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British educational research journal
| British educational research journal |
| Pubbl/distr/stampa | Oxford, U.K., : Carfax International Publishers, 1978- |
| Descrizione fisica | 1 online resource |
| Soggetto topico |
Education - Research - Great Britain
Éducation - Recherche - Grande-Bretagne Education (General) Great Britain Education - Research Educació Investigació educativa |
| Soggetto genere / forma |
Czasopismo pedagogiczne
Periodicals. Revistes electròniques |
| ISSN | 1469-3518 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Periodico |
| Lingua di pubblicazione | eng |
| Altri titoli varianti |
BERJ
Research intelligence |
| Record Nr. | UNINA-9910140926003321 |
| Oxford, U.K., : Carfax International Publishers, 1978- | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Concept and Design Developments in School Improvement Research : Longitudinal, Multilevel and Mixed Methods and Their Relevance for Educational Accountability
| Concept and Design Developments in School Improvement Research : Longitudinal, Multilevel and Mixed Methods and Their Relevance for Educational Accountability |
| Autore | Oude Groote Beverborg Arnoud |
| Pubbl/distr/stampa | Cham, : Springer International Publishing AG, 2021 |
| Descrizione fisica | 1 online resource (314 p.) |
| Altri autori (Persone) |
FeldhoffTobias
Maag MerkiKatharina RadischFalk |
| Collana | Accountability and Educational Improvement |
| Soggetto topico |
Examinations & assessment
Education Organization & management of education Administració escolar Investigació educativa |
| Soggetto genere / forma | Llibres electrònics |
| Soggetto non controllato |
Assessment, Testing and Evaluation
Research Methods in Education Administration, Organization and Leadership Education Organization and Leadership Structure of educational systems Accountability and evaluation systems School improvement research Methodological approaches in school improvement Research in accountability Mixed-methods design Longitudinal methodology Conceptualizations of school improvement Open Access Education: examinations & assessment Educational administration & organization |
| ISBN | 3-030-69345-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- About the Editors -- Chapter 1: Introduction -- 1.1 Overview of the Chapters -- Chapter 2: Why Must Everything Be So Complicated? Demands and Challenges on Methods for Analyzing School Improvement Processes -- 2.1 Introduction -- 2.2 Theoretical Framework of the Complexity of School Improvement Processes -- 2.3 Conclusion and Outlook -- 2.3.1 Guiding Questions -- References -- Chapter 3: School Improvement Capacity - A Review and a Reconceptualization from the Perspectives of Educational Effectiveness and Educational Policy -- 3.1 Introduction
3.1.1 What Kind of School Improvement? -- 3.2 Contextually Variable School Improvement -- 3.2.1 The Role of Context in EE over the Last Decades -- 3.2.2 Meaningful Context Variables for SI -- 3.3 School Improvement and Classrooms/Teaching -- 3.3.1 Reasons for Improving Teaching to Foster SI -- 3.3.2 Lesson Study and Collaborative Enquiry to Foster SI -- 3.4 Building School Improvement Capacity -- 3.5 Studying the Interactions Between Schools, Homes, and Communities -- 3.6 Delivering School Improvement Is Difficult! -- References Chapter 4: The Relationship Between Teacher Professional Community and Participative Decision-Making in Schools in 22 European Countries -- 4.1 Introduction -- 4.2 Theoretical Section -- 4.2.1 Professional Community (PC) -- 4.2.2 Participative Decision-Making (PDM) -- 4.2.3 The Relationship Between Professional Community and Participative Decision-Making -- 4.2.4 The Specific National Educational Contexts -- 4.3 Method -- 4.3.1 Data and Variables -- 4.3.2 Analysis Method -- 4.4 Results -- 4.4.1 Professional Community and Participative Decision-Making -- 4.4.2 Sensitivity Checks 4.5 Conclusion and Discussion -- 4.5.1 Limitations and Future Research -- References -- Chapter 5: New Ways of Dealing with Lacking Measurement Invariance -- 5.1 Introduction -- 5.1.1 The Multi-Level Framework of the Education System -- 5.1.2 Context Matters: Comparing Educational Constructs in Different Contexts -- 5.1.3 Teaching Quality -- 5.1.4 Measurement Invariance Analyses -- 5.1.5 Research Objectives -- 5.2 Method -- 5.2.1 Study -- 5.2.2 Data Analyses -- 5.3 Results -- 5.3.1 Research Aim No. 1: How Neglecting MI Could Lead to False Interpretations of Results 5.3.2 Research Aim No. 2: Investigating the Stability of the Scale Used to Assess Disciplinary Climate Across Countries and Comparing Countries Even if MI Is Missing -- 5.3.3 Research Aim No. 3: Explaining Missing MI by Using Other Variables, Which Are Considered to Have the Same Meaning in Different Countries -- 5.4 Discussion -- 5.5 Conclusion -- References -- Chapter 6: Taking Composition and Similarity Effects into Account: Theoretical and Methodological Suggestions for Analyses of Nested School Data in School Improvement Research -- 6.1 Expanding the Concept of Group Level in School Research 6.2 Composition Effect as Diversity Typologies |
| Record Nr. | UNINA-9910485589503321 |
Oude Groote Beverborg Arnoud
