DISCOVERING · Interdisciplinary Model of Schooling: Exploring Ethical Culture in International Science Assessments
„Хоризонт 2020“ — Действия „Мария Склодовска-Кюри“
- Период
- 2016-09-01 → 2018-08-31
- Финансиране от ЕС
- 177 320 €
- Участници
- 2
- Схема
- MSCA-IF
Линиите свързват координатора с партньорите.
Накратко на български
Етичните представиви в международните тестове по природни науки (TIMSS 2015) се анализират чрез отговори на ученици, учители и директори. Това помага за създаване на по-справедливи образователни политики, които да намалят разликите между учениците и да подобрят възможностите им за учене.
Кратко обяснение, генерирано от езиков модел по текста на CORDIS. Оригиналът е по-долу.
Резултати накратко
Interdisciplinary Model of Schooling: Exploring Ethical Culture in International Science Assessments
The primary objective of this study, DISCOVERING was to explore the common ethical aspects in the TIMSS 2015 science assessments, by considering two main approaches: one concentrates on different ethical perceptions that are rooted in a country's culture and norms; and the other concentrates on globalization through similarities in moral attitudes and behavior across countries. DISCOVERING has the potential to facilitate equity-oriented ethical policies in Europe by encouraging educators to consider a variety of ethical aspects. In turn, this could help narrow the gaps between students, promote social justice, and increase learning opportunities. The specific aims were to: (a) Examine the aspects of ethical school practices in TIMSS 2015 assessments, based on principals’, teachers’ and students’ reports. (b) Investigate which factors – ethical, external, or internal – explain students' science achievements.
Текст от CORDIS, на английски · Данни: CORDIS, © Европейски съюз
Цел на проекта
Exploring the effect of School Ethical Culture (SEC) on students' science achievements is the goal of this study. The integrative model that I propose demonstrates the impact of both external and internal school factors on the TIMSS 2011 assessments. The originality of this proposal is rooted in three points: (A) The fact that the focus on SEC as a predictor of student achievement in science is currently unnoticed in international assessment studies; (B) No previous study has investigated the differences in SEC among participating countries; and (C) This study focuses on ethical perceptions from the viewpoints of principals, students, and teachers.Addressing the study's objective, I will conduct a multi-international disciplinary study that will draw on data from approximately 45 countries, including much of Europe and others. The study will examine the dimensions of SEC separately for teachers, students, and principals by calculating the factor loadings of the latent SEC for each questionnaire and applying hierarchical linear modelling to estimate the effect of student-, school- and country-level on science achievement. The hope is that the findings will prompt a rethinking of analytical models of schooling and facilitate the design of ethical policies that could narrow achievement gaps. This approach could establish a new research field in education.The proposed study will draw on Prof. Benavot’s supervision (outgoing host, SUNY at Albany), and his close contacts with many European researchers, as well as on Dr. Klein's (supervisor, return host, BIU) expertise in effective learning and national assessments. I see great potential for using this study to establish long-term collaborations with European and American scientists through my experience and contacts with other European researchers. Moreover, this fellowship will deepen my research, facilitating my advancement to the next stage of my academic career.
Оригинален текст от CORDIS (на английски).
Участници
- BAR ILAN UNIVERSITY · Ramat GanКоординаторИзраел
- THE STATE UNIVERSITY OF NEW YORK · Albany NyСъединени щати
Връзки
Данни: CORDIS, © Европейски съюз