Gudrun Vanlaar

Using student ratings to measure quality of teaching in six European countries

This paper argues for the value of using student ratings to measure quality of teaching. An international study to test the validity of the dynamic model of educational effectiveness was conducted. At classroom level, the model consists of eight factors relating to teacher behaviour: orientation, structuring, questioning, teaching modelling, application, management of time, teacher role in making classroom a learning environment and assessment. In each participating country (i.e. Belgium/Flanders, Cyprus, Germany, Greece, Ireland and Slovenia), a sample of at least 50 primary schools was used and all grade 4 students (n = 9967) were asked to complete a questionnaire concerning the eight factors of the dynamic model. Structural equation modelling techniques were used to test the construct validity of the questionnaire. Both across- and within-country analyses revealed that student ratings are reliable and valid for measuring the functioning of the teacher factors of the dynamic model. Implications for teacher education are drawn.

How do student and classroom characteristics affect attitude toward mathematics? A multivariate multilevel analysis

ABSTRACT This study investigated the effects of student and classroom characteristics on math self-confidence, perceived usefulness, and enjoyment of mathematics as multiple outcomes. A sample of 7th-grade students from 78 classes of 49 schools was studied. The data were collected using, among other instruments, an attitude questionnaire. The results of the multivariate multilevel analysis showed that the variance of the 3 indicators was situated mostly at the student level, and that the indicators correlated strongly at the class level. Higher prior mathematics achievement and positive parental beliefs and attitudes were significant predictors of higher scores across the 3 indicators. Each of the baseline indicators was significantly associated with its corresponding final indicator. At the classroom level, classroom assessment was significantly associated with less endorsement of all 3 indicators, higher levels of classroom modeling with greater endorsement of perceived usefulness of mathematics, and classroom questioning with greater enjoyment of mathematics.

Do the teacher and school factors of the dynamic model affect high- and low-achieving student groups to the same extent? a cross-country study

Background. The dynamic model of educational effectiveness (DMEE) is a comprehensive theoretical framework including factors that are important for school learning, based on consistent findings within educational effectiveness research. Purpose. This study investigates the impact of teacher and school factors of DMEE on mathematics and science achievement, and identifies factors with equalising qualities in terms of helping low-achieving student groups to catch up with their better-achieving peers. Sample. Data were retrieved from a large-scale, longitudinal project conducted in 571 classes in 334 schools in 6 European countries (Belgium/Flanders, Cyprus, Germany, Greece, Ireland and Slovenia). In each country, a sample of about 50 schools was drawn, and tests in mathematics and science were administered to all grade 4 students (N = 10,742) at the beginning and end of school-year 2010–2011. Design and methods. Data on teacher factors were collected through student questionnaires, and data on school factors were collected through teacher questionnaires. Two-level regression models were applied. Interaction effects between the factor and the group composition were estimated, while controlling for prior achievement. Results. Our results confirm the importance of most tested teacher factors (except for modelling and qualitative structuring) and all tested school factors of DMEE for effective math and science education. The majority of these factors appear to make an even greater difference for low-achieving student groups. Conclusions. Our results provide further validity to DMEE at classroom and school level, and indicate that most factors make a greater difference for low-achieving student groups. Thus, effective teaching is an important aspect for reducing the achievement gap. This illustrates the importance of placing the most effective teachers in schools with the highest percentage of underachieving students. Policy should encourage good teachers to teach in low-achieving schools by making these jobs more attractive, both financially and in terms of work conditions.

‘I choose so I am’: a logistic analysis of major selection in university and successful completion of the first year

This study examines the choice of a university major with a special focus on the type of major chosen in the first year and success/failure at the end of this first year, using a sample of 2284 students in Flanders, Belgium. Extending previous research, the effects of prior subject uptake, occupational interests, prior mathematics and Dutch achievement, gender, socioeconomic status, academic self-concept and future aspirations on major selection were tested using multinomial regression. In summary, the results showed that prior subject uptake in Grade 12 was the main predictor of the type of university major chosen. Furthermore, a persuasive association between students’ interest pattern and major chosen was observed and different interest patterns between male and female students primarily explained gendered choices. A binary logistic regression model revealed that higher achievement, more mathematical subjects chosen in Grade 12 and a higher socioeconomic status are important buffers against failure in the first year of university.