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| Cham, : Springer International Publishing AG, 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Educational research for social justice : evidence and practice from the UK / / Alistair Ross, editor
| Educational research for social justice : evidence and practice from the UK / / Alistair Ross, editor |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (339 pages) |
| Disciplina | 370.78096 |
| Collana | Education Science, Evidence, and the Public Good |
| Soggetto topico |
Educational sociology
Education Education and state Investigació educativa Justícia social |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-62572-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- Acknowledgements -- Contents -- List of Tables -- The Education System in England and Scotland -- Chapter 1: What do educational science and the public good mean in the context of educational research for social justice? -- Our purposes -- Towards a social justice axiology of education research -- What do we mean by social justice and equity? -- Educational science in the context of social justice and equity -- Determining the 'public good' in the context of social justice and equity -- The Institute for Policy Studies in Education -- This volume: structure and format -- References -- Chapter 2: Snake oil or hard struggle? Research to address the reality of social injustice in education -- Introduction -- The commercialisation of educational research -- The growth of teacher research -- The attraction of 'evidence-based teaching' -- The appeal of 'Closing the Gap' -- Research policy and practice - a virtuous or a vicious circle? -- Conclusion -- References -- Chapter 3: Accountability, social justice and educational research -- Introduction -- Accountability in England -- The impacts of accountability structures -- Socioeconomic segregation in schools -- Negative impacts on teachers -- Gaming the system -- The curriculum -- Pedagogy -- Children's emotional health and well-being -- Impact of failure -- Rationale behind accountability policies -- Information for parents -- Raising standards and achieving value for money -- International competition and raising standards -- The needs of the economy and raising standards -- Controlling what is taught in schools -- Politicians, educational science and education research -- Distrust of teachers and education researchers -- Limited use of education research in policy making -- Problematic use of research in policy making -- Discussion -- References.
Chapter 4: Who gets to be creative in class? Creativity as a matter of social justice in secondary English lessons -- Introduction -- Research design -- Research context -- Policy context -- Policy about creativity -- Policies limiting creativity -- An epistemology of creativity -- Creativity and social justice -- Conclusions -- References -- Chapter 5: Between home and school: Mobilising 'hard to reach' White British parents to engage with their children's education -- Introduction -- The parenting policyscape -- Parents, schools and education -- The Raising Achievement for White British Pupils project -- Constructing 'hard to reach' parents -- Engaging 'hard to reach' parents -- Changing 'hard to reach' parents -- Conclusion -- References -- Chapter 6: Ability to learn, or ability to pay? How family and finance influence young people's higher education decisions in Scotland -- Introduction -- The Scottish context -- Hidden inequalities in Scottish higher education funding -- Horizons for action and higher education decision-making -- Methodology -- The case study schools, families and students' higher education destinations -- Shrinking horizons for action -- Anywhere but home -- Discussion -- References -- Chapter 7: Inequality, social mobility and the 'glass floor': How more affluent parents secure educational advantage for their children -- Introduction -- English education and inequality -- Economic inequality -- Social class and inequality -- Social mobility and meritocracy -- How middle-class parents ensure their children succeed -- Born into the right family -- Go to the right school -- Success at school -- Other educational activities -- Go to the right university -- Get the right job -- Summary: how the middle classes secure advantage -- Discussion: inequality, social mobility, policy and research. Current policies to narrow the gap and promote social mobility -- Other education policies that impact in this area -- Policies outside education -- The role of research -- The public good -- References -- Chapter 8: In pursuit of worldly justice in Early Childhood Education: bringing critique and creation into productive partnership for the public good -- Introduction -- The policy context -- Critical discourse analysis of policy -- Hearing the stories of the subaltern -- Professionalism in ECE: critique -- The pursuit of professionalism continues ... -- Bringing critique and creation together -- Telling other stories about professionalism in ECE -- Strategising for 'quality': Violet's Story -- Towards the pursuit of worldly justice in ECE -- References -- Chapter 9: The masculinisation of the teaching profession or gynophobia