Using Large-scale Assessment Datasets for Research in Science and Mathematics Education: Programme for International Student Assessment (PISA)     

John O. Anderson  Huann-Shyang Lin  David F. Treagust  Shelley P. Ross  Larry D. Yore 《International Journal of Science and Mathematics Education》2007,5(4):591-614

Large-scale assessments of student achievement provide a window into the broadly defined concepts of literacy and generate information about levels and types of student achievement in relation to some of the correlates of learning, such as student background, attitudes, and perceptions, and perhaps school and home characteristics. This paper provides an overview and outlines potential research opportunities of one such assessment—the Programme for International Student Assessment (PISA). In order to provide examples of the work that can be accomplished with these data, we describe and discuss the results generated from PISA 2000 and PISA 2003 in terms of international comparisons of achievement and the models of relational patterns of student, home, and school characteristics. We provide insight from the recent pilot testing conducted in Taiwan for PISA 2006, which has a focus on scientific literacy. This is followed by a discussion of the implications and potentials of the 2000 and 2003 datasets to facilitate research on scientific and mathematical literacy. The paper concludes with a look ahead to PISA 2006 and what researchers should be attending to in the research reports generated from the OECD and the research interests that they could follow given access to the datasets generated.

John O. AndersonEmail:

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Schools,student health and family welfare: Exploring teachers’ work as boundary spanners     

Louise McCuaig  Tony Rossi  Eimear Enright  Karen Shelley 《British Educational Research Journal》2019,45(5):1001-1020

Young people's health and welfare is an enduring, and sometimes contested, underpinning rationale for compulsory schooling. However, a contemporary culture of austerity and accountability has challenged the capacity of schools to address health-related agendas. This article reports on how four Australian teachers negotiate the network of partnerships within and beyond the school when attempting to solve their students’ particular health and welfare needs. Drawing on interview data collected as part of a larger government-funded project, we reveal the labour-intensive, typically risky and often emotionally charged nature of this work. To better understand this ‘health work’ we drew on the idea of ‘teacher as boundary spanner’ to get a clearer sense of the type of work undertaken within an education sector that operates under the conditions of what Fraser calls progressive neoliberalism. We conclude that there is a compelling need to better support those particular teachers who are, to all intents and purposes, human safety nets called upon to care for some of the most vulnerable children in our schools.  相似文献   

An exploration of adult career interests and work values in Taiwan     

Hsiu-Lan Shelley Tien 《Asia Pacific Education Review》2011,12(4):559-568

The purpose of the study was to investigate the relationship between vocational interests and work values among 206 adults in Taiwan. The instruments were the Career Interest Inventory developed based on Holland’s RIASEC typology and the Work Value Inventory developed based on Super’s theory. The results of multivariate analysis of variance indicated significant gender differences in overall vocational interests and overall work values. In addition, the gender differences were found in three vocational interests (Realistic, Artistic, and Social) and three types of work value (Achievement, Economic Return, and Way of life). The results of canonical correlation analyses showed similar, but not exactly the same, patterns in correlation of interests and values between men and women. These results were discussed in terms of their implications for research and practice.  相似文献   

Sociopolitical Development in Educational Systems: From Margins to Center     

Ben Kirshner  Carlos Hipolito-Delgado  Shelley Zion 《The Urban Review》2015,47(5):803-808

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Professional Counselor Identity Development: A Qualitative Study of Hispanic Student Interns     

Kaye W. Nelson  Shelley A. Jackson 《Counselor Education & Supervision》2003,43(1):2-14

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Is phonology bypassed in normal or dyslexic development?     

Bruce F. Pennington  Dianne L. Lefly  Guy C. Van Orden  Myra O. Bookman  Shelley D. Smith 《Annals of dyslexia》1987,37(1):62-89

A pervasive assumption in most accounts of normal reading and spelling development is that phonological coding is important early in development but is subsequently superseded by faster, orthographic coding which bypasses phonology. We call this assumption, which derives from dual process theory, the developmental bypass hypothesis. The present study tests four specific predictions of the developmental bypass hypothesis by comparing dyslexics and nondyslexics from the same families in a cross-sectional design. The four predictions are: 1) That phonological coding skill develops early in normal readers and soon reaches asymptote, whereas orthographic coding skill has a protracted course of development; 2) that the correlation of adult reading or spelling performance with phonological coding skill is considerably less than the correlation with orthographic coding skill; 3) that dyslexics who are mainly deficient in phonological coding skill should be able to bypass this deficit and eventually close the gap in reading and spelling performance; and 4) that the greatest differences between dyslexics and developmental controls on measures of phonological coding skill should be observed early rather than late in development. None of the four predictions of the developmental bypass hypothesis were upheld. Phonological coding skill continued to develop in nondyslexics until adulthood. It accounted for a substantial (32–53 percent) portion of the variance in reading and spelling performance in adult nondyslexics, whereas orthographic coding skill did not account for a statistically reliable portion of this variance. The dyslexics differed little across age in phonological coding skill, but made linear progress in orthographic coding skill, surpassing spelling-age (SA) controls by adulthood. Nonetheless, they didnot close the gap in reading and spelling performance. Finally, dyslexics were significantly worse than SA (and Reading Age [RA]) controls in phonological coding skill only in adulthood. This research was supported by the following grants to the first author: A NIMH RSDA (MH00419-05) and project grants from NIMH (MH38820-04), NICHD (HD19423-02) and the March of Dimes (12-135). Author Smith’s work was supported by a project grant from NICHD (HD 19423-02).  相似文献   

