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Teachers' use of evaluation data to improve instruction and its relationship to student achievement
(2017)
In Deutschland stehen Lehrkräften mit Ergebnissen aus Vergleichsarbeiten, zentralen Abschlussprüfungen und internen Evaluationen verschiedene Informationen zur Verfügung. Diese Daten können von ihnen dazu verwendet werden, den eigenen Unterricht zu reflektieren und weiterzuentwickeln. Die Studie geht auf Basis des IQB-Ländervergleichs 2012 den Fragen nach, ob und welche Daten von Lehrkräften zur Unterrichtsentwicklung herangezogen werden und ob datenbasierte Unterrichtsentwicklung mit Schülerleistung zusammenhängt. Die Betrachtung mehrerer Evaluationsverfahren ermöglicht eine kontrastierende Analyse und die Untersuchung einer gemeinsamen Verwendung mehrerer Informationsquellen. Die überwiegende Mehrheit der befragten Lehrkräfte berichtet, Evaluationsergebnisse als Ausgangspunkt zur Unterrichtsentwicklung zu verwenden. Allerdings zeigt sich Heterogenität zwischen einzelnen Unterrichtsentwicklungsaktivitäten und Lehrkräften. Zur Initiierung einzelner Entwicklungsaktivitäten werden auch mehrere Datenquellen simultan herangezogen. Ein direkter signifikanter Zusammenhang zwischen datenbasierter Unterrichtsentwicklung und Schülerleistung kann nicht festgestellt werden. (DIPF/Orig.).
Reflecting in written form on one's teaching enactments has been considered a facilitator for teachers' professional growth in university-based preservice teacher education. Writing a structured reflection can be facilitated through external feedback. However, researchers noted that feedback in preservice teacher education often relies on holistic, rather than more content-based, analytic feedback because educators oftentimes lack resources (e.g., time) to provide more analytic feedback. To overcome this impediment to feedback for written reflection, advances in computer technology can be of use. Hence, this study sought to utilize techniques of natural language processing and machine learning to train a computer-based classifier that classifies preservice physics teachers' written reflections on their teaching enactments in a German university teacher education program. To do so, a reflection model was adapted to physics education. It was then tested to what extent the computer-based classifier could accurately classify the elements of the reflection model in segments of preservice physics teachers' written reflections. Multinomial logistic regression using word count as a predictor was found to yield acceptable average human-computer agreement (F1-score on held-out test dataset of 0.56) so that it might fuel further development towards an automated feedback tool that supplements existing holistic feedback for written reflections with data-based, analytic feedback.
Science education researchers typically face a trade-off between more quantitatively oriented confirmatory testing of hypotheses, or more qualitatively oriented exploration of novel hypotheses. More recently, open-ended, constructed response items were used to combine both approaches and advance assessment of complex science-related skills and competencies. For example, research in assessing science teachers' noticing and attention to classroom events benefitted from more open-ended response formats because teachers can present their own accounts. Then, open-ended responses are typically analyzed with some form of content analysis. However, language is noisy, ambiguous, and unsegmented and thus open-ended, constructed responses are complex to analyze. Uncovering patterns in these responses would benefit from more principled and systematic analysis tools. Consequently, computer-based methods with the help of machine learning and natural language processing were argued to be promising means to enhance assessment of noticing skills with constructed response formats. In particular, pretrained language models recently advanced the study of linguistic phenomena and thus could well advance assessment of complex constructs through constructed response items. This study examines potentials and challenges of a pretrained language model-based clustering approach to assess preservice physics teachers' attention to classroom events as elicited through open-ended written descriptions. It was examined to what extent the clustering approach could identify meaningful patterns in the constructed responses, and in what ways textual organization of the responses could be analyzed with the clusters. Preservice physics teachers (N = 75) were instructed to describe a standardized, video-recorded teaching situation in physics. The clustering approach was used to group related sentences. Results indicate that the pretrained language model-based clustering approach yields well-interpretable, specific, and robust clusters, which could be mapped to physics-specific and more general contents. Furthermore, the clusters facilitate advanced analysis of the textual organization of the constructed responses. Hence, we argue that machine learning and natural language processing provide science education researchers means to combine exploratory capabilities of qualitative research methods with the systematicity of quantitative methods.
