Opening the Black Box: Prospects for Using International Large-Scale Assessments to Explore Classroom Effects

Schmidt, William H.; Burroughs, Nathan

doi:10.2304/rcie.2013.8.3.236

Cited by 10 publications

(5 citation statements)

References 51 publications

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“…As argued in Schmidt and Burroughs (2013), properly accounting for the joint effect of class composition and OTL requires more specific student-level measures (see also Dumay & Dupriez, 2007) or else risks model misspecification. Schmidt et al (2001) suggests that OTL is directly related to student achievement, and district-level analyses by Schmidt, Burroughs, and Houang (2012) based on the TIMSS finds a positive association between SES and exposure to mathematics content.…”

mentioning

confidence: 99%

The Role of Schooling in Perpetuating Educational Inequality

Schmidt

Burroughs

Zoido

et al. 2015

Educational Researcher

Self Cite

286

181

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In this paper, student-level indicators of opportunity to learn (OTL) included in the 2012 Programme for International Student Assessment are used to explore the joint relationship of OTL and socioeconomic status (SES) to student mathematics literacy. Using multiple methods, we find consistent evidence that (a) OTL has a significant relationship to student outcomes, (b) a positive relationship exists between SES and OTL, and (c) roughly a third of the SES relationship to literacy is due to its association with OTL. These relationships hold across most countries and both within and between schools within countries. Our findings suggest that in most countries, the organization and policies defining content exposure may exacerbate educational inequalities.

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mentioning

confidence: 99%

The Role of Schooling in Perpetuating Educational Inequality

Schmidt

Burroughs

Zoido

et al. 2015

Educational Researcher

Self Cite

286

181

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show abstract

“…In line with recent arguments in psychology (Chalabaev et al, 2023;McKinley et al, 2020), our results support the idea that classic socio-cognitive models of physical activity engagement should not consider only individual psychological variables, and would benefit from incorporating socio-economic factors as target variables. Parallelly, the sociological perspective has regularly been criticized as a relative "black box" when analysing precisely how lower ES negatively influences school experience and broader outcomes (e.g., Schmidt & Burroughs, 2013). In this regard, our analysis provides first evidence that basic BPN could be one of the mediating pathways underlying the link between ES and school-related outcomes.…”

Section: Practical and Theoretical Implicationsmentioning

confidence: 66%

Economic status as a predictor of motivational and affective experiences in Physical Education and physical activity intentions: a cross-sectional study in six European countries

Saoudi¹,

Sarrazin²,

Papaioannou³

et al. 2023

Preprint

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Lower economic status (ES) is associated with a less adaptive experience of school and physical activity. However, empirical evidence supporting the detrimental association of lower ES on the affective and motivational experience in Physical Education (PE) remains scarce. Using a large sample (n = 10392) of adolescents from six countries (i.e., Greece, Spain, Italy, Portugal, England, Turkey), this cross-sectional study tested whether students’ ES was associated with the satisfaction of their basic psychological needs in PE, and in turn with motivational and affective outcomes in PE and their out-of-school physical activity intention. We further explored whether gender moderated the abovementioned relationship. Multigroup structural equation modelling showed that, in five of six countries (i.e., Greece, Spain, Italy, Portugal, England), a lower ES was associated with lower basic needs satisfaction (β = .10, p < .001), which in turn was associated with lower enjoyment (β = .75, p < .001), lower autonomous motivation (β = .83, p < .001), and weaker out-of-school physical activity intention (β = .36, p < .001), higher displeasure (β = -.51, p < .001), higher controlled motivation (β = -19, p < .001) and stronger amotivation in PE (β = -.28, p < .001). Exploratory analyses suggested that the relationship between lower ES and the less adaptative outcomes was amplified among girls. At the crossroad between psychology and sociology, this study provides new insights into how family lower ES and gender might interact to predict less adaptative motivational and affective experiences and outcomes in PE.

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“…This study utilized the PISA 2018 database, which provided rich contextual information to examine the influences of teacher-related factors on OTL [59]. PISA adopted a two-stage sampling procedure, with the random selection of schools before the random sampling of classes.…”

Section: Datamentioning

confidence: 99%

Teachers’ Frequency of ICT Use in Providing Sustainable Opportunity to Learn: Mediation Analysis Using a Reading Database

2022

Sustainability

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As classrooms have become increasingly digitized, information and communication technology (ICT) has been frequently used by teachers. On that basis, whether teachers’ ICT use could provide students with more and sustainable opportunities to learn (OTL) has aroused more attention in the relevant research field. However, there has been scarce evidence for teacher-related factors that elucidate the correlation between the ICT use of teachers and providing OTL in secondary education. Given this inefficiency of evidence, this study aimed to investigate the above correlation and explore the mediation effects of teachers’ self-efficacy and teachers’ flexible strategy use to solve individualized challenges (i.e., adaptive instruction). The data of 10,796 teachers in 389 secondary schools were analyzed using R based on a multilevel mediation model. As indicated by the results of this study, teachers achieved higher self-efficacy and adaptive instruction levels when ICT was used more frequently in reading classrooms, which would further enhance the provision of OTL for students. In addition, experienced teachers were better at facilitating adaptive instruction and self-efficacy using ICT. The above results could lay a solid foundation for future empirical studies to incorporate ICT in reading course design. Furthermore, it is imperative to carry out teacher training programs to improve teachers’ beliefs and practices in providing OTL for better sustainable education in ICT education contexts.

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Opening the Black Box: Prospects for Using International Large-Scale Assessments to Explore Classroom Effects

Cited by 10 publications

References 51 publications

The Role of Schooling in Perpetuating Educational Inequality

The Role of Schooling in Perpetuating Educational Inequality

Economic status as a predictor of motivational and affective experiences in Physical Education and physical activity intentions: a cross-sectional study in six European countries

Teachers’ Frequency of ICT Use in Providing Sustainable Opportunity to Learn: Mediation Analysis Using a Reading Database

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