Exploration of Direct and Indirect Associations of System-Level Policy-Amenable Variables with Reading Literacy Performance

Autor/inn/en	Scheerens, Jaap; Luyten, Hans; van den Berg, Stéphanie M.; Glas, Cees A. W.
Titel	Exploration of Direct and Indirect Associations of System-Level Policy-Amenable Variables with Reading Literacy Performance
Quelle	In: Educational Research and Evaluation, 21 (2015) 1, S.15-39 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2015.1008520
Schlagwörter	Foreign Countries; Educational Attainment; Educational Change; Comparative Education; Evidence; Data Analysis; Structural Equation Models; Instructional Effectiveness; Effective Schools Research; Computation; Data Interpretation; Accountability; School Choice; Institutional Autonomy; Reading Achievement; Educational Policy; Markov Processes; Monte Carlo Methods; Bayesian Statistics; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Bildungsabschluss; Bildungsgut; Bildungsreform; Vergleichende Erziehungswissenschaft; Evidenz; Auswertung; Unterrichtserfolg; Schulforschung; Data evaluation; Datenauswertung; Verantwortung; Choice of school; Schulwahl; Institutionelle Autonomie; Leseleistung; Politics of education; Bildungspolitik; Markowscher Prozess; Monte-Carlo-Methode
Abstract	As expectations of the economic impact of educational attainment are soaring (Hanushek & Woessmann, 2009) and conjectures about successful national educational reforms (Mourshed, Chijioke, & Barber, 2010) are welcomed by educational policy-makers in many countries, a careful assessment of the empirical evidence for these kinds of claims is needed. In this article, we present a methodology that was applied to an international data set. A multi-level model of education was used to present a hypothetical scenario, indicated as the "implementation scenario". The scenario was tested on the Programme for International Student Assessment (PISA) 2009 data set by means of multi-level structural equation modelling. Although we find some evidence for direct effects and some support for straightforward implementation, the overall impact of malleable conditions at the system and school level appears disappointingly small. A theoretical strand of literature that would account for "limited malleability" is referred to in discussing these results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01