This study investigated the role of medium (face-to-face, cyber) and publicity (public, private) in adolescents' perceptions of severity and coping strategies (i.e., avoidant, ignoring, helplessness, social support seeking, retaliation) for victimization, while accounting for gender and cultural values. There were 3432 adolescents (ages 11-15, 49% girls) in this study; they were from China, Cyprus, the Czech Republic, India, Japan, and the United States. Adolescents completed questionnaires on individualism and collectivism, and ratings of coping strategies and severity for public face-to-face victimization, private face-to-face victimization, public cyber victimization, and private cyber victimization. Findings revealed similarities in adolescents' coping strategies based on perceptions of severity, publicity, and medium for some coping strategies (i.e., social support seeking, retaliation) but differential associations for other coping strategies (i.e., avoidance, helplessness, ignoring). The results of this study are important for prevention and intervention efforts because they underscore the importance of teaching effective coping strategies to adolescents, and to consider how perceptions of severity, publicity, and medium might influence the implementation of these coping strategies.
While the role of and consequences of being a bystander to face-to-face bullying has received some attention in the literature, to date, little is known about the effects of being a bystander to cyberbullying. It is also unknown how empathy might impact the negative consequences associated with being a bystander of cyberbullying. The present study focused on examining the longitudinal association between bystander of cyberbullying depression, and anxiety, and the moderating role of empathy in the relationship between bystander of cyberbullying and subsequent depression and anxiety. There were 1,090 adolescents (M-age = 12.19; 50% female) from the United States included at Time 1, and they completed questionnaires on empathy, cyberbullying roles (bystander, perpetrator, victim), depression, and anxiety. One year later, at Time 2, 1,067 adolescents (M-age = 13.76; 51% female) completed questionnaires on depression and anxiety. Results revealed a positive association between bystander of cyberbullying and depression and anxiety. Further, empathy moderated the positive relationship between bystander of cyberbullying and depression, but not for anxiety. Implications for intervention and prevention programs are discussed.
Jóvenes ante el ciberodio
(2021)
Adolescentes de todo el mundo están cada vez más expuestos al ciberodio. Se necesita más conocimiento para comprender cómo los y las adolescentes afrontan estas experiencias. El presente estudio investigó la relación entre la mediación parental
en el uso de Internet y las estrategias de afrontamiento entre adolescentes centradas en el problema en una hipotética victimización en ciberodio, al tiempo que se consideró el apoyo familiar como moderador de estas relaciones. La muestra estuvo formada por 5.960 adolescentes de entre 12 y 18 años que completaron autoinformes (M=14,94; DE=1,61; mujeres: 50,7%) de Chipre, Alemania, Grecia, India, España, Corea del Sur y Tailandia. Se estimó un modelo de ecuaciones estructurales para investigar la relación entre mediación parental, apoyo social y afrontamiento. Se halló una relación positiva entre la mediación parental instructiva y el uso de estrategias de afrontamiento centradas en el problema y una relación negativa entre la mediación parental restrictiva y la capacidad de los adolescentes para afrontar de forma adecuada el ciberodio. Además, el apoyo familiar moderó estas relaciones, incrementando la relación entre mediación instructiva y afrontamiento y disminuyendo la relación entre mediación restrictiva y afrontamiento de ciberodio. Los hallazgos enfatizan la necesidad de proporcionar información a los padres y ponen de manifiesto la importancia de que las familias fomenten la habilidad de los adolescentes para afrontar de manera adecuada el ciberodio.
Some studies reveal that adolescents with intellectual disabilities and developmental disabilities are more likely to be victims of both face-to-face bullying and cyberbullying. Research also suggests that these adolescents are likely to witness bullying victimization. More research is needed to better understand the negative outcomes associated with their experiences. The purpose of this short-term longitudinal study was to investigate the buffering effect of parental social support on the associations of cyberbullying victimization and bystanding to subjective health complaints, suicidal ideation, and non-suicidal self-harm. Participants were 121 adolescents (63% male;Mage = 14.10 years) with intellectual disabilities and developmental disorders who completed questionnaires on their face-to-face and cyberbullying victimization and bystanding, parental social support, subjective health complaints, suicidal ideation, and non-suicidal self-harm during the 7th grade (Time 1). In 8th grade (Time 2), they completed questionnaires on subjective health complaints, suicidal ideation, and non-suicidal self-harm. The findings revealed that the positive associations between Time 1 cyberbullying victimization and Time 2 subjective health complaints, suicidal ideation, and non-suicidal self-harm were stronger at lower levels of Time 1 parental social support, while high levels of Time 1 parental social support diminished these relationships. Similar patterns were found for Time 1 cyberbullying bystanding and Time 2 subjective health complaints. Parental social support has a buffering effect on the relationships among cyberbullying victimization, bystanding, and health outcomes among adolescents with intellectual and developmental disorders.