Disciplinary Climate and Student Achievement: Evidence from Schools and Classrooms

Disciplinary climate has emerged as one of the single most important factors related to student achievement. Using data from the OECD Programme for International Student Assessment (PISA) 2003 for Canada, Denmark, Finland, Iceland, Latvia and Norway we find a significant and nontrivial association between the perceived disciplinary climate in the classroom and students’ mathematics performance in Canada, Denmark and Norway. Furthermore we exploit country specific class-size rules in order to single out a subsample with classroom-level data (PISA is sampled by age and not by classes) and find that the estimates based on school-level data might underestimate the relationship between disciplinary climate and student achievement. Finally we find evidence for gender differences in the association between disciplinary climate and student achievement that can partly be explained by gender-specific perceptions of the classroom environment

Skolens feedbackpraksis skaber ulighed

Denne artikel belyser, hvordan lærerens feedback tilbyder elever ulige muligheder for at lære afhængig af deres socioøkonomiske og kulturelle status (SES). Ved hjælp af spørgeskemadata fra 11.274 15-årige elever i Danmark, Norge og Sverige finder jeg i analysen, at elever med høj SES i Danmark og Sverige oplever at få feedback af en højere kvalitet end elever med lav SES. I Norge finder jeg ikke denne sammenhæng. Da tidligere forskning har fundet, at feedback har et enormt potentiale i forhold til at fremme elevernes læring, betyder resultatet, at eleverne i Danmark og Sverige ikke tilbydes lige muligheder for at lære. Artiklen argumenterer derfor for en større opmærksomhed på elevernes perspektiver i den eksisterende feedbackpraksis for at modvirke denne ulighed

Disciplinering i skolen – elevernes perspektiver

Disciplinering forstået som etablering og opretholdelse af pædagogisk orden i klasseværelset er en vigtig opgave for lærere i skolen, og der eksisterer en del forskning, der undersøger disciplinering fra lærerens perspektiv. Elevernes perspektiver på skolens disciplinering synes dog underbelyst. I dette studie undersøger vi skolens disciplinering fra elevernes perspektiver

Om at indfange et komplekst fænomen kvantitativt

Hvordan kan man skabe generel viden om undervisernes undervisningspraksis og deres opfattelse af god undervisning på professionshøjskolernes pædagog- og læreruddannelser? Det var opgaven i et forskningsprojekt, der var et led i Playful Learning, Research Extension. I denne artikel præsenterer vi vejen fra overordnet spørgsmål til endeligt spørgeskema og diskuterer de udfordringer, som det giver at afdække et komplekst fænomen i en kompleks praksis med kvantitative metoder.  Artiklen har relevans både som specifik udforskning af fænomenet Playful Learning, men kan også læses som en mere generel diskussion af anvendelsen af kvantitative metoder til at opnå generel viden om komplekse fænomener. Nøgleord: Playful Learning, kvantitativ metode, udvikling af spørgeskema, undervisningspraksis, legende tilgange, evaluering

Exploring School Culture: Technical report for data collection

This report describes the process of selecting and recruiting schools, classes and teachers to take part in the Exploring School Culture (ESCU) survey. The ESCU survey was part of the “Exploring School Culture” research project, funded by the Velux foundation. The survey was conducted among Danish 6th and 9th grade students and their respective teachers in the subjects mathematics and Danish during spring 2019

Both sides of the story:comparing student-level data on reading performance from administrative registers to application generated data from a reading app

Abstract The use of various learning apps in school settings is growing and thus producing an increasing amount of usage generated data. However, this usage generated data has only to a very little extend been used for monitoring and promoting learning progress. We test if application usage generated data from a reading app holds potential for measuring reading ability, reading speed progress and for pointing out features in a school setting that promotes learning. We analyze new data from three different sources: (1) Usage generated data from a widely used reading app, (2) Data from a national reading ability test, and (3) Register data on student background and family characteristics. First, we find that reading app generated data to some degree tells the same story about reading ability as does the formal national reading ability test. Second, we find that the reading app data has the potential to monitor reading speed progress. Finally, we tested several models including machine learning models. Two of these were able to identify variables associated with reading speed progress with some degree of success and to point at certain conditions that promotes reading speed progress. We discuss the results and avenues for further research are presented