Effects of kindergarten retention for at-risk children’s mathematics development

When a child does not seem to be ready for primary school, a popular practice is to grant the child more time by letting it repeat kindergarten. However, previous quasi-experimental research demonstrated negative, though diminishing, effects of kindergarten retention on academic learning during the first years of primary school. The present study extends the existing evidence by addressing children’s post-treatment school trajectories. Analysing data from a large-scale longitudinal study, we find that, on average, kindergarten repeaters would perform better for mathematics until five years later, were they promoted to first grade instead. However, if promoted instead, kindergarten repeaters would also have a higher likelihood to be retained in first grade and, under that condition, have a lower growth rate and score lower for mathematics five years later.

Effects of kindergarten retention for at-risk children's psychosocial development

Kindergarten retention is a popular practice for children who are considered unready for primary school. However, past research has not yet succeeded to find consistent, strong empirical evidence supporting the practice. In the current study, kindergarten repeaters’ development in nine psychosocial domains is compared with that of equally at risk but (1) continuously promoted age-mates and (2) promoted age-mates who repeated first grade instead. Analysing data from a large-scale longitudinal study using propensity score matching and multilevel modelling, the findings reveal no harm of kindergarten retention for at-risk children’s long term psychosocial development. Rather, we find that, relative to equally at-risk but continuously promoted children, kindergarten repeaters benefit from retention with respect to higher levels of well-being, and peer relations, and lower levels of hyperactivity, aggression and asocial behaviour. Compared to similar children who were promoted but who were retained in first grade instead, kindergarten repeaters are found to benefit more from retention with respect to higher levels of well-being, self-confidence, attitude to work and independent behaviour, and lower levels of hyperactivity.

Long-Term Effects of Primary Schools on Educational Positions of Students 2 and 4 Years after the Start of Secondary Education.

ABSTRACT Although the importance of primary schools in the long term is of interest in educational effectiveness research, few studies have examined the long-term effects of schools over the past decades. In the present study, long-term effects of primary schools on the educational positions of students 2 and 4 years after starting secondary education are investigated. Moreover, it is examined which school factors play a role in this process. We specifically investigated whether effective primary schools make a difference in the long term. This study uses data from the longitudinal SiBO project, which followed 6,000 pupils in primary education in Flanders, Belgium, and has follow-up data during secondary education. Two-level models and cross-classified multilevel models show that primary schools have long-term effects on the educational positions of students in secondary education.

How to Improve Reading Comprehension in High-Risk Students: Effects of Class Practices in Grade 5.

This study investigated the effect of class practices on students’ learning gains in reading comprehension in the 5th grade. A sample of 4,344 students in 283 classes in 176 schools was studied. Several class practices that have previously been demonstrated to be effective were tested while controlling for student characteristics and socioeconomic and ethnic class composition. Differential effects were tested to identify class practices that can contribute to narrowing the achievement gap between high- and low-risk students. Most class practices turned out to have a similar effect for both low- and high-risk students. However, “discovery learning” and “well-organised and attractive instruction” appeared to be more beneficial for low-risk than for high-risk students. Group composition in terms of social and ethnic background turned out to have no significant effect on learning gains in reading comprehension.

What Makes the Difference in Reading Achievement? Comparisons between Finland and Shanghai.

Finland and Shanghai are strong performers in the Program for International Student Assessment (PISA). The current study explored the similarities and differences in educational effectiveness between these 2 strong performers. To this end, 14 predictors representing student background and school process characteristics were selected from the PISA 2009 database. The results show that the Finnish educational system is more efficient in transforming given inputs, specially student background characteristics, into reading achievement, while the general condition of the school climate in Shanghai, in terms of value and effect size of the predictors, contributes a large part to its comparative strength in reading achievement. Suggestions for improvement at school and system level are given.