排序方式： 共有18条查询结果，搜索用时 41 毫秒
1.
John Jerrim 《British Educational Research Journal》2022,48(2):330-353
The wellbeing of young people has become an important education policy issue, with suggestions that mental health problems amongst young people have increased in recent years. Experiences at school are thought to be a key factor contributing to mental ill-health amongst adolescents. Yet surprisingly, little is known about how mental health outcomes vary across school year groups, independent of the effects of age. This article contributes new evidence on this issue, drawing upon large-scale health data from England. We find substantial growth in mental health problems as young people progress through secondary school. Yet this seems to be driven by the effects of age, rather than due to movement into more senior school year groups. We consequently conclude that evidence of a direct link between school year group and young people’s mental health remains relatively weak. 相似文献
2.
Anders Jake Has Silvan Jerrim John Shure Nikki Zieger Laura 《Educational Assessment, Evaluation and Accountability》2021,33(1):229-249
Educational Assessment, Evaluation and Accountability - The purpose of large-scale international assessments is to compare educational achievement across countries. For such cross-national... 相似文献
3.
John Jerrim Luis Alejandro Lopez-Agudo Oscar D. Marcenaro-Gutierrez 《European Journal of Education》2020,55(2):248-260
The association between time devoted to homework and children's academic achievement has long been an issue of great debate. A small number of mainly correlational studies have been conducted into this issue in a primary school setting, but have produced somewhat mixed results. In this paper we contribute to this literature by investigating the relationship between time spent upon homework and children's outcomes across 24 countries. By using a student fixed-effects approach, capturing differences in homework time amongst the same student across different school subjects, we argue that our results are likely to be subject to less confounding than much of the existing literature. We find little evidence that the amount of homework time primary school children are assigned is related to their academic achievement. This holds true across a large number of countries, survives various robustness tests and does not vary by gender or socio-economic status. We interpret this finding as suggesting that the homework assigned to primary school pupils may not be adequate to produce a positive association, and needs be improved if this time-consuming activity is ever going to bring benefits for children's academic achievement. 相似文献
4.
In 2013 Spain introduced a series of educational reforms explicitly inspired by the Programme for International Student Assessment (PISA) 2012 results. These reforms were mainly implemented in secondary education – based upon the assumption that this is where Spain's educational problems lie. This paper questions this assumption by attempting to identify the point where Spanish children fall behind young people in other developed countries. Specifically, by drawing data from multiple international assessments, we are able to explore how cross-national differences in reading skills change as children age. Consideration is given to both the average level of achievement and the evolution of educational inequalities. Our conclusion is that policy-makers have focused their efforts on the wrong part of the education system; educational achievement is low in Spain (and educational inequalities large) long before children enter secondary school. This study therefore serves as a note of caution against simplistic interpretation of the PISA rankings. 相似文献
5.
John Jerrim Luis Alejandro Lopez-Agudo Oscar D. Marcenaro-Gutierrez 《British Educational Research Journal》2019,45(5):1021-1049
Homework has traditionally been considered positive for students’ academic achievement, to the extent that it makes children more responsible while learning. Nevertheless, making students do a large amount of homework has been one of the most criticised practices in recent years. Parental associations have long held the view that Spanish elementary school pupils spend too much time on homework. This situation is so alarming that it has recently caused a ‘homework strike’, which has been supported by many children's parents. Furthermore, being assigned an excessive amount of homework is a serious problem which extends well beyond Spain. In light of this context, this article aims to provide new evidence on the relationship between homework and academic performance. To carry out this research, rich longitudinal census data, together with a twin fixed-effects approach and value-added models, have been used. In this way, we can control for variables that are the same within twins, allowing us to generate a better understanding of the association between homework time and primary children's academic achievement. Our main finding is that homework is not associated with young people's academic achievement (at least within this specific country context). 相似文献
6.
