
Support for Learning     Hybrid Journal   (Followers: 2)
Sustinere : Revista de Saúde e Educação     Open Access  
SUSURGALUR : Jurnal Kajian Sejarah & Pendidikan Sejarah (Journal of History Education & Historical Studies)     Open Access  
System     Hybrid Journal   (Followers: 13)
Ta'allum : Jurnal Pendidikan Islam     Open Access  
Ta'dib     Open Access   (Followers: 1)
Tabanque : Revista Pedagógica     Open Access  
TADBIR : Jurnal Studi Manajemen Pendidikan     Open Access  
Tadrib : Jurnal Pendidikan Agama Islam     Open Access  
Tadris : Islamic Education Journal     Open Access   (Followers: 1)
Tadris : Jurnal Keguruan dan Ilmu Tarbiyah     Open Access   (Followers: 3)
Tafáqquh : Jurnal Penelitian Dan Kajian Keislaman     Open Access  
TalentEd     Full-text available via subscription  
Tangram : Revista de Educação Matemática     Open Access   (Followers: 2)
Tantak     Open Access  
Tapestry Journal : An International Multidisciplinary Journal on English Language Learner Education     Open Access   (Followers: 2)
TARBIYA : Journal of Education in Muslim Society     Open Access   (Followers: 2)
Tarbiya, revista de Investigación e Innovación Educativa     Open Access  
Tarbiyatuna     Open Access  
Társadalom és Gazdaság     Full-text available via subscription  
TAWARIKH : Journal of Historical Studies     Open Access  
Tawazun : Jurnal Pendidikan Islam     Open Access  
TEACH Journal of Christian Education     Full-text available via subscription   (Followers: 2)
Teacher : The National Education Magazine     Full-text available via subscription   (Followers: 2)
Teacher Development     Hybrid Journal   (Followers: 6)
Teacher Education and Special Education     Hybrid Journal   (Followers: 9)
Teachers and Curriculum     Open Access   (Followers: 4)
Teachers and Teaching: Theory and Practice     Hybrid Journal   (Followers: 16)
Teaching and Learning in Medicine     Hybrid Journal   (Followers: 14)
Teaching and Learning in Nursing     Full-text available via subscription   (Followers: 13)
Teaching and Teacher Education     Hybrid Journal   (Followers: 55)
Teaching Artist Journal     Hybrid Journal   (Followers: 4)
Teaching Business Ethics     Hybrid Journal   (Followers: 6)
Teaching Education     Hybrid Journal   (Followers: 9)
Teaching Ethics     Full-text available via subscription   (Followers: 1)
Teaching History     Full-text available via subscription   (Followers: 7)
Teaching in Higher Education     Hybrid Journal   (Followers: 46)
Teaching Innovation Projects     Open Access   (Followers: 1)
Teaching Mathematics and its Applications: An International Journal of the IMA     Hybrid Journal   (Followers: 5)
Teaching of Psychology     Hybrid Journal   (Followers: 9)
Teaching Philosophy     Full-text available via subscription   (Followers: 1)
Teaching Public Administration     Hybrid Journal   (Followers: 4)
Teaching Sociology     Full-text available via subscription   (Followers: 11)
Teaching Statistics     Hybrid Journal   (Followers: 6)
Teaching Theology & Religion     Hybrid Journal   (Followers: 6)
Techne Series : Research in Sloyd Education and Craft Science A     Open Access   (Followers: 1)
Technical Communication Quarterly     Hybrid Journal   (Followers: 8)
Technology Innovations in Statistics Education (TISE)     Open Access   (Followers: 2)
Technology, Knowledge and Learning     Hybrid Journal   (Followers: 4)
Technology, Pedagogy and Education     Hybrid Journal   (Followers: 20)
TechTrends     Hybrid Journal   (Followers: 10)
TED : Tecné, Episteme y Didaxis     Open Access  
TEFLIN Journal     Open Access  
Teknodika     Open Access  
TELE     Open Access  
Temps d'Educació     Open Access  
Tendencias Pedagógicas     Open Access  
Terampil : Jurnal Pendidikan dan Pembelajaran Dasar     Open Access   (Followers: 3)
Terrae Didatica     Open Access  
TESL Canada Journal     Open Access   (Followers: 4)
TESOL in Context     Full-text available via subscription   (Followers: 13)
TESOL Journal     Hybrid Journal   (Followers: 9)
TESOL Quarterly     Hybrid Journal   (Followers: 42)
The Clearing House     Full-text available via subscription   (Followers: 2)
The Clinical Teacher     Hybrid Journal   (Followers: 26)
The Department Chair     Hybrid Journal   (Followers: 1)
The Educational Forum     Hybrid Journal   (Followers: 1)
The Geography Teacher     Hybrid Journal   (Followers: 1)
The Internet and Higher Education     Hybrid Journal   (Followers: 38)
The Journal of Continuing Higher Education     Hybrid Journal   (Followers: 9)
The Journal of Distance Education     Full-text available via subscription   (Followers: 7)
The Mathematical Gazette     Full-text available via subscription   (Followers: 1)

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Similar Journals
Journal Cover
Studies in Educational Evaluation
Journal Prestige (SJR): 0.778
Citation Impact (citeScore): 2
Number of Followers: 4  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 0191-491X - ISSN (Online) 0191-491X
Published by Elsevier Homepage  [3204 journals]
  • Young learners’ reading and writing performance: Exploring collaborative
           modeling of text structure as an additional component of self-regulated
           strategy development
    • Abstract: Publication date: June 2020Source: Studies in Educational Evaluation, Volume 65Author(s): (Mark) Feng Teng
       