as education policy -- Introduction -- Discourses of teaching and feminisation -- Discourses of teaching as 'feminised' -- Discourses of teaching as 'feminine' -- Discourses of teaching as 'female-friendly' -- Feminisation as a 'public policy problem' -- Masculinisation as a solution or gynophobia as education policy -- Conclusion -- References -- Chapter 10: Gender and the politics of knowledge in the academy -- 2009: Gender and the changing face of higher education: a focus on knowledge -- Gender and the dynamics of research audit -- Gender and precarity in academia - consequences for knowledge production -- Gender and precarity in academia - consequences for the curriculum -- Gender, knowledge, and challenges from right-wing populism/authoritarianism -- Conclusion -- References -- Chapter 11: Curriculum Diversity and Social Justice Education: From New Labour to Conservative Government Control of Education in England -- Introduction -- New Labour and curriculum diversity and Maylor et al.'s findings. New Labour's policy changes following Ajegbo et al.'s report -- Curriculum diversity -- Social justice: Challenging educational inequality -- Coalition and Conservative education policy and National Curriculum, 2010-2019 -- Conclusions: Education for the 'public good' -- References -- Chapter 12: The Construction of Political Identities: Young Europeans' Deliberation on 'the Public Good' -- Introduction -- Issues in researching young people's views and identities -- Origins of the study -- Problems of categorisation -- Problems of 'testing knowledge' -- Respect and equity in researching young people -- The concept of public opinion -- Towards a methodology -- The processes of discussion -- Identification with a country -- The extension of human rights -- Othering countries that do not have a European construction of human rights -- The shift in discussion of 'being European' from instrumentalism to an agency for human rights -- Some conclusions about the process -- References -- Chapter 13: Can educational programmes address social inequity? Some examples from Europe -- Introduction -- The research strategy -- Our research questions -- Intersectionality and inequalities -- Changes in four areas of inequality -- Inequalities in socioeconomic status -- Inequalities in ethnicity -- Inequalities in education for migrants and those of migrant background -- Inequalities in education and gender -- Explanations of inequality and policies of evasion in different areas of inequality -- Changes in policy discourses about inequalities in education in three states -- Policy responses to inequality in Greece -- Changes in inequality in Sweden -- Policy responses to inequality in England -- Conclusions -- References -- Chapter 14: The problem of the public good and the implications for researching educational policies for social justice -- Introduction. Who is the public? -- What is the public good? -- The public good in education -- Who determines the public good? -- Research and making policy for the public good -- What are the consequences of this for research, policy and the interface between the two? -- References -- Index. |
| Record Nr. | UNINA-9910488706403321 |
| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Educational research in China : articles from educational research / / Youchao Deng, Baoli Gao, editors
| Educational research in China : articles from educational research / / Youchao Deng, Baoli Gao, editors |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (389 pages) |
| Disciplina | 378.5127 |
| Soggetto topico |
Education - Research - China
Investigació educativa |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-16-1520-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910483119803321 |
| Singapore : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Higher education policy analysis using quantitative techniques : data, methods and presentation / / Marvin Titus
| Higher education policy analysis using quantitative techniques : data, methods and presentation / / Marvin Titus |
| Autore | Titus Marvin |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (xi, 243 pages) : illustrations |
| Disciplina | 378.0072 |
| Collana | Quantitative methods in the humanities and social sciences |
| Soggetto topico |
Education, Higher - Research
Education, Higher - Statistical methods Educació superior Investigació educativa |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
3-030-60831-X
9783030608316 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Introduction -- 2. Asking and answering policy questions -- 3. Identifying data sources and creating custom datasets -- 4. Managing data -- 5. Getting to know “thy” data -- 6. Using descriptive statistics and graphs -- 7. Introducing intermediate statistical methods -- 8. Introducing advanced statistical methods -- 9. Presenting the analysis to higher education policy makers -- 10. Conclusion. |
| Record Nr. | UNINA-9910483751103321 |
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Titus Marvin
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| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Higher education policy analysis using quantitative techniques : data, methods and presentation / / Marvin Titus