There is much interest in comparing latent traits, such as teacher job satisfaction, in large international surveys. However, different countries respond to questionnaires in different languages and interpret the questions through different cultural lenses, raising doubts about the psychometric equivalence of the measurements. Making valid comparisons depends on the latent traits displaying scalar measurement invariance. Unfortunately, this condition is rarely met across many countries at once. Different approaches that maximize the utility of such surveys, but remain faithful to the principles of measurement invariance testing, are therefore needed. This article illustrates one such approach, involving multiple‐pairwise comparisons. This enables us to compare teacher job satisfaction in England to 17 of the countries that participated in TALIS 2013. Teacher job satisfaction in England was as low, or lower, than all of the 17 comparable countries. 相似文献
7.
John Jerrim Luis Alejandro Lopez-Agudo Oscar David Marcenaro-Gutierrez 《British Educational Research Journal》2022,48(3):420-445
In this paper we investigate the link between the language in which pupils take the Programme for International Student Assessment (PISA) test and the scores they achieve in this assessment, focusing upon the case of Wales. Using five rounds of PISA data and an instrumental variable approach, we show how pupils who took the test in Welsh score around 0.3 standard deviations (30 PISA test points) lower in reading, mathematics and science than their peers who took the test in English. This finding is robust to different model specifications and statistical approaches. We argue that this may indicate that the academic performance of teenagers in Wales may be underestimated in PISA – particularly amongst those who take this test in Welsh. 相似文献
8.
The Programme for International Student Assessment (PISA) and Trends in Mathematics and Science Study are two highly respected studies of school pupils’ academic achievement. English policy-makers have been disappointed with school children’s performance on these tests, particularly in comparison to the strong results of young people from East Asia. In this paper, we provide new insight into the England–East Asia gap in school children’s mathematics skills. We do so by considering how cross-national differences in math test scores change between ages 10 and 16. Our results suggest that, although average math test scores are higher in East Asian countries, this achievement gap does not increase between ages 10 and 16. We thus conclude that reforming the secondary school system may not be the most effective way for England to ‘catch up’ with the East Asian nations in the PISA math rankings. Rather, earlier intervention, during pre-school and primary school, may be needed instead. 相似文献
9.
John Jerrim John Micklewright Jorg-Henrik Heine Christine Salzer Caroline McKeown 《牛津教育评论》2018,44(4):476-493
The Programme for International Student Assessment (PISA) is an important cross-national study of 15-year-olds’ academic knowledge and skills. Educationalists and public policymakers eagerly await the tri-annual results, with particular interest in whether their country has moved up or slid down the international rankings, as compared to earlier rounds. In 2015 a major change was implemented in PISA, with the introduction of computer-based assessment. This has the potential to reduce comparability of PISA test scores across countries and over time. We investigate this issue using PISA 2015 field trial data for three countries: Germany, Sweden, and Ireland. We show how, if left unaccounted for, the change to computer-based testing could limit the comparability of PISA test scores. We then describe the methodology the study organisers have used to account for such mode effects. Our key conclusion is that although the adjustment made is unlikely to overcome all the potential challenges of switching to computer-based tests, it represents an improvement over the alternative of making no adjustment at all. 相似文献
10.
John Jerrim 《Assessment in Education: Principles, Policy & Practice》2016,23(4):495-518
The Programme for International Assessment (PISA) is an important cross-national study of 15-year olds academic achievement. Although it has traditionally been conducted using paper-and-pencil tests, the vast majority of countries will use computer-based assessment from 2015. In this paper, we consider how cross-country comparisons of children’s skills differ between paper and computer versions of the PISA mathematics test. Using data from PISA 2012, where more than 200,000 children from 32 economies completed both paper and computer versions of the mathematics assessment, we find important and interesting differences between the two sets of results. This includes a substantial drop of more than 50 PISA test points (half a standard deviation) in the average performance of children from Shanghai-China. Moreover, by considering children’s responses to particular test items, we show how differences are unlikely to be solely due to the interactive nature of certain computer test questions. The paper concludes with a discussion of what the findings imply for interpretation of PISA results in 2015 and beyond. 相似文献