  • When artificial intelligence meets educational leaders’ data-informed
           decision-making: A cautionary tale
    • Abstract: Publication date: Available online 18 March 2020Source: Studies in Educational EvaluationAuthor(s): Yinying Wang
       
  • Capacity building to bridge data use and instructional improvement through
           evidence on student thinking
    • Abstract: Publication date: Available online 18 March 2020Source: Studies in Educational EvaluationAuthor(s): Amanda Datnow, Marie Lockton, Hayley Weddle
       
  • Exposure to crime and academic achievement: A case study for Costa Rica
           using PISA data
    • Abstract: Publication date: June 2020Source: Studies in Educational Evaluation, Volume 65Author(s): Gregorio Gimenez, Beatriz Barrado
       
  • Sorting pupils into their next educational track: How strongly do teachers
           rely on data-based or intuitive processes when they make the transition
           decision'
    • Abstract: Publication date: Available online 13 March 2020Source: Studies in Educational EvaluationAuthor(s): Kristin Vanlommel, Roos Van Gasse, Jan Vanhoof, Peter Van Petegem
       
  • Implementation of a collaborative data use model in a United States
           context
    • Abstract: Publication date: Available online 12 March 2020Source: Studies in Educational EvaluationAuthor(s): Jo Beth Jimerson, Vanessa Garry, Cindy L. Poortman, Kim Schildkamp
       
  • Evaluating school inspection effectiveness: A systematic research
           synthesis on 30 years of international research
    • Abstract: Publication date: June 2020Source: Studies in Educational Evaluation, Volume 65Author(s): Sarah I. Hofer, Doris Holzberger, Kristina Reiss
       
  • The impact of interventions to prevent truancy: A review of the research
           literature
    • Abstract: Publication date: June 2020Source: Studies in Educational Evaluation, Volume 65Author(s): Gil Keppens, Bram Spruyt
       
  • The structure of teaching practices across countries: A combination of
           factor analysis and network analysis
    • Abstract: Publication date: June 2020Source: Studies in Educational Evaluation, Volume 65Author(s): Jessica Fischer, Jia He, Eckhard Klieme
       
  • Clarificative evaluation of elementary level grammar program of a tertiary
           level preparatory class in Turkey
    • Abstract: Publication date: June 2020Source: Studies in Educational Evaluation, Volume 65Author(s): Billur Yıldırım, Ece Zehir Topkaya
       
  • The impact of time while boarding on students’ academic achievement and
           social emotional competence: A propensity score matching analysis
    • Abstract: Publication date: June 2020Source: Studies in Educational Evaluation, Volume 65Author(s): Shutao Wang, Demei Zhang
       
  • Feeding back research results – Changes in principal and teacher
           narratives about student participation
    • Abstract: Publication date: June 2020Source: Studies in Educational Evaluation, Volume 65Author(s): Enikö Zala-Mezö, Amanda Datnow, Daniela Müller-Kuhn, Julia Häbig
       
  • Fair student assessment: A phenomenographic study on teachers’
           conceptions
    • Abstract: Publication date: June 2020Source: Studies in Educational Evaluation, Volume 65Author(s): F. Javier Murillo, Nina Hidalgo
       
  • Affordances of narrative and numerical data: A social-semiotic approach to
           data use
    • Abstract: Publication date: Available online 26 February 2020Source: Studies in Educational EvaluationAuthor(s): Henning Fjørtoft, Mei Kuin Lai
       
  • Assessing perceptions of resources and inclusive teaching practices: A
           cross-country study between German and Saudi students in inclusive schools
           
    • Abstract: Publication date: June 2020Source: Studies in Educational Evaluation, Volume 65Author(s): Susanne Schwab, Ghaleb Alnahdi, Janka Goldan, Ayman Elhadi
       
  • The effects of a teaching development institute for early career
           researchers on their intended teaching strategies, course design, beliefs
           about instructors’ and students’ knowledge, and instructional
           self-efficacy: The case of the Teaching Institute at Johns Hopkins
           University
    • Abstract: Publication date: March 2020Source: Studies in Educational Evaluation, Volume 64Author(s): Ahmed Ibrahim, Kelly Clark, Michael J. Reese, Richard Shingles
       
  • Reflection through assessment: A systematic narrative review of teacher
           feedback and student self-perception
    • Abstract: Publication date: March 2020Source: Studies in Educational Evaluation, Volume 64Author(s): J.T. Torres, Zoe Higheagle Strong, Olusola O. Adesope
       
  • Misconceptions about data-based decision making in education: An
           exploration of the literature
    • Abstract: Publication date: Available online 23 January 2020Source: Studies in Educational EvaluationAuthor(s): Ellen B. Mandinach, Kim Schildkamp
       
  • Hong Kong primary students’ self-regulated writing strategy use:
           Influences of gender, writing proficiency, and grade level
    • Abstract: Publication date: June 2020Source: Studies in Educational Evaluation, Volume 65Author(s): Barry Bai, Bin Shen, Hong Mei The multifaceted nature of writing makes it one of the most challenging school subjects for English-as-a-foreign-language (EFL) students. Despite its importance and wide attention attracted, primary school students’ unsatisfactory writing performance has been little researched. As an optimal way of learning, self-regulated learning (SRL) has gained surging popularity in various academic disciplines but the field of second language (L2) writing is still underexplored. To fill the gap, the study investigated 291 upper-grade (4th-6th grades) Hong Kong primary students’ use of SRL writing strategies, and explored whether the students’ strategy use varied between genders, and across English writing proficiency groups and grade levels. A three-way MANOVA was performed and results showed that the students’ SRL writing strategy use varied significantly between genders, and across different writing proficiency groups and grade levels. Interaction effects of grade level and gender were also discovered. Important implications are drawn.
       
