Cross-national generalizability of student and school effects on science achievement / Wan Ren.

Format:

Book

Thesis/Dissertation

Author/Creator:

Ren, Wan, author.

Contributor:

University of Pennsylvania. Department of Education, degree granting institution.

Language:

English

Subjects (All):

Statistics.

Science education.

Educational evaluation.

Education--Penn dissertations.

Penn dissertations--Education.

Local Subjects:

Statistics.

Science education.

Educational evaluation.

Education--Penn dissertations.

Penn dissertations--Education.

Genre:

Academic theses.

Physical Description:

1 online resource (305 pages)

Contained In:

Dissertations Abstracts International 82-04B.

Place of Publication:

[Philadelphia, Pennsylvania] : University of Pennsylvania ; Ann Arbor : ProQuest Dissertations & Theses, 2020.

Language Note:

English

System Details:

Mode of access: World Wide Web.

text file

Summary:

Science is an essential subject in students' daily life and their future careers. The factors that affect science achievement across countries have been widely discussed in comparative education literature. Moreover, there is little systematic understanding about whether the effects of a wide scope of factors on science achievement in one country are generalizable to other countries of similar features and/or whether there is alignment among the different measures of generalizability. This dissertation aims to fill these research gaps by exploring a wide collection of factors at both the student- and the school-level that are associated with science achievement, with a focus on students from disadvantaged SES backgrounds in 30 economies that participated in the Programme for International Student Assessment (PISA) 2015 wave. This dissertation assesses the extent to which the factors that affect student achievement in science generalize across multiple contexts, which include country groups, variable types and SES backgrounds. Reviewing and summarizing the different definitions of generalizability in practice, a goal of this dissertation is to examine the extent to which there is alignment among the results under each definition and the implications of this alignment (or misalignment) for researchers and policymakers. Findings support that the measures of generalizability discussed in this dissertation did not align with each other in most cases, potentially because of their distinct assumptions, goals and implications.

Notes:

Source: Dissertations Abstracts International, Volume: 82-04, Section: B.

Advisors: Chan, Wendy; Committee members: Matthew Rovine; Emily Hannum.

Department: Education.

Ph.D. University of Pennsylvania 2020.

Local Notes:

School code: 0175

ISBN:

9798672128092

Access Restriction:

Restricted for use by site license.

This item is not available from ProQuest Dissertations & Theses.

This item must not be sold to any third party vendors.