| Reference : Systematic Identification of High "Value-Added" in Educational Contexts (SIVA) |
| Reports : Other | |||
| Social & behavioral sciences, psychology : Education & instruction | |||
| Educational Sciences | |||
| http://hdl.handle.net/10993/51634 | |||
| Systematic Identification of High "Value-Added" in Educational Contexts (SIVA) | |
| English | |
Emslander, Valentin  [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET >] | |
| Levy, Jessica [] | |
| Fischbach, Antoine [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >] | |
| 22-Mar-2022 | |
| [en] The aim of the SIVA project is to investigate differences between schools with stable high value-added (VA) scores to those with low or medium VA scores to learn about their effective pedagogical strategies. We attempt to achieve this goal through classroom observations and questionnaires for students in grade 2, their parents, their teachers, as well as school presidents. More specifically, with the present study we want to learn from target schools with stable positive VA scores – a statistical method usually used to estimate schools' effectiveness. We will use VA modelling constructively to compare those schools identified as highly effective (i.e., with high VA scores) to schools with medium or low VA scores on variables such as pedagogical strategies, student background, and school climate. To this end, a mixed-methods design based on questionnaires, observations, and results from the Luxembourg School Monitoring Programme ÉpStan (LUCET, 2021) will be applied. The content of the investigation is based on a synthesis of models of school learning and quality, focusing on aspects such as school organization or classroom management (e.g., Hattie, 2008; Helmke et al., 2008; Klieme et al., 2001) and is extended by specificities about the Luxembourgish school system, which are not represented in international school learning models (such as the division into two-year learning cycles, the multilingual school setting, and the diverse student population). With the aim to obtain a preferably broad picture, students, parents, teachers, school presidents and regional directors will be investigated. While parents, teachers, school presidents and regional directors can—as adults—fill out questionnaires individually, obtaining the opinion from children at such a young age can be challenging. The SIVA project tackles this issue by choosing item formats that are appealing and understandable for young children (see, e.g.,Lehnert, 2019), as well as by including classroom observations conducted by neutral educational experts (please, find both the questionnaires and observation sheets in the attachments). | |
| Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET) | |
| Observatoire Nationale de la Qualité Scolaire | |
| SIVA | |
| Researchers ; Professionals ; Students ; General public | |
| http://hdl.handle.net/10993/51634 | |
| 10.17605/OSF.IO/X3C48 | |
| https://osf.io/x3c48 |
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