  • A multilevel examination of an instrument measuring school renewal via
           teachers
    • Abstract: Publication date: June 2020Source: Studies in Educational Evaluation, Volume 65Author(s): Xin Ma, Jianping Shen, Patricia Reeves, Jing Yuan The purpose of the present study was to assess an instrument that uses responses from teachers to measure principal behaviors on the critical educational issue of school renewal. To account for the data hierarchy of teachers nested within schools, we employed a multilevel confirmatory factor analysis and estimated multilevel reliabilities at both teacher and school levels to examine the instrument. With 2765 teachers from 148 schools, the instrument showed acceptable structural validity. Specifically, we found that when teachers provide responses as indicators of school renewal, the instrument can generate a valid and highly reliable measure or estimate of school renewal at the school level. However, data analysis at the teacher level attempting to use teacher perceptions of school renewal as either dependent variables or independent variables should be avoided because of the low reliability at the teacher level.
       
  • Measuring mathematics competence in international and national large scale
           assessments: Linking PISA and the national educational panel study in
           Germany
    • Abstract: Publication date: June 2020Source: Studies in Educational Evaluation, Volume 65Author(s): Timo Ehmke, Ann-Kathrin van den Ham, Christine Sälzer, Jörg Heine, Manfred Prenzel This study examines a linkage between the international mathematics scale of the Programme for International Student Assessment (PISA 2012) and the mathematics assessment taken from the German National Educational Panel Study (NEPS). The linking was realized by a separate linking study that uses a single group design. The sample consists of n = 1,270 9th graders from 78 German secondary schools. The equipercentile linking leads to close descriptive scale characteristics (means, standard deviation, and skewness) between the original PISA mathematics scale and the PISA score equivalents. The linking was stable over the four subgroups (gender, migration background, books at home, and school type). Altogether, the results indicate that assigning students to PISA proficiency levels given their NEPS mathematics test score, the PISA score equivalents produce a similar distribution of students reaching the PISA proficiency levels at a group level.
       
  • Data use for equity': How data practices incite deficit thinking in
           schools
    • Abstract: Publication date: Available online 15 February 2020Source: Studies in Educational EvaluationAuthor(s): Kara Lasater, Ed Bengtson, Waheeb S. Albiladi The purpose of this qualitative study was to examine how the organizational aspects of data use influence deficit thinking in schools. Participants included 52 educators (i.e., teachers, instructional facilitators, and leaders) from eight schools within seven Arkansas school districts. Data were collected using semi-structured interviews and focus groups. Analysis of data led to the identification of three themes: shifting the focus from instruction to accountability measures; viewing students as numbers, not people; and, creating an unsafe professional environment. These themes demonstrate how organizations framed data use and implemented specific data practices which prompted teachers to engage in deficit thinking. These themes contribute to our understanding of how deficit thinking is fueled by specific data practices established at the local level and can be used by school leaders to enact data practices which support the development of more equitable schools.
       
  • Validity inquiry process: Practical guidance for examining performance
           assessments and building a validity argument
    • Abstract: Publication date: June 2020Source: Studies in Educational Evaluation, Volume 65Author(s): Cynthia A. Conn, Kathy J. Bohan, Suzanne L. Pieper, Matteo Musumeci Given the increased use of performance assessments (PAs) in higher education to evaluate achievement of learning outcomes, it is important to address the barriers related to ensuring quality for this type of assessment. This article presents a design-based research (DBR) study that resulted in the development of a Validity Inquiry Process (VIP). The study’s aim was to support faculty in examining the validity and reliability of the interpretation and use of results from locally developed PAs. DBR was determined to be an appropriate method because it is used to study interventions such as an instructional innovation, type of assessment, technology integration, or administrative activity (Anderson & Shattuck, 2012). The VIP provides a collection of instruments and utilizes a reflective practice approach integrating concepts of quality criteria and development of a validity argument as outlined in the literature (M.T. Kane, 2013; Linn, Baker, & Dunbar, 1991; Messick, 1994).
       
  • Reduced performance on examinations following untimed short assessments
    • Abstract: Publication date: June 2020Source: Studies in Educational Evaluation, Volume 65Author(s): Ann Blair Kennedy, Steven E. Fiester The internet has allowed for the online asynchronous assessment of acquired knowledge; however, the delivery formats of these online assessments do require evaluation. To this end, the summative examination and preceding formative quiz performances of students enrolled in a freshman-level course were evaluated between four cohorts in which each cohort was administered formative quizzes differing in testing location (in-class versus online), time limitation and ability to use notes. Results indicate decreased monitoring of formative quizzes such as those that are untimed and delivered online leads to increased formative performance but decreased performance on proceeding summative examinations. While the use of online testing may appear enticing, care must be taken to ensure student learning.
       
