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A Classification Analysis of the High and Low Levels of Global Competence of Secondary Students: Insights from 25 Countries/Regions
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In: Sustainability ; Volume 13 ; Issue 19 (2021)
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Warum wir so wenig über die Sprachen in Deutschland wissen: Spracheinstellungen als Erkenntnisbarriere
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 16 ; 4 ; 403-419 ; Perspektiven von Kindern und Jugendlichen auf sprachliche Diversität und Sprachbildungsprozesse (2021)
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Differential Item Functioning among English Language Learners on a Large-Scale Mathematics Assessment
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In: Educational Policy Studies and Evaluation Faculty Publications (2021)
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Measurement Invariance Across Immigrant and Non-Immigrant Populations on PISA Cognitive and Non-Cognitive Scales
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In: Doctoral Dissertations (2021)
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PISA reading. Mode effects unveiled in short text responses ...
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The structure of teaching practices across countries. A combination of factor analysis and network analysis
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In: Studies in educational evaluation 65 (2020) 100861, 55 S. (2020)
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Disrupting (Mis)Representation in the Literacy Achievement of “(Under)Performing” Youth
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In: Teaching and Learning Faculty Publications (2020)
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Análisis de los Planes de Prevención de la Radicalización en Europa desde una perspectiva educativa ; Analysis of Plans for the Prevention of Radicalisation in Europe from an educational perspective
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Die Veränderung der fachdidaktischen Konzeption von Schulbüchern nach dem PISA-Schock
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Análisis de los Planes de Prevención de la Radicalización en Europa desde una perspectiva educativa ; Analysis of plans for the prevention of radicalisation in europe from an educational perspective
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The impact of linguistic similarity on cross-cultural comparability of students' perceptions of teaching quality ...
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The impact of linguistic similarity on cross-cultural comparability of students' perceptions of teaching quality
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In: Educational assessment, evaluation and accountability 31 (2019) 2, S. 201-220 (2019)
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Abstract:
Valid cross-country comparisons of student learning and pivotal factors contributing to it, such as teaching quality, offer the possibility to learn from outstandingly effective educational systems across the world and to improve learning in classrooms by providing policy relevant information. Yet, it often remains unclear whether the instruments used in international large-scale assessments work similarly across different cultural and linguistic groups, and thus can be used for comparing them. Using PISA 2012 data, we investigated data comparability of three teaching quality dimensions, namely student support, classroom management, and cognitive activation using a newly developed psychometric approach, namely alignment. Focusing on 15 countries, grouped into five linguistic clusters, we secondly assessed the impact of linguistic similarity on data comparability. Main findings include that (1) comparability of teaching quality measures is limited when comparing linguistically diverse countries; (2) the level of comparability varies across dimensions; (3) linguistic similarity considerably enhances the degree of comparability, except across the Chinese-speaking countries. Our study illustrates new and more flexible possibilities to test for data comparability and outlines the importance to consider cultural and linguistic differences when comparing teaching-related measures across groups. We discuss possible sources of lacking data comparability and implications for comparative educational research. (DIPF/Orig.)
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Keyword:
Antwort; Austria; Belgien; Belgium; Classroom techniques; Cognitive learning; Colombia; Data; Daten; ddc:370; Deutschland; Education; Einflussfaktor; Empirische Bildungsforschung; England; Erziehung; Frage; France; Frankreich; Germany; Intercultural comparison; Interkultureller Vergleich; Ireland; Irland; Klassenführung; Kognitives Lernen; Kolumbien; Kulturdifferenz; Language; Macau; Measurement procedure; Messung; Messverfahren; Mexiko; Österreich; Perception; PISA; Pupil; Pupils; Qualität; Quality; Reliabilität; Reliability; Schanghai; Schottland; Schüler; Schul- und Bildungswesen; Schweiz; Scotland; Sprache; Sprachproblem; Switzerland; Taipei; Teaching; Test analysis; Testauswertung; Unterricht; Validität; Vergleichende Bildungsforschung; Wahrnehmung
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URL: https://www.pedocs.de/volltexte/2020/19065/pdf/EAEA_2019_2_Fischer_Praetorius_Klieme_The_impact_of_linguistic_similarity_A.pdf https://www.pedocs.de/volltexte/2020/19065/ http://nbn-resolving.de/urn:nbn:de:0111-pedocs-190654
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PISA 2012 - BRASIL
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In: Revista Virtual Lingu@ Nostr@; v. 2 n. 1 (2014): 2º Edição da Revista Lingu@ Nostr@; 124 - 127 ; 2317-2320 (2019)
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Unattended consequences. How text responses alter alongside PISA's mode change from 2012 to 2015
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In: Education Inquiry 10 (2019) 1, S. 34-55 (2019)
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DIFFERENTIAL ITEM FUNCTIONING AMONG ENGLISH LANGUAGE LEARNERS ON A LARGE-SCALE MATHEMATICS ASSESSMENT
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In: Theses and Dissertations--Education Sciences (2019)
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Translation Problems in the PISA: Some Limits to Standardization of Literacy Assessment ; Les problèmes de traduction dans le PISA : les limites de la standardisation des tests de compréhension
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In: ISSN: 1146-6480 ; EISSN: 1960-6052 ; LIDIL - Revue de linguistique et de didactique des langues ; https://halshs.archives-ouvertes.fr/halshs-01786046 ; LIDIL - Revue de linguistique et de didactique des langues, UGA Editions, 2018, Démarches créatives, détours artistiques et appropriation des langues, 57, ⟨10.4000/lidil.4936⟩ ; https://journals.openedition.org/lidil/4936 (2018)
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ДЕРИВАЦИОННЫЕ СЛОВАРИ ИЛАТИНСКАЯ УЧЕНОСТЬВ ИТАЛИИ XI–XIII ВЕКОВ ... : DERIVATIONAL DICTIONARIES AND LATIN SCHOLARSHIP IN ITALY DURING XIth – XIIIth CENTURIES ...
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Кульпина, А.В.. - : Интеллектуальные традиции в прошлом и настоящем, 2018
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The translator's perspective on translation quality control processes for international large-scale assessment studies
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In: Translation & Interpreting 10 (2018) 2, S. 55-72 (2018)
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Underestimated Swiss STEM potential? : Bright light on an international PISA comparison
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In: Cogent Education ; 5 (2018), 1. - 1443373. - Taylor and Francis. - eISSN 2331-186X (2018)
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Schola Europaea : un modelo de libertades e identidad europea
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