| Higher education policy analysis using quantitative techniques : data, methods and presentation / / Marvin Titus |
| Autore | Titus Marvin |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (xi, 243 pages) : illustrations |
| Disciplina | 378.0072 |
| Collana | Quantitative methods in the humanities and social sciences |
| Soggetto topico |
Education, Higher - Research
Education, Higher - Statistical methods Educació superior Investigació educativa |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
3-030-60831-X
9783030608316 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Introduction -- 2. Asking and answering policy questions -- 3. Identifying data sources and creating custom datasets -- 4. Managing data -- 5. Getting to know “thy” data -- 6. Using descriptive statistics and graphs -- 7. Introducing intermediate statistical methods -- 8. Introducing advanced statistical methods -- 9. Presenting the analysis to higher education policy makers -- 10. Conclusion. |
| Record Nr. | UNISA-996466393903316 |
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Titus Marvin
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| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
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Methodology for multilevel modeling in educational research : concepts and applications / / Myint Swe Khine, editor
| Methodology for multilevel modeling in educational research : concepts and applications / / Myint Swe Khine, editor |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (419 pages) |
| Disciplina | 370.72 |
| Soggetto topico |
Education - Research - Methodology
Education - Social aspects Investigació educativa Metodologia Condicions socials |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
981-16-9141-X
981-16-9142-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- Editor and Contributors -- Part I Introduction -- 1 Hierarchical Linear Modeling and Multilevel Modeling in Educational Research -- 1.1 Introduction -- 1.2 Theoretical Foundations and Conceptual Frameworks -- 1.3 Methodology for Multilevel Modeling -- 1.4 Multilevel Analysis of PISA and TIMSS Data -- 1.5 Multilevel Modeling in Educational Research -- 1.6 Conclusion -- Part II Theoretical Foundations and Conceptual Frameworks -- 2 A Primer for Using Multilevel Confirmatory Factor Analysis Models in Educational Research -- 2.1 Introduction -- 2.1.1 Conceptual Principles -- 2.1.2 Benefits of Using the MCFA Framework -- 2.2 Analysis Choices for MCFA -- 2.2.1 Ignoring Nesting -- 2.2.2 Accounting for Nested Data -- 2.2.3 Evaluating Model Fit in MCFA -- 2.3 Applied Example -- 2.3.1 Areas for Future Research -- References -- 3 Multilevel Model Selection: Balancing Model Fit and Adequacy -- 3.1 Introduction -- 3.2 Conceptual Overview of Estimation in MLM -- 3.3 Reliability of Cluster J -- 3.4 Maximum Likelihood Estimation -- 3.4.1 FIML -- 3.4.2 REML -- 3.4.3 FIML vs. REML -- 3.5 Model Selection -- 3.6 Criteria for Evaluating Model Fit -- 3.6.1 Likelihood Ratio Test (LRT) -- 3.6.2 Recommendations for Testing Random Effects -- 3.6.3 Other Issues with Modeling Random Slopes -- 3.6.4 Information Criteria (ICs) -- 3.7 Model Adequacy -- 3.7.1 Proportional Reduction in Variance Statistics -- 3.7.2 Variance Decomposition Framework for MLM -- 3.8 Conclusion -- References -- 4 Concepts and Applications of Multivariate Multilevel (MVML) Analysis and Multilevel Structural Equation Modeling (MLSEM) -- 4.1 Introduction of Multilevel Modeling -- 4.2 Multilevel Structural Equation Modeling (MLSEM) -- 4.3 Examples of MLSEM Application -- 4.4 Issues That Should Be Considered When Reporting MLSEM Applications -- 4.5 Multivariate Multilevel Model (MVML).
4.6 Basic Concepts and Assumptions of the Multivariate Multilevel Model -- 4.7 Multivariate Random Intercept Model and Examples -- 4.8 Examples of MVML Applications -- 4.9 Summary -- References -- 5 Data Visualization for Pattern Seeking in Multilevel Modeling -- 5.1 Introduction -- 5.2 Data Source -- 5.3 Preliminary Data Visualization -- 5.3.1 Profile Analysis by Linking and Brushing -- 5.3.2 Binning and Median Smoothing for Examining the Relationship between SES and Math Achievement -- 5.3.3 Data Reduction for Examining the Relationship between SES and Math Achievement in Bubble Plot -- 5.3.4 Examining Variation between Schools by ANOM Plot -- 5.4 Multilevel Modeling -- 5.4.1 Computing ICC to Decompose Variance Components by Random Effects Modeling -- 5.5 Running a Mixed Model for Fixed and Random Effects using SES -- 5.5.1 Using School Mean and Locally Centered SES to Disentangle Within and between Groups -- 5.6 Conclusion -- References -- 6 Doubly Latent Multilevel Structural Equation Modeling: An Overview of Main Concepts and Empirical Illustration -- 6.1 Introduction -- 6.2 Doubly Latent Multilevel Models -- 6.2.1 Contextual vs. Climate Effects in Doubly Latent Multilevel Models -- 6.2.2 Measurement and Sampling Errors in Doubly Latent Multilevel Models -- 6.2.3 Centering in Doubly Latent Multilevel Models -- 6.3 Testing Mediation in Multilevel Structural Equation Modeling Framework -- 6.4 An Empirical Illustration Using Doubly Latent Multilevel Structural Equation Modeling -- 6.4.1 Theoretical Background and Description of the Study -- 6.4.2 Estimating Measurement Model and Reliability -- 6.4.3 Estimating Structural Model -- 6.5 Conclusions -- References -- Part III Methodology for Multilevel Modeling. 