  • Applying Q methodology to teacher evaluation research
    • Abstract: Publication date: June 2020Source: Studies in Educational Evaluation, Volume 65Author(s): Janelle E. Rodl, Rebecca A. Cruz, Gregory A. Knollman This article examines Q methodology as an empirical approach for use in teacher evaluation research, specifically research examining evaluative measures as applied to teachers of students with disabilities. Q is a qualiquantalogical method that requires participants to order or scale items relative to each other in characterizing a person or behavior. Participant viewpoints are intercorrelated and factor analyzed to determine common viewpoints regarding the salience of items representing a particular domain. This article provides an overview of Q methodology and includes a description of a study that used Q to determine common viewpoints of the salient features of special education teachers’ instructional practices. Implications for using Q in teacher evaluation research broadly and special education teacher evaluation specifically are discussed.
       
  • Evaluating the impact of first-year writing course grades on
           college-student persistence
    • Abstract: Publication date: March 2020Source: Studies in Educational Evaluation, Volume 64Author(s): Justin Nicholes, Cody Reimer Informed by Tinto’s model of persistence, this large-scale evaluation study (N = 8916) centers on intersections of first-year composition (FYC), grades, and persistence at a career-focused, polytechnic university in a midwestern U.S. state. It presents a replicable design exploring a pathway through Composition 1 and Composition 2 to graduation and suggests theoretical and practical implications for early-alert, student-support intervention. Results of binary logistic regression indicate that, accounting for demographic and enrollment factors, grades significantly predict whether students take Composition 2 immediately after Composition 1, whether they persist to Composition 2 at all, and whether they graduate. We propose that the linked sequence of writing courses may allow students to build skills over a year-long sequence, enhancing self-efficacy and grade-reinforced senses of belonging, while factors related to ethnic identity and first-generation status pose barriers at critical points along the first-year sequence. We conclude with suggested points of student-support intervention and future research on grades, first-year writing coursework, and college-student persistence related to writing self-efficacy and senses of belonging.
       
  • Corrigendum to “The effects of peer assessment on learner autonomy: An
           empirical study in a Chinese college English writing class” [Stud. Educ.
           Eval. 64 (2020) 1–10]
    • Abstract: Publication date: March 2020Source: Studies in Educational Evaluation, Volume 64Author(s): Bin Shen, Barry Bai, Weihe Xue
       
  • Assessing math attitude through the Attitude Toward Mathematics Inventory
           – Short form in introductory statistics course students
    • Abstract: Publication date: March 2020Source: Studies in Educational Evaluation, Volume 64Author(s): Caterina Primi, Alice Bacherini, Carola Beccari, Maria Anna Donati Math attitude refers to emotional responses, beliefs, and behaviors towards mathematics. Several studies measured the relation with math learning and related variables, but very few with statistics learning. To better investigate this relation has become increasingly relevant to have a measure that ensuring multidimensionality and shortness. The aim of the present paper was to confirm the factor structure of the Lin and Huang (2014)'s ATMI - Short Form (ATMI - SF) when administered to Italian college students attending introductory statistics course, and to test its measurement invariance applying a multigroup confirmatory analysis. We also assessed the reliability and the incremental validity of the ATMI - SF by verifying whether it predicted statistics achievement over and above the effect of math knowledge. The overall findings provide that ATMI - SF is a reliable and valid measure to assess math attitude among college students who attend introductory statistics courses in non-mathematical courses.
       
  • Building undergraduate STEM majors’ capacity for delivering
           inquiry-based mathematics and science lessons: An exploratory evaluation
           study
    • Abstract: Publication date: March 2020Source: Studies in Educational Evaluation, Volume 64Author(s): Xiaoxia A. Newton, Edward P. Tonelli Recruiting and preparing STEM majors for teaching has become one of the major efforts at improving mathematics and science teacher quality at secondary level. One question is whether STEM majors who have not had the chance to experience active learning in mathematics and science classes as secondary students themselves know what inquiry pedagogy is. Secondly, it is unclear whether those who experienced inquiry in their college introductory discipline courses will be able to utilize the pedagogy in teaching secondary content. We address these questions through studying an undergraduate research methods course designed to improve STEM majors’ capacity for delivering inquiry-based mathematics and science lesson. Analysis of data from pre-and-post course surveys and students’ written research reports including students’ reflection on their inquiry projects suggests that offering future STEM teachers opportunities to conduct inquiry and reflect explicitly on how inquiry can be used to teach secondary content is important and beneficial.
       
  • Initial teacher education in a dual-system: Addressing the observation of
           teaching performance
    • Abstract: Publication date: March 2020Source: Studies in Educational Evaluation, Volume 64Author(s): Jordi L. Coiduras, Àngel Blanch, Iván Barbero
       
  • Bridging the gap – How effective are remedial math courses in
           Germany'
    • Abstract: Publication date: March 2020Source: Studies in Educational Evaluation, Volume 64Author(s): Stefan Büchele Almost all German universities complain that the math skills of students entering the higher education system do not meet the level demanded by universities. This is a major problem, particularly in math-related study programs such as economics, engineering or science. To bridge the gap, almost all universities offer some remedial math courses. However, there is only weak empirical evidence for the effectiveness of these courses in Germany. This paper aims to fill this gap by evaluating a remedial math course given within the Economics Department of a German university. A key finding: taking a math remedial course on a regular basis will enhance students' math skills and increase the probability of passing the final math exam by 35 percent.
       
