Searching for the golden model of education: cross-national analysis of math achievement

Bodovski, Katerina; Byun, Soo-yong; Chykina, Volha; Chung, Hee Jin

doi:10.1080/03057925.2016.1274881

Cited by 15 publications

(9 citation statements)

References 52 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The lack of possible movement across tracks can erode student self-efficacy and lead students to think that their postsecondary outcomes have been predetermined (Buchmann and Park 2009). My focus on this type of differentiation follows an established tradition in comparative education (Bodovski et al 2017; McDaniel 2010; Pfeffer 2008; Schlicht, Stadelmann-Steffen, and Freitag 2010).…”

Section: Theorymentioning

confidence: 99%

Educational Expectations of Immigrant Students: Does Tracking Matter?

Chykina

2019

Sociological Perspectives

Self Cite

View full text Add to dashboard Cite

Immigrants are known to have high expectations to matriculate into college and achieve a college degree. Yet the majority of the studies that examine the educational expectations of immigrant youth focus only on one country. Furthermore, researchers have not yet examined whether the high educational expectations of immigrants are promoted or hampered by the characteristics of educational systems in immigrants’ host countries. This paper examines the relationship between one such feature, tracking, and the educational expectations of immigrant youth in Europe. It shows that cross-nationally, immigrant students have higher educational expectations than nonimmigrant youth. However, for first-generation immigrants, this advantage is not as pronounced in tracked systems as compared with nontracked systems. This suggests that immigrants and nonimmigrants respond differently to the educational contexts that they encounter and that certain features of educational systems can stymie immigrant advancement.

show abstract

Section: Theorymentioning

confidence: 99%

Educational Expectations of Immigrant Students: Does Tracking Matter?

Chykina

2019

Sociological Perspectives

Self Cite

View full text Add to dashboard Cite

show abstract

“…Since the publication of the first PISA round in 2000, a number of studies investigated how aspects of educational standardization are related to student achievement and inequality in student achievement (Schütz et al, 2007 ; Horn, 2009 ; Chmielewski and Reardon, 2016 ; Bodovski et al, 2017 ). These studies often focused on standardized testing, which is seen as one aspect of an education system's degree of standardization (Bol and van de Werfhorst, 2013 ).…”

Section: Effects Of Standardized Testing On Achievement—previous Resultsmentioning

confidence: 99%

Standardized Testing, Use of Assessment Data, and Low Reading Performance of Immigrant and Non-immigrant Students in OECD Countries

Teltemann

Schunck

2020

Front. Sociol.

View full text Add to dashboard Cite

This paper investigates the effects of standardized testing and publication of achievement data on low reading performance for immigrant and non-immigrant students in 30 OECD countries. The paper aims to test hypotheses derived from a principal-agent framework. According to this theoretical perspective, standardized assessments alone should not be associated with reading performance. Instead, the model proposes that the provision of the results to the principle (parents and education authorities) is associated with higher student performance, as this reduces the information asymmetry between principal (parents and educational authorities) and agent (teachers and schools). The results of our analyses of PISA 2009 and 2015 reading data from 422.172 students show that first, the use of standardized achievement tests alone was not associated with the risk of low performance. Second, making the results of standardized tests available to the public was associated with a decreased risk of low reading performance among all students, and, third, particularly among first generation immigrant students. These results were robust across various modeling approaches. In accordance with the predictions from the principal-agent framework, our findings suggest that the mere implementation of standardized assessments has no effects on low performance. Testing along with the public provision of the testing results, which decreases the information asymmetry between schools and teachers on the one hand and parents and education authorities on the other, was associated with a decreased risk of low performance, with the effect being stronger for immigrant students.

show abstract

“…Teacher mindset toward differentiation and the impact on learning can also hinder the successes found in the classroom (Coubergs et al, 2017) [20] . Bodovski, Byun, Chykina, and Chung (2017) [32] found differentiation as an early intervention was more beneficial than differentiation at the later stages of education. If teachers feel this strategy is irrelevant and not important, they are less likely to fully implement the strategy within their instruction.…”

Section: Teacher Perceived Strugglesmentioning

confidence: 99%

Teachers’ Perceptions of Differentiation and the Struggle for Consistent Implementation

Fordyce¹

2021

ijsshr

View full text Add to dashboard Cite

A problem at three elementary schools in an Appalachian state was that some or all instructors were struggling to implement differentiated instruction in the classroom. Because differentiation is a research-based best practice, teachers should be consistently using this strategy to meet the varying needs found within the inclusive classroom. The purpose of this qualitative case study was to investigate perceptions of third- and fourth-grade teachers on their knowledge, implementation, and selfassessment of using differentiated instruction in classrooms in three elementary schools in one Appalachian state. The two research questions that guided this study asked how third- and fourth-grade teachers used differentiation to support all students and what perceived opportunities and struggles these teachers believed affected their ability to implement this strategy. Nine out of the 14 third- and fourth-grade inclusive teachers who volunteered were asked to participate in semistructured phone interviews and lesson plan analysis. Data were hand coded and analyzed using a spreadsheet to look for reoccurring categories and themes. Six themes emerged within the collected qualitative data to include ability grouping, technology, planning for differentiated instruction, professional supports, lack of training, and instructional support. With the findings, specific professional development was created to help the teacher more consistently use differentiation in the classroom. This study has positive social change implications because it might lead to a stronger administrator and teacher understanding of the perceived uses of differentiation as well as the perceived opportunities and struggles to fully implement the strategy.

show abstract

Searching for the golden model of education: cross-national analysis of math achievement

Cited by 15 publications

References 52 publications

Educational Expectations of Immigrant Students: Does Tracking Matter?

Educational Expectations of Immigrant Students: Does Tracking Matter?

Standardized Testing, Use of Assessment Data, and Low Reading Performance of Immigrant and Non-immigrant Students in OECD Countries

Teachers’ Perceptions of Differentiation and the Struggle for Consistent Implementation

Contact Info

Product

Resources

About