Journal of Supranational Policies of Education. Número 09. 2019

Permanent URI for this collectionhttp://dspace7.ti.uam.es/handle/10486/690779

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Can parents contribute to 15-years-old's science achievement?
(Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2019) Caponera, Elisa; Di Chiacchio, Carlo; Greco, Sabrina; Palmerio, Laura
The main aim of this study was to evaluate the relationship between parental involvement and student science achievement using a structural equation modeling (SEM) approach. Since it is not possible to eliminate the differences in students’ economic, social and cultural status (ESCS), it is vital to understand which strategy could be most effective to promote equity in different school systems. Among the possible strategies, parental involvement has recently been conceived as a relevant factor. Data from a representative sample of 15-year-old Italian students who participated in the Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) 2015 were analyzed. The Italian data were compared with data from EU countries from the Mediterranean area that are culturally similar to Italy and that participated in the optional parent questionnaire, namely, France, Malta, Portugal, and Spain. Students completed the PISA test, and their parents completed the optional questionnaire that included questions regarding students’ ESCS, attitudes and beliefs regarding science and their expectations regarding their children’s educational careers. The model was successful in explaining the PISA test scores in science: the predicted model showed a good fit to the data with 25% of the variance explained. The results showed that ESCS contributed to the prediction of science achievement; furthermore, the results evidenced the positive, significant effects of parental involvement factors mediating the relationship between ESCS and PISA test achievement, especially in France, Malta and Portugal. Although the mediation effects were not large, they were statistically significant for all countries considered and suggested that parental involvement plays a mediating role in the effects of ESCS on science achievement, as evidenced by the significant indirect effects observed in the SEM analysis. Increasing parental participation could be a useful intervention to reduce ESCS-related differences in achievement
European teachers in the PISA 2015 sample: A multilivel modelling approach to ICT infrastructure and teacher training
(Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2019) Van Waveren, Leo; Sälzer, Christine
Drawing on the background questionnaires in PISA 2015 for teachers and schools, this paper aims to investigate the interdependencies and influences of teacher training and ICT infrastructure on their ability and willingness to employ modern media in a classroom setting. A multi-level approach is used to account for the data structure. Our analyses show that students’ background and ICT interests provide limited predictive power concerning their test performance in the PISA 2015 sample from five European countries. Moreover, teachers and principals view shortages in staff and educational material quite differently in the background questionnaires. By these findings, new research approaches may be better suited to understand the influences teachers and school characteristics have on the learning outcomes of students in large-scale assessments. This also highlights potential problems when an analysis draws on joining different sources for a combined description.
Equity within the European Union education systmes: A study based in Pisa 2015
(Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2019) Feskens, Remco; Van Oort, Floor; Sluijter, Cor
Equity in education has recently become a hot topic for international debate and it has gained much interest in the Netherlands as well the last years. In this study, we evaluate and compare equity across the educational systems of European Union member states with a focus on the Dutch context by using PISA 2015 data. PISA 2015 considers inclusive education and fairness as important aspects of equity. Inclusive education is reflected in the segment of students that are 15 years of age and are still in school as well as those students who obtain a basic level to function well in society. Fairness relates to how well countries manage to achieve education outcomes independent of the background characteristics of students. EU countries are compared with one another on these categories using effect sizes derived from differences in PISA scores in science, reading and mathematics. Particular attention is paid to equity results in the Netherlands. Although there is still room for improvement, for many aspects of equity, the Dutch education system scores well when compared to other EU countries
Estudio comparado del rendimiento académico del alumnado nativo e inmigrante en la Unión Europea en PISA 2015
(Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2019) Neubauer Esteban, Adrián