7 Analyzing Large-Scale Assessment Data with Multilevel Analyses: Demonstration Using the Programme for International Student Assessment (PISA) 2018 Data -- 7.1 Introduction -- 7.2 PISA 2018 Data -- 7.3 Complex Survey Design -- 7.3.1 Sampling Weights -- 7.3.2 Plausible Values -- 7.3.3 Replicate Weights -- 7.4 Specifying a Multilevel Model -- 7.5 Example Analysis -- 7.6 Obtaining the Data -- 7.7 Model Specification -- 7.8 Analysis -- 7.9 Results -- 7.9.1 Descriptive Statistics -- 7.9.2 Math Achievement Outcome -- 7.9.3 MASTGOAL Outcome -- 7.10 Conclusion -- Appendix: R syntax -- References -- 8 Multilevel Modelling of International Large-Scale Assessment Data -- 8.1 Introduction -- 8.2 Sampling in ILSAs and the Use of Multilevel Models -- 8.3 Outcome Variables in ILSAs -- 8.3.1 Plausible Values -- 8.3.2 Continuous and Non-continuous Performance Outcomes -- 8.4 Configuration of Multilevel Models -- 8.5 Sampling Weights in ILSAs -- 8.6 Software -- 8.7 Summary -- References -- 9 Transparency and Replicability of Multilevel Modeling Applications: A Guideline for Improved Reporting Practices -- 9.1 Introduction -- 9.2 Statement of Research Questions and Hypotheses -- 9.3 Description of the Sampling Procedures -- 9.4 Sample Size, Power, and Precision -- 9.5 Psychometrics -- 9.6 Missing data Treatment -- 9.7 Model Specifications -- 9.8 Estimation Methods and Software -- 9.9 Statistical Inference -- 9.10 Interpretation of Regression Coefficients -- 9.11 Effect Sizes -- 9.12 Assumption Checking -- 9.13 Discussion -- 9.14 Summary and Checklist -- References -- 10 Application of Multilevel Models to International Large-Scale Student Assessment Data -- 10.1 Introduction -- 10.2 Example of Typical Use-Modeling Relationship Between Socioeconomic Background and Student Achievement in PISA 2018 -- 10.3 Applications -- 10.4 Plausible Values and Multilevel Models. 10.5 Survey Weights Adjustments for Multilevel Models -- 10.6 Estimation of Standard Errors -- 10.7 Multilevel Models with Additional Layers -- 10.8 Summary -- References -- Part IV Multilevel Analysis of PISA and TIMSS Data -- 11 Changing Trends in the Role of South African Math Teachers' Qualification for Student Achievement: Findings from TIMSS 2003, 2011, 2015 -- 11.1 Introduction -- 11.2 Teacher Education of Mathematics Teachers in Post-apartheid South Africa -- 11.3 Teacher Allocation and Placement in Schools -- 11.4 Research on Teacher Participation in Professional Development Programs -- 11.5 Research on the Relationship Between Teacher Qualification and Learning Outcomes -- 11.6 Research the Relationship Between Teacher Qualification and Learning Outcomes in Mathematics in South Africa -- 11.7 Research Questions -- 11.8 Data, Population, and Sample -- 11.9 Measures -- 11.9.1 Teacher Qualification -- 11.9.2 Teacher Covariates -- 11.9.3 Student Level Control Variables -- 11.9.4 Classroom Context Control Variables -- 11.9.5 Student Outcomes -- 11.9.6 Analytic Strategy -- 11.9.7 Limitations -- 11.10 Results -- 11.10.1 Percentage of Learners by Qualification Levels -- 11.10.2 Teacher Allocations by Qualification Profile and School Student Composition -- 11.10.3 Intensity and Focus of Teacher Participation in Formal Professional Development Activities -- 11.10.4 Relationship Between Teacher Qualification and Student Outcomes -- 11.11 Summary of Findings -- References -- 12 Revisiting the Relationship Between Science Teaching Practice and Scientific Literacy: Multi-level Analysis Using PISA -- 12.1 Introduction -- 12.2 Literature Review -- 12.2.1 Benefits and Challenges of DI and IBT -- 12.2.2 Review of Impacts of Teaching Practices (Inquiry Versus Direct) on Science Achievement. 12.2.3 Relationship Between Inquiry Teaching and Science Achievement in PISA Studies -- 12.3 Methods -- 12.3.1 Data and Sample -- 12.3.2 Measures -- 12.3.3 Multivariate Multilevel Model -- 12.4 Results -- 12.5 Discussion -- 12.5.1 Implications for Teacher Education and Professional Development -- 12.5.2 Limitations and Future Directions -- 12.6 Conclusion -- References -- 13 Family Meals and Academic Performance: A Multilevel Analysis for Spain -- 13.1 Introduction -- 13.2 Literature Review -- 13.3 Methodological Approach -- 13.3.1 Variables -- 13.3.2 Multilevel Modeling -- 13.4 Results -- 13.5 Conclusions -- References -- 14 Multilevel Modeling of Nordic Students' Mathematics Achievements in TIMSS 2019 -- 14.1 Introduction -- 14.2 Method -- 14.2.1 Participants -- 14.2.2 Statistical analyses -- 14.3 Results -- 14.4 Discussion -- References -- 15 Teachers' Perceptions of School Ethical Culture: The Implicit Meaning of TIMSS -- 15.1 Introduction -- 15.2 Theoretical Background -- 15.2.1 Ethics in the Context of National and Universal Culture -- 15.2.2 Confusion Around the Definitions of Culture and Climate in the Context of Ethics -- 15.2.3 School Ethical Culture -- 15.2.4 The Ethical Aspects of TIMSS -- 15.3 Method -- 15.3.1 Context -- 15.3.2 Sample -- 15.3.3 Overview of Procedures and Analyses -- 15.4 Results -- 15.5 Discussion -- 15.6 Conclusions -- Appendix: Selection rule for relevant items (Expert judgment) -- References -- Part V Multilevel Modeling in Educational Research -- 16 Why They Want to Leave? A Three-Level Hierarchical Linear Modeling Analysis of Teacher Turnover Intention -- 16.1 Introduction -- 16.2 Multilevel Modeling and Teacher Turnover Research -- 16.3 Teacher Turnover Intention -- 16.4 Teacher- and School-Level Characteristics and Teacher Turnover Intention -- 16.5 Country-Level Variables and Teacher Turnover Intentions. 16.5.1 Cross-Level Interactions (Moderation Effects). |
