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Between-School Variation in Students' Achievement, Motivation, Affect, and Learning Strategies
(2017)
To plan group-randomized trials where treatment conditions are assigned to schools, researchers need design parameters that provide information about between-school differences in outcomes as well as the amount of variance that can be explained by covariates at the student (L1) and school (L2) levels. Most previous research has offered these parameters for U.S. samples and for achievement as the outcome. This paper and the online supplementary materials provide design parameters for 81 countries in three broad outcome categories (achievement, affect and motivation, and learning strategies) for domain-general and domain-specific (mathematics, reading, and science) measures. Sociodemographic characteristics were used as covariates. Data from representative samples of 15-year-old students stemmed from five cycles of the Programme for International Student Assessment (PISA; total number of students/schools: 1,905,147/70,098). Between-school differences as well as the amount of variance explained at L1 and L2 varied widely across countries and educational outcomes, demonstrating the limited generalizability of design parameters across these dimensions. The use of the design parameters to plan group-randomized trials is illustrated.
Quality of mathematics education has gained significant attention in educational politics and among educators as mathematics advances the foundations of analytical thinking necessary to excel in today’s knowledge-based economy. Recent research on instructional quality has focused on students’ development of competencies. Competency-based instruction is believed to be an effective approach to instruction as it is closely aligned to educational standards. We use data from the National Assessment Study 2012 in Germany and apply the theory of planned behavior to determine what motivates mathematics teachers (n = 1660) to take a competency-based approach to instruction. Results indicate that competencies outlined in the educational standards are a tangible element of current mathematics instruction. Within the framework of this study, we identified teachers’ perceived behavior control as the strongest determinant of taking a competency-based approach to instruction. We conclude that advancement of competency-based instruction depends on teachers’ beliefs about their professional resources.
Between-school variation in students' achievement, motivation, affect, and learning strategies
(2017)
To plan group-randomized trials where treatment conditions are assigned to schools, researchers need design parameters that provide information about between-school differences in outcomes as well as the amount of variance that can be explained by covariates at the student (L1) and school (L2) levels. Most previous research has offered these parameters for U.S. samples and for achievement as the outcome. This paper and the online supplementary materials provide design parameters for 81 countries in three broad outcome categories (achievement, affect and motivation, and learning strategies) for domain-general and domain-specific (mathematics, reading, and science) measures. Sociodemographic characteristics were used as covariates. Data from representative samples of 15-year-old students stemmed from five cycles of the Programme for International Student Assessment (PISA; total number of students/schools: 1,905,147/70,098). Between-school differences as well as the amount of variance explained at L1 and L2 varied widely across countries and educational outcomes, demonstrating the limited generalizability of design parameters across these dimensions. The use of the design parameters to plan group-randomized trials is illustrated.