  • Using data on school strengths and weaknesses for school improvement
    • Abstract: Publication date: March 2020Source: Studies in Educational Evaluation, Volume 64Author(s): Tali Aderet-German, Miriam Ben-Peretz This paper examines evaluation data use practices of a network of schools implementing an internal, independent, school self-evaluation process for more than a decade. This network currently uses data on its strengths alongside data indicative of its weaknesses, collecting and utilizing both positive and negative data for improvement and accountability purposes. We conducted multiple formal and informal interviews with 24 school management members and teachers, and gathered and analyzed 50 school documents in order to understand how the network used evaluation findings for school improvement. We identified types of data use described in the literature (instrumental, conceptual, and symbolic), and propose a complementary type of use we termed “reinforcement data use”. Our findings suggest that identifying strengths is one of the valid goals and outcomes of evaluation, shedding light on its potential to enhance school ethos, and to promote a positive attitude toward evaluation processes and their subsequent effects.
       
  • Assessing the Statistical Anxiety Rating Scale as applied to prospective
           teachers in an Israeli Teacher-Training College
    • Abstract: Publication date: March 2020Source: Studies in Educational Evaluation, Volume 64Author(s): Pnina Steinberger Statistics literacy is a growing part of our lives. However, around 75% of social science undergraduate students experience moderate to high levels of statistics anxiety, characterized by troubling thoughts, stress and an aversion to statistical content or to learning situations using statistics. The aims of the study were to examine the psychometric properties of the Hebrew version of the Statistical Anxiety Rating Scale, and to unfold the underlying structure of the construct as perceived by 163 pre-service teachers in an Israeli college of education. Multidimensional scaling analysis (MDS) confirms the confirmatory factor analysis (CFA) findings but highlights the importance of identifying the context of anxiety (statistics course vs. statistics as a distinct discipline) and the locus of anxiety (internal vs. external). The findings can help teacher educators better monitor their students’ statistics anxiety and assist them in implementing appropriate ways of reducing it.
       
  • Teachers’ beliefs about feedback practice as related to student
           self-regulation, self-efficacy, and language skills in teaching English as
           a foreign language
    • Abstract: Publication date: March 2020Source: Studies in Educational Evaluation, Volume 64Author(s): Kim-Daniel Vattøy This study examines lower-secondary teachers’ beliefs about feedback practice as related to beliefs about student self-regulation, self-efficacy, and language skills while teaching English as a foreign language. Data analysis of ten individual interviews was carried out using the constant comparative method. Most of the teachers connected own feedback practice to an awareness of assessment for learning through the teaching of language skills. However, a hidden accountability system seemed to overshadow the full potential of assessment for learning for the teachers with its emphasis on testing. Aspects of marking, student involvement, and dialogic feedback were considered challenging to the feedback practice of half of the teachers. The teachers were further divided as to the relevance of feedback for self-regulation and strategy training. Although most teachers discussed feedback as important for students’ self-efficacy, unrealistic expectations and marks were considered impediments to student learning. Implications for teaching and professional learning are discussed.
       
  • Teachers as evaluators: Results from a systematic literature review
    • Abstract: Publication date: March 2020Source: Studies in Educational Evaluation, Volume 64Author(s): Amanda McFadden, Kate E. Williams Teacher professional standards globally now include a stronger emphasis on teacher research and evaluation skills. Yet, little is known about how to build these capacities through teacher education. This paper reports on a systematic literature review conducted to synthesize the literature about approaches to improving research and evaluative skills and attitudes in teachers. A total of 19 studies were included. The field is largely dominated by small qualitative studies that focus on teacher action research as a facilitator of professional development. There is a substantial and highly problematic gap in the research specifically in relation to building evaluation skills in teachers. Recommendations include a stronger investment in teacher education focussed on evaluation and evaluative thinking, which holds significant potential to positively impact the professional practice of teachers and student learning outcomes.
       
  • Examining rater accuracy and consistency with a special education
           observation protocol
    • Abstract: Publication date: March 2020Source: Studies in Educational Evaluation, Volume 64Author(s): Evelyn S. Johnson, Yuzhu Zheng, Angela R. Crawford, Laura A. Moylan Research indicates that instructional aspects of teacher performance are the most difficult to reach consensus on, significantly limiting teacher observation as a way to systematically improve instructional practice. Understanding the rationales that raters provide as they evaluate teacher performance with an observation protocol offers one way to better understand the training efforts required to improve rater accuracy. The purpose of this study was to examine the accuracy of raters evaluating special education teachers’ implementation of evidence-based math instruction. A mixed-methods approach was used to investigate: 1) the consistency of the raters’ application of the scoring criteria to evaluate teachers’ lessons, 2) raters’ accuracy on two lessons with those given by expert-raters, and 3) the raters’ understanding and application of the scoring criteria through a think-aloud process. The results show that raters had difficulty understanding some of the high inference items in the rubric and applying them accurately and consistently across the lessons. Implications for rater training are discussed.
       
  • Using standards to evaluate accountability policy in context: School
           administrator and teacher perceptions of a teacher evaluation system
    • Abstract: Publication date: March 2020Source: Studies in Educational Evaluation, Volume 64Author(s): Noelle A. Paufler, Edward F. Sloat Accountability policy in the United States requiring school districts to design and implement state policy-directed teacher evaluation systems that utilize multiple measures, most often observations of professional practice and student achievement data, has been reflective of shifting international public discourse surrounding educational accountability, specifically related to teacher quality. Although the most recent wave of policy change provides states some flexibility in determining how teachers are evaluated, many are still mired in debate on how to improve teacher professional practice and increase student learning. This study examined the perceptions of school administrators and teachers in a large, suburban, public school district regarding their district’s new teacher evaluation system. Understanding the convergent and divergent views of participant groups regarding how (i.e., the standards by which) they defined and measured the effectiveness of the evaluation system is necessary to not only better understand their lived experiences but also to potentially inform policy change.
       
