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Maritza Casas; Stephen G. Sireci – International Journal of Testing, 2025
In this study, we take a critical look at the degree to which the measurement of bullying and sense of belonging at school is invariant across groups of students defined by immigrant status. Our study focuses on the invariance of these constructs as measured on a recent PISA administration and includes a discussion of two statistical methods for…
Descriptors: Error of Measurement, Immigrants, Peer Groups, Bullying
Ma, Yue – International Journal of Science and Mathematics Education, 2023
Inquiry-based practices have important impacts on student science learning outcomes, yet the psychological mechanisms behind the relationships are less clear. This study aimed to explore the mediating effects of science attitudes in the relationship between student-perceived inquiry-based practices and scientific literacy using data from eight…
Descriptors: Inquiry, Educational Practices, Scientific Literacy, Scientific Attitudes
Soysal, Sümeyra – Participatory Educational Research, 2023
Applying a measurement instrument developed in a specific country to other countries raise a critical and important question of interest in especially cross-cultural studies. Confirmatory factor analysis (CFA) is the most preferred and used method to examine the cross-cultural applicability of measurement tools. Although CFA is a sophisticated…
Descriptors: Generalization, Cross Cultural Studies, Measurement Techniques, Factor Analysis
Rujun Xu; James Soland – International Journal of Testing, 2024
International surveys are increasingly being used to understand nonacademic outcomes like math and science motivation, and to inform education policy changes within countries. Such instruments assume that the measure works consistently across countries, ethnicities, and languages--that is, they assume measurement invariance. While studies have…
Descriptors: Surveys, Statistical Bias, Achievement Tests, Foreign Countries
Kolomuc, Ali; Karagölge, Zafer – Journal of Science Learning, 2021
This study compares the successes of numbers 94 7th grade students in science education with assessment-evaluation questions based on skill and acquisition. Assessment-evaluation achievement tests based on skill and acquisition were developed by researchers towards the measurement of force and acquisitions in friction units taking place in the…
Descriptors: Comparative Analysis, Grade 7, Skill Development, Student Evaluation
Fischer, Jessica; Praetorius, Anna-Katharina; Klieme, Eckhard – Educational Assessment, Evaluation and Accountability, 2019
Valid cross-country comparisons of student learning and pivotal factors contributing to it, such as teaching quality, offer the possibility to learn from outstandingly effective educational systems across the world and to improve learning in classrooms by providing policy relevant information. Yet, it often remains unclear whether the instruments…
Descriptors: Accountability, Educational Quality, Cross Cultural Studies, Comparative Analysis
Wu, Yi-Jhen; Kiefer, Sarah M.; Chen, Yi-Hsin – International Journal of School & Educational Psychology, 2020
Learning behavior of East Asian students has been debated due to their striking performance on international large-scale assessments. This study was a comparative study using latent class analysis to examine students' perceptions of learning strategies, students' reported learning strategy use, and the relationships between learning strategies and…
Descriptors: Learning Strategies, Self Efficacy, Cross Cultural Studies, Foreign Countries
Salchegger, Silvia; Wallner-Paschon, Christina; Bertsch, Christian – Large-scale Assessments in Education, 2021
Background: Evidence so far shows that Waldorf students are characterized by average science achievement but at the same time high socioeconomic status and high science motivation. Moreover, Waldorf education is characterized by high emphasis on inquiry-based science education (IBSE). The present study investigates if the specific…
Descriptors: Teaching Methods, Science Education, Science Achievement, Socioeconomic Status
Warrican, S. Joel; Alleyne, Melissa; Smith, Patriann; Zaidi, Rahat; Esperat, Tala Karkar; Chen, Yi-Hsin; Yin, Yue – Research in Comparative and International Education, 2022
The United States and Canada, two countries known to have large immigrant populations, have long since reflected a dichotomy, where Canada is generally perceived to be a country with language policies that demonstrate its receptiveness to embrace multiculturalism in schools and classrooms. In contrast, the United States has consistently espoused…
Descriptors: Literacy, Cultural Differences, Comparative Analysis, Native Speakers
Niehues, Wenke; Kisbu-Sakarya, Yasemin; Selcuk, Bilge – Educational Psychology, 2020
Turkey is an interesting context to study the applicability of the Expectancy-Value-Theory (EVT), since it is a less well-studied research context with a highly selective, centralised, and competitive education system and a more collectivistic-orientated population. In such a context, well-established factors known to drive students' achievement,…
Descriptors: Student Motivation, Mathematics Achievement, Socioeconomic Status, Parent Attitudes
She, Hsiao-Ching; Lin, Huann-shyang; Huang, Li-Yu – Journal of Research in Science Teaching, 2019
Abstract The 2015 Programme for International Student Assessment (PISA) has drawn a substantial amount of attention from science educators and educational policymakers because it marked the first time that PISA assessed students' ability to evaluate and design scientific inquiry using computer-based simulations. We undertook a secondary analysis…
Descriptors: Scientific Literacy, Foreign Countries, Science Instruction, Resilience (Psychology)
Godor, Brian P.; Szymanski, Antonia – High Ability Studies, 2017
There are two competing stereotypes of gifted students: harmony theory (gifted students are well adjusted and successful in life) and disharmony theory (giftedness forms a threat to a harmonious development). In this context, the PISA 2012 data were used to explore middle-school students' experiences in terms of sense of belonging, student-teacher…
Descriptors: Foreign Countries, Achievement Tests, International Assessment, Academically Gifted
Callahan, Rebecca M.; Humphries, Melissa; Buontempo, Jenny – International Multilingual Research Journal, 2021
Mathematics is not just memorized facts, but rather it is understanding how to approach and solve problems, and problem-solving requires linguistic proficiency. Too often, English learners' (ELs) relatively low math performance is dismissed due to their supposed "limited" English proficiency. Taking this perspective, a constructivist…
Descriptors: High School Students, English Language Learners, Mathematics Instruction, Constructivism (Learning)
Burge, Bethan – National Foundation for Educational Research, 2015
This election factsheet highlights the following points: (1) It isn't always possible to say with certainty from looking at a country's rank in the PISA educational league tables alone whether one country or economy has definitely performed better than another; (2) England's position in the league tables is dependent on which countries and…
Descriptors: Foreign Countries, Achievement Tests, Secondary School Students, Comparative Analysis
Göllner, Richard; Wagner, Wolfgang; Eccles, Jacquelynne S.; Trautwein, Ulrich – Journal of Educational Psychology, 2018
Student ratings of teaching quality have been shown to be powerful predictors of important academic outcome variables. This is the case despite the fact that students from the same classroom can perceive teaching quality quite differently in their own idiosyncratic ways. These differences among students in the same classroom are typically…
Descriptors: Student Attitudes, Teacher Effectiveness, Mathematics Instruction, Teacher Student Relationship