NotesFAQContact Us
Collection
Advanced
Search Tips
Showing 1 to 15 of 483 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
van Herpen, Sanne G. A.; Meeuwisse, Marieke; Hofman, W. H. Adriaan; Severiens, Sabine E.; Arends, Lidia R. – Educational Research and Evaluation, 2017
Given the large number of dropouts in the 1st year at university, it is important to identify early predictors of 1st-year academic success. The present study (n = 453 first-year students) contributes to literature on the transition from secondary to higher education by investigating how the non-cognitive factors "pre-university" effort…
Descriptors: Foreign Countries, College Freshmen, Predictor Variables, Academic Achievement
Peer reviewed Peer reviewed
Direct linkDirect link
Menninga, Astrid; van Dijk, Marijn; Wetzels, Annemie; Steenbeek, Henderien; van Geert, Paul – Educational Research and Evaluation, 2017
This paper aims to gain insight into language production and academic language of 4- and 5-year-old students and their teachers in the course of a teacher intervention during kindergarten science education. The study is based on videotaped classroom observations, and specifically focuses on the academic language use of students (N[subscript…
Descriptors: Language Usage, Kindergarten, Academic Discourse, Video Technology
Peer reviewed Peer reviewed
Direct linkDirect link
Li, Jinjing; Miranti, Riyana; Vidyattama, Yogi – Educational Research and Evaluation, 2017
Significant variations in educational outcomes across both the spatial and socioeconomic spectra in Australia have been widely debated by policymakers in recent years. This paper examines these variations and decomposes educational outcomes into 3 major input factors: availability of school resources, socioeconomic background, and a latent factor…
Descriptors: Foreign Countries, Outcomes of Education, Outcome Measures, Equal Education
Peer reviewed Peer reviewed
Direct linkDirect link
Opitz, Ansgar; Heene, Moritz; Fischer, Frank – Educational Research and Evaluation, 2017
Education systems increasingly emphasize the importance of scientific reasoning skills such as "generating hypotheses" and "evaluating evidence." Despite this importance, we do not know which tests of scientific reasoning exist, which skills they emphasize, how they conceptualize scientific reasoning, and how well they are…
Descriptors: Thinking Skills, Logical Thinking, Science Process Skills, Science Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Stylianou-Georgiou, Agni; Papanastasiou, Elena C. – Educational Research and Evaluation, 2017
The purpose of our study was to examine the issue of answer changing in relation to students' abilities to monitor their behaviour accurately while responding to multiple-choice tests. The data for this study were obtained from the final examination administered to students in an educational psychology course. The results of the study indicate…
Descriptors: Role, Metacognition, Testing, Multiple Choice Tests
Peer reviewed Peer reviewed
Direct linkDirect link
Girardelli, Davide; Patel, Vijay K.; Martins-Shannon, Janine – Educational Research and Evaluation, 2017
An extended model based on the theory of planned behaviour (TPB) was used to study Chinese English as a foreign language (EFL) students' in-class participation. The model included the core TPB constructs (behavioural intentions, attitudes, subjective norms, and perceived behavioural control/self-efficacy) and 2 additional constructs (foreign…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Path Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Marks, Gary N. – Educational Research and Evaluation, 2017
The consensus among education researchers is that value-added models are most appropriate for assessing the relative effectiveness of schools, teachers, or programmes for student learning. The preferred value-added model adjusts for prior achievement, but there is a variety of other specifications that may or may not include prior achievement.…
Descriptors: Academic Achievement, School Effectiveness, Value Added Models, Comparative Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
He, Jia; Van de Vijver, Fons J. R.; Kulikova, Alena – Educational Research and Evaluation, 2017
Linking country-level educational achievement with other country-level indicators has the potential to drive systemic educational changes, as these correlates may reflect characteristics relevant for policy-making decisions to improve educational effectiveness. This study establishes a nomological network of educational achievement at the country…
Descriptors: Correlation, Academic Achievement, Self Esteem, Achievement Tests
Peer reviewed Peer reviewed
Direct linkDirect link
Timmermans, Anneke; van der Werf, Greetje – Educational Research and Evaluation, 2017
The current study explored the size, stability, and consistency of school effects, using 2 effectiveness indicators: achievements of students at the end of primary school and growth in achievement across 3 years of schooling. The sample consisted of the scores of 25,269 students on 3 subjects, taken in Grades 4 to 6 among 3 cohorts in 319 primary…
Descriptors: Academic Achievement, School Effectiveness, Achievement Gains, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Aloisi, Cesare; Tymms, Peter – Educational Research and Evaluation, 2017
The stability of educational test results from the Programme for International Student Assessment (PISA) over 15 years was examined, and the influence of demographics and social capital was assessed, as was the impact of educational reforms. The test results were remarkably stable, with correlations up to 0.99 for country-level results over 2…
Descriptors: Achievement Tests, Foreign Countries, Secondary School Students, International Assessment
Peer reviewed Peer reviewed
Direct linkDirect link
Scheerens, Jaap; Marks, Gary N. – Educational Research and Evaluation, 2017
Educational effectiveness research separates hypothetical causes of performance differences into "given", "contextual", "endogenous", or simply "prior" conditions, on the one hand, and malleable factors, or treatments, on the other hand. Recent studies indicate that the effects of background conditions tend…
Descriptors: Instructional Effectiveness, Effect Size, Educational Policy, Educational Practices
Peer reviewed Peer reviewed
Direct linkDirect link
Scheerens, Jaap – Educational Research and Evaluation, 2017
In this article, several ways to adjust gross school effects are discussed to set the stage for estimating treatment effects in schooling. Although it is quite hazardous to hypothesize realistic benchmarks for results from meta-analyses, because of the dependency of effect sizes on subject matter area, grade level, and study characteristics, a…
Descriptors: School Effectiveness, Statistical Analysis, Computation, Effective Schools Research
Peer reviewed Peer reviewed
Direct linkDirect link
Terrell, Jenna Howard; Bugler, Daniel – Educational Research and Evaluation, 2017
Randomized controlled trials (RCTs) are considered the most methodologically sound methods of conducting empirical research, but a successful RCT is contingent on the recruitment of subjects into the intervention and study. Few research articles and evaluations in education discuss recruitment, and even fewer discuss challenges in recruitment.…
Descriptors: Randomized Controlled Trials, Research Administration, Planning, Validity
Peer reviewed Peer reviewed
Direct linkDirect link
Yang, Min; Yan, Zi; Coniam, David – Educational Research and Evaluation, 2017
This paper reports on a qualitative study on markers' perceptions of onscreen marking (OSM) in association with key influential factors of marking reliability. The study has made adaptations to an existing framework proposed by Black, Suto, and Bramley in 2011 for exploring issues related to influential factors of marking reliability in OSM…
Descriptors: Computer Uses in Education, Reliability, Scoring, Secondary School Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
DeAngelis, Corey A.; Burke, Lindsey – Educational Research and Evaluation, 2017
We examine whether voucher programme regulation reduces private school specialisation in the US. We employ school-and-year fixed-effects regression and examine individual private schools in Washington, DC, Indiana, and Louisiana as they transition into voucher programme environments. We leverage the Private School Universe Survey to observe how…
Descriptors: Educational Vouchers, Private Schools, Specialization, Institutional Characteristics
Previous Page | Next Page ยป
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  33