| Record Nr. | UNINA-9910743254103321 |
| Singapore : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Methods for Researching Professional Learning and Development : Challenges, Applications and Empirical Illustrations / / edited by Michael Goller, Eva Kyndt, Susanna Paloniemi, Crina Damşa
| Methods for Researching Professional Learning and Development : Challenges, Applications and Empirical Illustrations / / edited by Michael Goller, Eva Kyndt, Susanna Paloniemi, Crina Damşa |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (625 pages) |
| Disciplina |
153.15
370.1523 |
| Collana | Professional and Practice-based Learning |
| Soggetto topico |
Professional education
Vocational education Education - Research Professional and Vocational Education Research Methods in Education Educational Research Investigació educativa Desenvolupament professional |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-08518-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1. Addressing methodological challenges in research on professional learning and development (Michael Goller, Eva Kyndt, Susanna Paloniemi, & Crina Damşa) -- Part I: Methods for data collection -- Chapter 2. Applying the experience sampling method to research on workplace learning (Jürgen Seifried & Andreas Rausch) -- Chapter 3. Uncovering informal workplace learning by using diaries (Andreas Rausch, Michael Goller, & Bianca Steffen) -- Chapter 4. Using the vignette technique to increase insight into professional development at work (Veronika Anselmann & Regina H. Mulder) -- Chapter 5. Integrating self-reports and electrodermal activity (EDA) measurement in studying emotions in professional learning complementary data in researching emotions in professional learning. (Susanna Paloniemi, Markku Penttonen, Anneli Eteläpelto, Päivi Hökkä, & Katja Vähäsantanen) -- Chapter 6. Multimodal stress assessment in working and learning contexts: Using physiological, observational and experience-based data (Tobias Kärner & Detlef Sembill) -- Chapter 7. Combining physiological and experiential measures to study adult learning (Minna Silvennoinen, Tiina Parviainen, Anita Malinen, Suvi Karjalainen, Mari Manu, & Mikko Vesisenaho) -- Chapter 8. Measuring professional competence using computer-generated log data (Luca Spliethoff & Stephan Abele) -- Chapter 9. Investigating interaction dynamics: A temporal approach to team learning (Lida David, Maaike Endedijk & Piet van den Bossche) -- Part II: Methods for data analysis -- Chapter 10. Bayesian statistics in the research field of professional learning and development (Petri Nokelainen, Tahani Z. Aldahdouh, & Alaa A. Aldahdouh) -- Chapter 11. A primer to latent profile and latent class analysis (Johannes Bauer) -- Chapter 12. PLS-based structural equation modelling: An alternative approach to estimate complex relationships between unobserved constructs (Michael Goller & Frederic Hilkenmeier) -- Chapter 13. Participant’s video annotations as a database to measure professional development (Bianca Steffen & Maikki Pouta) -- Chapter 14. Data mining and analytics in the context of workplace learning: Benefits and affordances (Dirk Ifenthaler) -- Chapter 15. Addressing ‘wicked problems’ using visual analysis (Eva Kyndt & Jan Aerts) -- Part III: Research approaches -- Chapter 16. Delphi-technique as a method for research on professional learning (Christian Harteis) -- Chapter 17. The narrative approach to research professional identity: relational, temporal, and dialogical perspectives (Katja Vähäsantanen, & Maarit Arvaja) -- Chapter 18. Capturing actions of communities: Towards virtual ethnography and digital tools in researching organizations and workplace learning (Soila Lemmetty, Kaija Collin, Vlad Glăveanu, & Susanna Paloniemi) -- Chapter 19. Video-based interaction analysis: a research and training method to understand workplace learning and professional development (Laurent Filliettaz, Stéphanie Garcia, & Marianne Zogmal) -- Chapter 20. Q Method: Assessing subjectivity through structured ranking of items (Susanne Leidig, Hanna Köhler, Carina Caruso, & Michael Goller) -- Chapter 21. Eye tracking in professional learning and development: Uncovering expertise development among residents in radiology (Helen Jossberger) -- Chapter 22. Seeing workplaces from a Social Network Analysis (SNA) approach (Tuire Palonen) -- Chapter 23. Design-based research – grounding, understanding and empirical illustration in the context of vocational education (Karl-Heinz Gerholz & Anne Wagner) -- Chapter 24. Change Laboratory method for facilitating transformative agency