  • Structural relationship between learners’ perceptions of a test,
           learning practices, and learning outcomes: A study on the washback
           mechanism of a high-stakes test
    • Abstract: Publication date: March 2020Source: Studies in Educational Evaluation, Volume 64Author(s): Manxia Dong The study aimed to explore the washback mechanism on learning by investigating the structural relationship between learners’ perceptions of a test, learning practices, and learning outcomes via structural equation modeling. The participants in this study included 3105 Chinese senior high school students. Exploratory factor analysis, confirmatory factor analysis, and structural equation modeling were used in the analyses of the data. This study found that learners’ perceptions of test validity, impact, and importance affected their learning practices in different ways and to different degrees. The research results also showed that four types of English learning practices had significant, positive, but differential effects on learning outcomes. The effect size was partly associated with the frequency of engagement with each learning practice. Based on the findings, some implications and suggestions were drawn for learners, teachers, test designers, and test authorities.
       
  • Measurement invariance across information and communication technology
           development index and gender: The case of the Pearson Test of English
           Academic reading
    • Abstract: Publication date: March 2020Source: Studies in Educational Evaluation, Volume 64Author(s): Vahid Aryadoust The computerization of reading assessments has presented a set of new challenges to test designers. From the vantage point of measurement invariance, test designers must investigate whether the traditionally recognized causes for violating invariance are still a concern in computer-mediated assessments. In addition, it is necessary to understand the technology-related causes of measurement invariance among test-taking populations. In this study, we used the available data (n = 800) from the previous administrations of the Pearson Test of English Academic (PTE Academic) reading, an international test of English comprising 10 test items, to investigate measurement invariance across gender and the Information and Communication Technology Development index (IDI). We conducted a multi-group confirmatory factor analysis (CFA) to assess invariance at four levels: configural, metric, scalar, and structural. Overall, we were able to confirm structural invariance for the PTE Academic, which is a necessary condition for conducting fair assessments. Implications for computer-based education and the assessment of reading are discussed.
       
  • Action research as a methodology for professional development in leading
           an educational process
    • Abstract: Publication date: March 2020Source: Studies in Educational Evaluation, Volume 64Author(s): Ilana Klima Ronen The need to resolve a researcher’s discomfort, resulting from the inherent gap between values and beliefs and their practical implementation, led to using action research methodology during an academy-field partnership. Two teacher educators, 24 pre-service teachers specializing in science, and six teachers participated in the study. Throughout the two years of the partnership this study describes a reflective perspective process that focuses on actions, events, thoughts, dilemmas and feelings of the participants that emerged from the researcher's reflective journal. Cycles of reflection on thinking and doing helped monitoring the complex process of the partnership that bridges the gap between the academic and field cultures. The collected data underwent three stages of interpretative content analysis that point to the role of reflection cycles on thinking and doing, resulting in the interweaving of cognitive, affective, theoretical and practical features during the academy-field practice model.
       
  • Is resistance futile' Teachers’ viewpoints about school
           inspection—Taking practioners’ perspectives into account
    • Abstract: Publication date: March 2020Source: Studies in Educational Evaluation, Volume 64Author(s): Gisela Steins, Bita Behravan, Kristin Behnke
       
  • Assessment feedback in examiner reports on master’s dissertations in
           translation studies
    • Abstract: Publication date: March 2020Source: Studies in Educational Evaluation, Volume 64Author(s): Deliang Man, Yiqin Xu, Meng Huat Chau, John Mitchell O’Toole, Krishnavanie Shunmugam Assessment is a crucial part of degree programmes in higher education. While previous research has been primarily concerned with PhD thesis assessment practice in western countries, this article considers the focus and assessment criteria of 40 examiner reports on master’s dissertations in translation studies at a Chinese university. The results indicate that these examiners structured their reports in four rhetorical moves: ‘preparing the candidate for a decision’, ‘expressing an evaluation’, ‘conveying the decision’, and ‘making recommendations’. These examiners appeared to place more emphasis on the expression of ideas, rather than on the accuracy and originality of those ideas. They apparently adopted flexible working criteria, assessing the dissertations based on institutional requirements and on their own experience. This article concludes with a discussion of implications for dissertation writing.
       
  • The effects of peer assessment on learner autonomy: An empirical study in
           a Chinese college English writing class
    • Abstract: Publication date: March 2020Source: Studies in Educational Evaluation, Volume 64Author(s): Bin Shen, Barry Bai, Weihe Xue The study reports on a one-semester-long intervention study of peer assessment in a college English writing class. The purpose of the study was to investigate the effects of peer assessment on learner autonomy (LA). Seventy English major sophomores from an independent college in China participated in the study, who were randomly divided into two groups of 35 students each. Traditional teacher feedback was used in the control group while peer assessment was adopted for the experimental group. A questionnaire on LA was administered to both groups as the pre-test and the post-test. A number of ANCOVA analyses were run to measure the effects of peer assessment on students’ LA. The results indicate that peer assessment enhanced the students’ learner autonomy. Peer assessment significantly reduced learners’ dependence on the teacher and boosted the students’ confidence in learning ability, while failing to make noticeable improvement in the other aspects of LA.
       
