Research Conference Workshop 2005 Special Issue
the Educational Research Conference
The articles in this issue of the International
Education Journal have resulted from the papers presented at a
Symposium and Workshop attended by Dr Margaret Wu from the Australian
Council for Educational Research and the School of Education of the
University of Melbourne where she works on the OECD Programme for
International Student Assessment (PISA) research and development
program. The Symposium and Workshop were held in 2005 on Thursday 24
November and Friday 25 November in conjunction with the Educational
Research Conference organized by the Flinders University Institute of
International Education in cooperation with the School of Education at
Flinders University, the Graduate School of Education at the
University of Adelaide and the South Australian Institute of
Educational Research. These meetings took place in the Investigator
Computing Laboratory, Sturt Buildings, Flinders University.
The publication of this issue of the
International Education Journal is supported by a subvention from the
School of Education, Flinders University.
Some Problems in the analysis of cross-national survey
Keeves, J.P., Lietz, P., Gregory, K. and Darmawan, I.G.N.
Issues in the change in gender differences in reading achievement in cross-national research studies since 1992: A meta-analytic
A method for monitoring sub-trends in country-level mathematics achievement on
Suppressor variables and multilevel mixture
Darmawan, I.G.N. and Keeves, J.P.
Accountability of teachers and schools: A value-added approach
Darmawan, I.G.N. and Keeves, J.P.
Percentage population plots: A proposition for a new strategy for data analysis in comparative
Forty Years On: Measure the
Past and Present
Model the Future Special
Workshop Issue of IEJ
In this issue of the International Education Journal
there is a sustained criticism of existing procedures to obtain very
accurately the mean scores of national samples of students at the
apparent expense of obtaining score distributions that are amenable to
sound multivariate and multilevel analyses. In addition there is a more
positive emphasis that involves the presentation of new strategies for
the analyses of data that examine regression relationship for subgroups
of students who are performing at different levels of achievement in
science, as well as modelling different levels of aggregation of data,
namely the student, classroom and school levels. The examination of
simple bivariate relationships at these different levels is both
inadequate and inappropriate. The resources and human effect involved
in assembling the large bodies of data warrant a renewed endeavour to
develop new analytical strategies and procedures. However, such
statistical procedures demand that the variances of the outcome scores
(and the very large number of variables for which measurement data are
collected) are not distorted in order to reduce the errors of
estimation of mean values. Within the variability of the data collected
is a wealth of detail that is likely to help with the development of a
greater understanding of the processes of education across the world.
It is this understanding of the processes of education for which the
IEA studies were first proposed over 40 years ago and this is a goal
towards which renewed research efforts, as in the IEA, OECD and SACMEQ
studies, need to be made.
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