and collective professional learning – case from a Finnish elementary school (Anu Kajamaa & Sakari Hyrkkö) -- Chapter 25. Professional learning analytics: Understanding complex learning processes through measurement, collection, analysis, and reporting of MOOC data (Allison Littlejohn, Eileen Kennedy, & Diana Laurillard) -- Chapter 26. Longitudinal case study research to study self-regulation of professional learning: combining observations and stimulated recall interviews throughout everyday work (Katrien Cuyvers, Piet Van den Bossche, & Vincent Donche) -- Part IV: Discussion & Commentary -- Chapter 27. Researching professional learning in complex environments: Opportunities and challenges from a qualitative research perspective (Monika Nerland) -- Chapter 28. How to deal with the complexity in research on workplace learning (Erno Lehtinen). |
| Record Nr. | UNINA-9910590055803321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Practice-Oriented Research in Tertiary Mathematics Education [[electronic resource] /] / edited by Rolf Biehler, Michael Liebendörfer, Ghislaine Gueudet, Chris Rasmussen, Carl Winsløw
| Practice-Oriented Research in Tertiary Mathematics Education [[electronic resource] /] / edited by Rolf Biehler, Michael Liebendörfer, Ghislaine Gueudet, Chris Rasmussen, Carl Winsløw |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (723 pages) |
| Disciplina | 551.48 |
| Collana | Advances in Mathematics Education |
| Soggetto topico |
Mathematics - Study and teaching
Mathematics Education, Higher Education - Curricula Mathematics Education Higher Education Curriculum Studies Ensenyament de la matemàtica Educació superior Investigació educativa |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-14175-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part 1: Research on the secondary-tertiary transition -- Chapter 1. Self-regulated learning of first-year mathematics students -- Chapter 2. The societal dimension in teacher students beliefs on mathematics teaching and learning -- Chapter 3. The Organization of Inter-level Communities to Address the Transition Between Secondary and Post-secondary in Mathematics -- Chapter 4. Framing mathematics support measures: goals, characteristics and frame conditions -- Part 2: Research on university students' mathematical practices -- Chapter 5. “It is easy to see”- tacit expectations in multivariable calculus -- Chapter 6. University Students’ Development of (Non-) Mathematical Practices: A Theory and its Implementation in a Study of one Introductory Real Analysis Course -- Chapter 7. A theoretical account of the mathematical practices students need in order to learn from lecture -- Chapter 8. The choice of arguments: considering acceptance and epistemic value in the context of local order -- Chapter 9. Supporting students in developing adequate definitions at university: The case of the convergence of sequences -- Chapter 10. Proving and defining in mathematics - Two intertwined mathematical practices -- Part 3: Research on teaching and curriculum design -- Chapter 11. Developing mathematics teaching in university tutorials: an activity perspective -- Chapter 12. Conceptualizations of the role of resources for supporting teaching by university instructors -- Chapter 13. The rhetoric of the flow of proof – Dissociation, presence and a shared basis of agreement -- Chapter 14. Teaching Mathematics Education to Mathematics and Education -- Chapter 15. Inquiry-Oriented Linear Algebra: Connecting Design-Based Research and Instructional Change Theory in Curriculum Design -- Chapter 16. Profession-specific curriculum design research in mathematics teacher education: The case of abstract algebra -- Chapter 17. Leveraging Collaboration, Coordination, and Curriculum Design to Transform Calculus Teaching and Learning -- Part 4: Research on university students’ mathematical inquiry -- Chapter 18. Real or fake inquiries? Study and research paths in statistics and engineering education -- Chapter 19. Fostering inquiry and creatity in abstract algebra: the theory of banquets and its reflexive stance on the structuralist methodology -- Chapter 20. Following in Cauchy’s footsteps: student inquiry in real analysis -- Chapter 21. Examining the role of generic skills in inquiry-based mathematics education: the case of extreme apprenticeship -- Chapter 22. On the levels and types of students’ inquiry: the case of calculus -- Chapter 23. Students prove at the board in whole-class setting -- Chapter 24. Preservice secondary school teachers revisiting real numbers: a striking instance of Klein’s second discontinuity -- Part 5: Research on mathematics for non-specialists -- Chapter 25. Mathematics in the training of engineers: Contributions of the Anthropological Theory of the Didactic -- Chapter 26. For an institutional epistemology -- Chapter 27. Modeling and multiple representations: Bringing together math and engineering -- Chapter 28. The interface between mathematics and engineering in basic engineering courses -- Chapter 29. Modifying tasks in mathematics service courses for engineers based on subject-specific analyses of engineering mathematical practices. Chapter 30. Learning mathematics through working with engineering projects -- Chapter 31. Challenges for research about mathematics for non-specialists -- Chapter 32. Establishing a National Research Agenda in University Mathematics Education to Inform and Improve Teaching and Learning Mathematics as a Service Subject -- Chapter 33. Tertiary mathematics through the eyes of non-specialists: engineering students’ experiences and perspectives. |
