09 SES 11 A, Findings From International Comparative Achievement Studies (Part 2): Investigating Construct Dimensions and Relations in Comparative and Contrastive Perspectives
Symposium continued from 09 SES 10 A
International teacher and student surveys have become popular instruments to measure the use of teaching practices and classroom practices indicators have been used extensively in recent research. However, little attention has been paid to the low association between teacher and student responses regarding teachers’ practices. Triangulation analyses are necessary to measure and appraise the differences between student and teacher perceptions and to better understand what happens in classes around the world. Five European and three non-European countries took part in the TALIS- PISA link option which administered TALIS 2013 questionnaires to teachers and principals in a sample of schools which participated in the PISA survey in 2012. It represents a unique data source and opportunity to examine the discrepancies between students’ and teachers’ views on teachers’ use of structuring, student-oriented practices and enhanced activities (Vieluf et al, 2012), and their possible explanations. Preliminary analyses show that teachers tend to report more often that they use a given classroom practice than students do. But the degree to which students’ points of view differ from those of teachers varies across practices and countries. Across all practices on average, differences of opinion are larger in Spain and Australia and weaker in Latvia. Across all countries on average, differences of opinion are larger about “having teachers presenting a summary of recently learnt content” and lower about “having teachers continuing teaching until the students understand”. Preliminary regression analyses of school-level differences between students’ and teachers’ views indicate that, on average, divergence regarding the use of student-oriented practices tends to increase with students’ average performance in mathematics, students’ diverging views of the disciplinary climate, and teachers’ average efficacy in instruction in the school, and to decrease with the homogeneity of student mathematics achievement, a privileged social background and teachers’ average efficacy in student engagement in the school.
Vieluf, S., D. Kaplan, E. Klieme and S. Bayer (2012), Teaching Practices and Pedagogical Innovations: Evidence from TALIS, OECD publishing. http://dx.doi.org/10.1787/9789264123540-en
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.