  • Assessing the professional identity of primary student teachers: Design
           and validation of the Teacher Identity Measurement Scale
    • Abstract: Publication date: March 2020Source: Studies in Educational Evaluation, Volume 64Author(s): Fadie Hanna, Ron Oostdam, Sabine E. Severiens, Bonne J.H. Zijlstra This study aimed to design and validate the Teacher Identity Measurement Scale (TIMS) for assessing primary student teachers’ professional identity. Based on identity theory and a systematic review into quantitative instruments of teacher identity, teacher identity was decomposed in four first-order constructs: motivation, self-image, self-efficacy, and task perception. This resulted in a measurement scale consisting of 46 items. The factorial design was examined by administering the TIMS to first- and second-year primary student teachers. In phase 1, involving 17 students, qualitative scale development methods were used to assess the construct validity. In phase 2, its second-order factor structure was tested and confirmed among a sample of 211 students. In phase 3, this structure was cross-validated among a new sample of 419 students. The instrument may contribute to understanding primary student teacher’s professional development and can be used as a tool to support the process of developing a professional teacher identity.
       
  • An analysis of Differential Item Functioning on INVALSI tests, designed to
           explore gender gap in mathematical tasks
    • Abstract: Publication date: March 2020Source: Studies in Educational Evaluation, Volume 64Author(s): Clelia Cascella, Chiara Giberti, Giorgio Bolondi This study presents a quantitative approach based on Differential Item Functioning analysis within the Item Response Theory framework, to quantify gender differences in tackling specific mathematical items. We use this approach to explore two crucial topics in mathematics education (misconceptions in decimal numbers, and estimation) by analysing answers given by Italian students to specific mathematical items taken from a sample of 1400 items administered in INVALSI tests since 2008. For each item, we have a sample of 30,000 students per year, statistically representative of the entire Italian student population. The results section presents a didactic interpretation of the statistical evidence and shows how interdisciplinarity between statistics and mathematics education, with a mixed-method approach (Johnson & Onwuegbuzie, 2004), represents a good approach to exploring the gender gap in relation to specific constructs of math education. This approach, common in many disciplines, can also make an interesting contribution to mathematics education research.
       
  • Does difficulty-based item order matter in multiple-choice exams'
           (Empirical evidence from university students)
    • Abstract: Publication date: March 2020Source: Studies in Educational Evaluation, Volume 64Author(s): Süleyman Nihat Şad This empirical study aimed to investigate the impact of easy first vs. hard first ordering of the same items in a paper and-pencil multiple-choice exam on the performances of low, moderate, and high achiever examinees, as well as on the item statistics. Data were collected from 554 Turkish university students using two test forms, which included the same multiple-choice items ordered reversely, i.e. easy first vs. hard first. Tests included 26 multiple-choice items about the introductory unit of “Measurement and Assessment” course. The results suggested that sequencing the multiple-choice items in either direction from easy to hard or vice versa did not affect the test performances of the examinees no matter whether they are low, moderate or high achiever examinees. Finally, no statistically significant difference was observed between item statistics of both forms, i.e. the difficulty (p), discrimination (d), point biserial (r), and adjusted point biserial (adj. r) coefficients.
       
  • Providence talks: A citywide partnership to address early childhood
           language development
    • Abstract: Publication date: March 2020Source: Studies in Educational Evaluation, Volume 64Author(s): Kenneth Wong, Crystal Thomas, Megan Boben Early research has shown that there may be inconsistencies in how parents in different socioeconomic classes prepare their children to learn to read. Previous research has highlighted a “word gap” between children from low-income families and high-income families. Effects of this “word gap” are evident at the start of kindergarten and contribute to the current nationwide achievement gap in educational outcomes for low-income children. Providence Talks (PT) is a city-wide initiative launched in 2014 in an effort to close this gap. PT helps caretakers learn about the importance of speaking with their children at an early age and supports them in their ability to improve the language environments within their home. We uncover positive results for the efficacy of a citywide intervention dedicated to improving outcomes for vulnerable children across the urban landscape.
       
  • Measuring student teachers’ self-efficacy beliefs about family-teacher
           communication: Scale construction and validation
    • Abstract: Publication date: March 2020Source: Studies in Educational Evaluation, Volume 64Author(s): Karen De Coninck, Joan Walker, Benjamin Dotger, Ruben Vanderlinde This article describes the development of a self-report survey measure of student teachers’ self-efficacy beliefs about family-teacher communication. Consistent with a guiding conceptual framework (Walker & Dotger, 2012), an exploratory factor analysis (n = 266) suggested a two-factor structure: (1) structuring the conversation (α = .92) and (2) responsiveness to parents (α = .87). Confirmatory factor analysis with a second sample (n = 315) also indicated a good fit between the hypothesized two-factor model and the observed data. Despite their lack of experience, student teachers’ self-efficacy ratings were relatively high. Efficacy for structuring conversations (M = 6.7, SD = 1.02; range = 0–10) was lower than efficacy for responsiveness (M = 7.57, SD = 1.04; difference, -0.83, t(581)=−21.32, p 
       