Migration has turned as a new challenge for the European Union, as consequence of migration increasing in last years. Actually, quality is one of the most important objectives in educational agenda. However, this is not an easy question because governments need to find a balance between the quality and the universal access to education. Some researchers have been talked about this topic and they confirm the gap in the school performance between native and migrant students in the European Union. For that reason, this inquiry will compare school performance of native and migrant students in PISA 2015. It is important to highlight that we will differentiate between the immigrant of first and second generation to enrich the analysis. After we analyze the data about the competences in reading, mathematics and science, we will identify in which countries these differences are deeper or more superficial. Later, we will make some proposal to improve quality and equity in European´s educational systems
Enseñanza en lenguas regionales y sentimiento de pertenencia a la escuela
(Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2019) Carabaña Morales, Julio; Fernández Enguita, Mariano
Sense of belonging at school is relevant both to academic results and to student wellbeing; it hardly depends on social and organizational factors, and it seems to be rather a personal trait. Nonetheless, it is in Spain clearly lower in bilingual regions, according to PISA data. In this paper we try to explain this difference. First we test the hypothesis of different languages being spoken at school and at home (school-home diglossia); empirical evidence forces us to reject it as well for PISA countries as for Spanish regions. Then we find that all students in schools using regional languages have lower scores in sense of belonging, with no influence whatsoever of their domestic language. We also find that regional language at school explains most of the differences among regions. Once these facts have been established, we advance some hypotheses in terms of school-society diglossia: the sense of belonging at school suffers when the teaching language is the one of lower social preference or less social use
Gender gap in mathematics and in reading: A within-student perspective
(Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2019) Rapp, Joel; Borgonovi, Francesca
La brecha de género en matemáticas, que favorece a los chicos sobre las chicas en clase, ha adquirido cada vez más importancia en las últimas décadas. Teniendo en cuenta que la competencia matemática es crítica para las carreras STEM y para integrarse adecuadamente a través de profesiones relacionadas con las matemáticas en el mercado laboral, esta brecha es una fuente de preocupación social. Se ha debatido ampliamente la existencia y el origen de esta brecha de género. Los investigadores que representan un enfoque socio-cultural han resaltado el hecho de que se ha ido reduciendo a lo largo de los años, así como su variabilidad entre países y la correlación entre la amplitud de la brecha y los diferentes factores socio-culturales, es decir, las medidas de desigualdad de género por país, para desmontar las explicaciones basadas en diferencias biológicas. Sin embargo, a pesar de las docenas de publicaciones sobre el tema, la cuestión parece estar lejos de resolverse. La brecha inversa en lectura se ha documentado de forma consistente comparando países y edades. La brecha que favorece a las chicas ha recibido, sin embargo, menos atención, aun cuando la competencia lingüística es tan crucial para la carrera profesional y el mercado laboral como las matemáticas. La comparación de las brechas de género en lectura y en matemáticas ha mostrado que están muy correlacionadas entre países y a lo largo del tiempo, y que existe un orden de rango consistente por su magnitud. Más aún, cuando la brecha en matemáticas de reduce, normalmente la brecha inversa en lectura aumenta. Debido a esta reciprocidad, en todas las circunstancias, incluso cuando las chicas tienen mejor rendimiento que los chicos en matemáticas, las chicas tienden a tener mejor rendimiento en lectura que en matemáticas y los chicos tienden a hacerlo mejor en matemáticas que en lectura. En este estudio, se ha realizado un enfoque comparativo para explorar la relación mutua de las brechas en matemáticas y lectura de manera integradora, aplicando la perspectiva intra-grupo al nivel personal. Utilizando los datos de PISA 2012 de alrededor de medio millón de estudiantes de 15 años, procedentes de 10 000 centros educativos de 63 países, hemos examinado la diferencia entre estudiantes entre el rendimiento en matemáticas y lectura, además de una serie de correlatos potencialmente explicativos. De entre docenas de factores personales y escolares, el género se identificó como el predictor más dominante de la diferencia entre estudiantes. Los resultados fueron consistentes en la comparación internacional, y pueden explicar la persistencia de estereotipos de género en el rendimiento de matemáticas y en la menor representación de las mujeres en carreras relacionadas con STEM.
Presentación número 9: Pisa como evaluación educativa supranacional: Luces y sombras en equidad
(Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2019) Cercadillo, Lis; Vaquero Jiménez, Jaime; Instituto Nacional de Evaluación Educativa (INEE)

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