Custom-designed and safe-space coaching: Australian beginning principals supported by experienced peers form pipeline of confident future leaders     

Susan Simon  Shelley Dole  Yvonne Farragher 《School Leadership & Management》2019,39(2):145-174

Transition from teacher to principal involves both a technocratic response based on ‘yearning for certainty’ that requisite leadership skills will be learned, and a critically-reflexive approach to adopting a new professional identity (Crow and Møller 2017. “Professional Identities of School Leaders across International Contexts: An Introduction and Rationale.” Educational Management and Leadership 45 (5): 749–758, 750). Globally, the maintenance of pipelines of confident and capable principals is a priority, but principal preparation programmes have often been described as decontextualised and inadequate (Cheung and Walker 2006. “Inner Worlds and Outer Limits: The Formation of Beginning School Principals in Hong Kong.” Journal of Educational Administration 44 (4): 389–407). Consequently, without opportunity to develop leadership strategies and reflect critically with a trusted mentor, newly-appointed principals often leave the role prematurely (Marks 2013. “Leadership Succession and Retention: It's Time to Get Serious about a Principal Retention Policy.” Leading and Managing 19 (2): 1–14). This Australian study aimed to evaluate the effectiveness of a Queensland Department of Education and Training coaching programme for beginning principals, designed to secure future quality leaders. A custom-built philosophy incorporated support from local master principals and a high degree of autonomy. One-on-one interviews with programme participants confirmed that: enduring professional relationships resulted from a safe-space approach; knowledge and understanding of the Australian Professional Standards for Principals (AITSL 2014. Australian Professional Standard for Principals and the Leadership Profiles. Canberra: Australian Government) increased; and feelings of empowerment and control of leadership situations accelerated. For the benefit of leadership pipelines worldwide, new principals in other contexts may be energised to continue with the complex role of being effective school leaders through similar, autonomous and peer-supported programmes.  相似文献   

Seeking a ‘critical mass’: middle-class parents’ collective engagement in city public schooling     

Linn Posey-Maddox  Shelley McDonough Kimelberg  Maia Cucchiara 《British Journal of Sociology of Education》2016,37(7):905-927

A growing body of literature has begun to explore the individual identities, motivations, and school choices of middle-class, typically white, parents who choose to reside in socioeconomically and racially mixed central city neighborhoods. Drawing on qualitative research in three US cities, we argue that a focus on middle-class parents’ collective engagement in schooling is particularly important in under-resourced urban contexts. In these environments, we show, middle-class parents’ use of social networks often extends beyond basic information-sharing about school quality to encompass a range of activities undertaken with other families ‘like them’ who have also chosen to enroll their children in an urban public school. We find that, in some instances, middle-class parents’ collective actions can benefit an entire class or school. Yet in other instances, their activation of social capital can contribute to processes of social reproduction in urban schooling by excluding or marginalizing low-income students and their families.  相似文献   

First‐year university science and engineering students’ understanding of plagiarism     

Shelley Yeo 《高等教育研究与发展》2007,26(2):199-216

This paper is a case study of first‐year science and engineering students’ understandings of plagiarism. Students were surveyed for their views on scenarios illustrating instances of plagiarism in the context of the academic work and assessment of science and engineering students. The aim was to explore their understandings of plagiarism and their judgement about the seriousness of each incident, and to shed light on the decisions they might make in response to such situations. The data indicated that although students could provide sound definitions of plagiarism, they did not always appreciate the scope of class‐based activity that constitutes plagiarism. Some examples of plagiarism were regarded as less serious than others, and in contradiction with the institution’s policy. Students also generally favoured more lenient penalties than provided for by policy. The purpose of the study was to ascertain first‐year students’ developmental needs in relation to academic honesty, plagiarism and appropriate acknowledgement of others’ work.  相似文献   

Getting to the root of the matter: pre-service teachers’ experiences and positionalities with learning to teach in culturally diverse contexts     

Mark  Sheron  Id-Deen  Lateefah  Thomas  Shelley 《Cultural Studies of Science Education》2020,15(2):453-483

Cultural Studies of Science Education - This study investigated the experiences of a group of pre-service secondary science teachers in learning to teach in culturally diverse contexts. The...  相似文献