  • Retrofitting the IELTS reading section with a general cognitive diagnostic
           model in an Iranian EAP context
    • Abstract: Publication date: March 2020Source: Studies in Educational Evaluation, Volume 64Author(s): Azizullah Mirzaei, Maryam Heidari Vincheh, Mahmood Hashemian Cognitive diagnostic assessment (CDA) allows for diagnosing second language (L2) learners’ strengths and weaknesses of attributes in a specific domain. Exploring the little-known territory of CDA, the current study retrofitted the reading section of the International English Language Testing System (IELTS) with a cognitive diagnostic model (CDM). It aimed to identify the attributes involved in successfully implementing IELTS reading, analyze the overall and individual test-takers’ reading performance, and, finally, explore the IELTS reading differences of Iranian students in engineering and veterinary domains. Based on think-aloud protocols and expert judgement, an initial Q-matrix was developed. Using R package CDM, the generalized deterministic inputs, noisy “and” gate (G-DINA) model was applied to IELTS reading data to refine and validate the initial Q-matrix and estimate the mastery probabilities of 1025 test-takers on each attribute. The final Q-matrix consisted of 6 attributes assumed to be involved in IELTS reading. Moreover, the overall test-takers and the individuals demonstrated different mastery/non-mastery across the 6 IELTS reading attributes on both macro and micro levels. Further, significant differences were found between IELTS reading performances of Iranian engineering and veterinary students. The findings supported the assumption that CDA can provide instructors and IELTS candidates with detailed diagnostic feedback to promote test-takers’ IELTS reading performance.
       
  • Test fairness: Examining differential functioning of the reading
           comprehension section of the GSEEE in China
    • Abstract: Publication date: March 2020Source: Studies in Educational Evaluation, Volume 64Author(s): Shangchao Min, Lianzhen He This study investigated differential item functioning (DIF), differential bundle functioning (DBF), and differential test functioning (DTF) across gender of the reading comprehension section of the Graduate School Entrance English Exam in China. The datasets included 10,000 test-takers’ item-level responses to 6 five-item testlets. Both DIF and DBF were examined by using poly-simultaneous item bias test and item-response-theory-likelihood-ratio test, and DTF was investigated with multi-group confirmatory factor analyses (MG-CFA). The results indicated that although none of the 30 items exhibited statistically and practically significant DIF across gender at the item level, 2 testlets were consistently identified as having significant DBF at the testlet level by the two procedures. Nonetheless, DBF does not manifest itself at the overall test score level to produce DTF based on MG-CFA. This suggests that the relationship between item-level DIF and test-level DTF is a complicated issue with the mediating effect of testlets in testlet-based language assessment.
       
  • Searching for the impact of teacher behavior on promoting students’
           cognitive and metacognitive skills
    • Abstract: Publication date: March 2020Source: Studies in Educational Evaluation, Volume 64Author(s): Leonidas Kyriakides, Maria Anthimou, Anastasia Panayiotou This study investigates the impact of teaching factors on students’ cognitive and metacognitive achievement in mathematics. Written tests and the “Metacognitive Skills and Knowledge Assessment” tool were administered to grade 4 and 5 students (n = 924) at the beginning and end of the school year 2013-2014. A student questionnaire was used for measuring teaching factors. Multilevel SEM analyses revealed a reciprocal relationship between students’ cognitive and metacognitive skills. All teaching factors of the dynamic model of educational effectiveness were found to be associated with mathematics achievement but only four factors (modeling, assessment, questioning, and dealing with misbehavior) were associated with two aspects of metacognition (i.e. prediction and evaluation). Implications of findings are drawn.
       
  • Towards measuring teachers’ general pedagogical knowledge – A mixed
           method investigation of a pilot test
    • Abstract: Publication date: March 2020Source: Studies in Educational Evaluation, Volume 64Author(s): Liina Malva, Äli Leijen, Aleksandar Baucal This paper aims to investigate a test instrument measuring teachers’ general pedagogical knowledge. Pre-service teachers, in-service teachers, and teacher educators from Estonia participated in a pilot study (N = 393). Item response theory analysis showed that the items fit to a unidimensional instrument assumption. Three levels of difficulty were identified: questions based on a situation description (easiest), questions connecting situations with theoretical concepts (moderate), and questions requiring theoretical knowledge (difficult). When comparing the sample groups, pre-service teachers struggled with topics that had not been part of their curriculum yet. Interestingly, in-service teachers had more difficulty with questions requiring specific theoretical knowledge while teacher educators struggled more with practical situations in a school context. An overall suggestion for future research is to review the conceptual framework in terms of linking theory and practice to connect rather than to distinguish these characteristics of teachers’ general pedagogical knowledge. The results of the study also contribute to further improvement of the instrument.
       
  • University students’ learning approaches: An adaptation of the revised
           two-factor study process questionnaire to Norwegian
    • Abstract: Publication date: March 2020Source: Studies in Educational Evaluation, Volume 64Author(s): Yusuf F. Zakariya, K. Bjørkestøl, H.K. Nilsen, S. Goodchild, M. Lorås This paper reports a Norwegian validation study of a widely used instrument to measure students’ approaches to learning, namely, Bigg’s revised two-factor study process questionnaire (R-SPQ-2F). Its cultural sensitivity and psychometry evaluations have provoked rigorous discussion among educators in different languages. A survey design was adopted involving 253 undergraduate engineering students across two universities. Confirmatory factor analyses were used to test six models hypothesized to reflect the factor structures of R-SPQ-2F and unidimensionality of its subscales. The results showed appropriate fits of a two-factor first-order model with 10 items measuring deep approach and 9 items measuring surface approach subscales. The reliability was found to be high with coefficients of .81, .72 and .63 on deep subscale, surface subscale and the whole instrument respectively. Findings may be interpreted as evidence of cultural sensitivity of the instrument and more validation studies were recommended.
       
 
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