'Using the world as an educational laboratory' revisited. Methodological foundations for utilizing recent and older international large-scale studies for educational effectiveness research.

Autor/in	Strietholt, Rolf
Titel	'Using the world as an educational laboratory' revisited. Methodological foundations for utilizing recent and older international large-scale studies for educational effectiveness research.
Quelle	Dortmund: Techn. Univ. (2013), 137 S.Verfügbarkeit Dortmund, Techn. Univ., Diss., 2013.
Beigaben	grafische Darstellungen
Sprache	deutsch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Empirische Forschung; Längsschnittuntersuchung; Metaanalyse; Methodologie; Sekundäranalyse; Vergleichende Bildungsforschung; Vergleichsuntersuchung; Lernstandserhebung; Bildungssystem; Nationalstaat; Internationaler Vergleich; Hochschulschrift; Wirkung
Abstract	[The purpose of the thesis is to revisit the idea of "using the world as an educational laboratory". Studies conducted 50 years ago] failed to answer how to design successful educational systems because countries differ in many respects. [...] The basic approach to overcome prior limitations is to link recent and older international comparative studies in order to analyze different developments instead of the status quo of school systems across countries. Longitudinal analyses provide a more suitable approach to analyze causal effects than cross-sectional analyses. [...] The heart of the thesis are three interrelated chapters in which the methodological foundations for using international comparative trend studies for educational effectiveness research and apply these to concrete examples to make them more feasible. [...] The main findings [...] are the following. Country-level longitudinal analyses are a suitable approach to estimate the effects of educational policies and policy related issues on educational outcomes. First, the example study on the effects of early education shows that the results of cross-sectional comparisons are misleading while trend studies can overcome two serious threats of such studies: selection mechanisms on lower levels and unobserved heterogeneity caused by time-invariant confounding variables. Second, the linking study demonstrates that it is possible to link recent and older international comparative assessments in order to study long-term trends. Finally, the application of the correction model that accounts for differences in the sample composition shows that ignoring differences in age and schooling confounds league tables and hides actual trends. (Orig./PRO).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2015/3