| Record Nr. | UNISA-996508572603316 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
| ||
Practice-Oriented Research in Tertiary Mathematics Education / / edited by Rolf Biehler, Michael Liebendörfer, Ghislaine Gueudet, Chris Rasmussen, Carl Winsløw
| Practice-Oriented Research in Tertiary Mathematics Education / / edited by Rolf Biehler, Michael Liebendörfer, Ghislaine Gueudet, Chris Rasmussen, Carl Winsløw |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (723 pages) |
| Disciplina |
551.48
507.11 |
| Collana | Advances in Mathematics Education |
| Soggetto topico |
Mathematics - Study and teaching
Mathematics Education, Higher Education - Curricula Mathematics Education Higher Education Curriculum Studies Ensenyament de la matemàtica Educació superior Investigació educativa |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-14175-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part 1: Research on the secondary-tertiary transition -- Chapter 1. Self-regulated learning of first-year mathematics students -- Chapter 2. The societal dimension in teacher students beliefs on mathematics teaching and learning -- Chapter 3. The Organization of Inter-level Communities to Address the Transition Between Secondary and Post-secondary in Mathematics -- Chapter 4. Framing mathematics support measures: goals, characteristics and frame conditions -- Part 2: Research on university students' mathematical practices -- Chapter 5. “It is easy to see”- tacit expectations in multivariable calculus -- Chapter 6. University Students’ Development of (Non-) Mathematical Practices: A Theory and its Implementation in a Study of one Introductory Real Analysis Course -- Chapter 7. A theoretical account of the mathematical practices students need in order to learn from lecture -- Chapter 8. The choice of arguments: considering acceptance and epistemic value in the context of local order -- Chapter 9. Supporting students in developing adequate definitions at university: The case of the convergence of sequences -- Chapter 10. Proving and defining in mathematics - Two intertwined mathematical practices -- Part 3: Research on teaching and curriculum design -- Chapter 11. Developing mathematics teaching in university tutorials: an activity perspective -- Chapter 12. Conceptualizations of the role of resources for supporting teaching by university instructors -- Chapter 13. The rhetoric of the flow of proof – Dissociation, presence and a shared basis of agreement -- Chapter 14. Teaching Mathematics Education to Mathematics and Education -- Chapter 15. Inquiry-Oriented Linear Algebra: Connecting Design-Based Research and Instructional Change Theory in Curriculum Design -- Chapter 16. Profession-specific curriculum design research in mathematics teacher education: The case of abstract algebra -- Chapter 17. Leveraging Collaboration, Coordination, and Curriculum Design to Transform Calculus Teaching and Learning -- Part 4: Research on university students’ mathematical inquiry -- Chapter 18. Real or fake inquiries? Study and research paths in statistics and engineering education -- Chapter 19. Fostering inquiry and creatity in abstract algebra: the theory of banquets and its reflexive stance on the structuralist methodology -- Chapter 20. Following in Cauchy’s footsteps: student inquiry in real analysis -- Chapter 21. Examining the role of generic skills in inquiry-based mathematics education: the case of extreme apprenticeship -- Chapter 22. On the levels and types of students’ inquiry: the case of calculus -- Chapter 23. Students prove at the board in whole-class setting -- Chapter 24. Preservice secondary school teachers revisiting real numbers: a striking instance of Klein’s second discontinuity -- Part 5: Research on mathematics for non-specialists -- Chapter 25. Mathematics in the training of engineers: Contributions of the Anthropological Theory of the Didactic -- Chapter 26. For an institutional epistemology -- Chapter 27. Modeling and multiple representations: Bringing together math and engineering -- Chapter 28. The interface between mathematics and engineering in basic engineering courses -- Chapter 29. Modifying tasks in mathematics service courses for engineers based on subject-specific analyses of engineering mathematical practices. Chapter 30. Learning mathematics through working with engineering projects -- Chapter 31. Challenges for research about mathematics for non-specialists -- Chapter 32. Establishing a National Research Agenda in University Mathematics Education to Inform and Improve Teaching and Learning Mathematics as a Service Subject -- Chapter 33. Tertiary mathematics through the eyes of non-specialists: engineering students’ experiences and perspectives. |
| Record Nr. | UNINA-9910637724103321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
