Session Information
16 SES 02A, Pedagogical Practices and ICT Use around the World: Findings from the IEA International Comparative Study SITES2006 (Part 2)
Symposium, continued from 16 SES 01A
Time:
2008-09-10
11:15-12:45
Room:
B4 415
Chair:
Tjeerd Plomp
Discussant:
Karl Steffens
Contribution
In the IEA SITES 2006, a conceptual framework for the analysis of teachers´ attitudes towards their pedagogical orientations was developed (Law, Pelgrum, & Plomp, 2008). This framework stems from the earlier IEA SITES M1 study, and comprised two broadly contrasting pedagogical orientations, traditionally important practice and emerging pedagogical practice. The concept of emerging pedagogical orientation was refined into lifelong learning and connectedness orientations on basis of further findings and conclusions from amongst other, the IEA SITES M2 study. These three orientations were measured in SITES 2006 using three different sets of indicators; curriculum goal, teacher practice and student practice orientations (Law et al., 2008).The indicators were tested by a combination of reliability analysis and confirmatory factor analysis, and found to be adequate all-over measures of pedagogical orientations for most of the 22 participating educational systems in SITES 2006. Of course, national differences from the international combined result prevail, and in our case this provides an opportunity to cast light upon recent local curriculum and policy changes in Norway. By covering a rich variety of attitudes towards teaching, pedagogy and technology the 13 indicators concerning the stated curriculum goals are of special interest.
Objective:
To analyze the difference between the Norwegian subset and the international combined dataset on reliability and factor loading on the 13 indicators comprising the curriculum goal measurement of pedagogical orientation.
Research questions
a) What differences in reliability and factor loadings can be found when analyzing the 13 indicators from the two datasets?
b) Can such differences be of conceptual use to understand the particular working conditions the Norwegian respondents are subjected to?
Methodology: Conduct and combine reliability analysis, explorative and confirmatory factor analysis using the above-mentioned datasets and the indicators constructed for the IEA SITES 2006 study, to establish differences on an item level. Item level differences will be analysed conceptually.
Expected outcomes: Differences in indicator constructions can provide information on if or how the Norwegian teachers in the study were directing their efforts towards the “Knowledge promotion” – the curriculum reform that took place during the SITES 2006 survey period in Norway.
References
Law, N., Pelgrum, W. J., & Plomp, T. (Eds.). (2008). Pedagogical practices and ICT use around the world. Findings from the IEA international comparative study SITES 2006. . Hong Kong. Dordrecht: Comparative Education Research Centre, The University of Hong Kong. Springer. Norwegian Directorate for Education and Training: http://www.udir.no/templates/udir/TM_Artikkel.aspx?id=2376
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