Table Of Contentj.d. House: effects of science beliefs and instructional strategies on science acHievement
The International Association
for the Evaluation of
Educational Achievement
The Second IEA International
Research Conference:
Proceedings of the IRC-2006
VOLUME TWO
j.d. House: effects of science beliefs and instructional strategies on science acHievement
Proceedings of the IEA IRC-2006 (Vol. 2)
iea conference Proceedings 2006
j.d. House: effects of science beliefs and instructional strategies on science acHievement
The Second IEA
International Research
Conference:
Proceedings of
the IRC-2006
Volume 2: Civic Education Study (CivEd),
Progress in International Reading Literacy
Study (PIRLS), Second Information Technology
in Education Study (SITES)
The International Association
for the Evaluation of
Educational Achievement
iea conference Proceedings 2006
Copyrght © 2007 Internatonal Assocaton for the Evaluaton of Educatonal Achevement (IEA)
All rghts reserved. No part of ths publcaton may be reproduced, stored n a retreval system or transmtted
n any form or by any means, electronc, electrostatc, magnetc tape, mechancal, photocopyng, recordng,
or otherwse wthout permsson n wrtng from the copyrght holder.
ISBN: 978-90-806643-6-4
Copes of the Proceedings of the IEA IRC-2006, Volumes 1 and 2, can be obtaned from:
IEA Secretarat
Herengracht 487
1017 BT Amsterdam, the Netherlands
Telephone: +31 20 625 3625
Fax: + 31 20 420 7136
Emal: [email protected]
Webste: www.ea.nl
Printing: Excel Dgtal Prnt, Freestyle Artworks, Wellngton, New Zealand
Editing: Paula Wagemaker, Chrstchurch, New Zealand
Design and layout: Becky Blss Desgn and Producton, Wellngton, New Zealand
v
j.d. House: effects of science beliefs and instructional strategies on science acHievement
Table of contents
Foreword vii
Hans Wagemaker
Cvc knowledge of hgh-school students n Israel: Personal and contextual determnants 1
Orit Ichilov
Factors that dstngush the most from the least effectve schools n readng: A resdual approach 15
Constantinos Papanastasiou
Innovatve pedagogcal practces usng technology: Dffuson patterns wthn schools 25
Alona Forkush-Baruch and Dorit Tubin
Examnng lteracy, gender, and the home envronment n PIRLS 2001 countres 39
Kathleen Trong and Ann Kennedy
A comparson of fourth-graders’ academc self-concept and atttudes toward readng, 49
mathematcs, and scence n PIRLS and TIMSS countres
Ann Kennedy and Kathleen Trong
Equatng errors n nternatonal surveys n educaton 61
C. Monseur, H. Sibberns, and D. Hastedt
Socologcal perspectves on youth support for socal movements 67
Oren Pizmony-Levy
Onlne data collecton n SITES 2006: Desgn and mplementaton 87
Ralph Carstens, Falk Brese, and Barbara N. Brecko
Poltcal atttudes and behavors across adolescence and early adulthood: A comparson of IEA 101
and European Socal Survey findngs
Marc Hooghe and Britt Wilkenfeld
School clmate for ctzenshp educaton: A comparson of England and the Unted States 115
Gary Homana and Carolyn Barber
Home readng envronments and chldren’s readng performance: A comparatve study of 131
25 countres
Hyunjoon Park
Student government and voluntary organzatons: A comparatve study of Australa and 145
the Unted States
Gary Homana and Jeff Greene
Predctng the poltcal nvolvement of European adolescents 157
Rainer H. Lehmann
Readng achevements n urban and rural communtes: A comparatve analyss of equty 169
n educaton
Aistė Elijio
Secondary analyss of PIRLS 2001 Norwegan data 177
Victor H. P. van Daal, A. Charlotte Begnum, Ragnar Gees Solheim, and Herman J. Adèr
The effect of multlngual polces on performance and progresson n readng lteracy n 191
South Afrcan prmary schools
Sarah Howie, Elsie Venter, Surette van Staden, and Michelle van Gelder
v
iea conference Proceedings 2006
Equty of achevement: A matter of educaton structures? 199
Ariane Baye and Christian Monseur
Characterstcs of Unted States Grade 4 language mnorty students n an nternatonal 215
context: Fndngs from PIRLS 2001
Laurence T. Ogle, David C. Miller, and Lydia B. Malley
Teachers’ practces n relaton to students’ cvc engagement n three countres 233
Carolyn Barber
Relatonshps between parental factors and chldren’s readng behavors and atttudes: 249
Results from the PIRLS 2005 field test n Tawan
Chia-Hui Chiu and Hwa-Wei Ko
Onlne data collecton n SITES 2006: Paper survey versus web survey—do they provde 261
comparable results?
Barbara Neza Brečko and Ralph Carstens
Schools that exceed expectatons: A cross-country comparson 271
Marjet Doupona Horvat and Alja Krevh
Changes n readng varatons and ther relatonshp wth socoeconomc status at school 281
and ndvdual levels n trend countres
Kajsa Yang-Hansen
Analyzng trends n levels of readng lteracy between 1970 and 2001 n Sweden 295
Monica Rosén
A cross-country comparson of drect and ndrect effects of parents’ level of educaton on 307
students’ readng achevement
Eva Myrberg and Monica Rosén
v
j.d. House: effects of science beliefs and instructional strategies on science acHievement
Foreword
As part of ts msson, the Internatonal Assocaton for the The papers n Volume 1 of the proceedngs have as ther central
Evaluaton of Educatonal Achevement s commtted to the focus the Trends n Mathematcs and Scence Study (TIMSS).
development of the communty of researchers who work n Volume 2 brngs together papers that focus on the Progress
the area of assessment both natonally and nternatonally. The n Internatonal Readng Lteracy Study (PIRLS), the Second
assocaton also has a commtment to provde polcymakers Informaton on Technology n Educaton Study (SITES), and
wth the types of data and analyses that wll further ther the Cvc Educaton Study (CvEd).
understandng of student achevement and the antecedent IEA s grateful to everyone who partcpated n ths conference
factors that are mplcated n student learnng. and hopes that the papers provded here wll nterest those who
As part of a larger strategy to acheve these broad goals, the work n the varous areas of educatonal research represented
IEA sponsors a research conference every two years as a n these pages.
means of provdng opportuntes for new researchers and We look forward to future contrbutons to our conferences,
more experenced scholars to meet, dscuss, and present the and hope that these papers not only contrbute to our
findngs of ther work as t relates to the secondary analyss of understandng of educatonal achevement but also lead to
IEA studes. The proceedngs of the Second IEA Internatonal the development of the communty of researchers nvolved n
Research Conference, whch was held n Washngton DC, nternatonal and natonal assessment.
November 2006, and hosted by the Brookngs Insttuton, are
publshed here n two volumes.
Hans Wagemaker PhD
ExEcutivE DirEctor, intErnational association for thE
Evaluation of EDucational achiEvEmEnt
v
iea conference Proceedings 2006
v
o. icHilov: civic Knowledge of HigH-scHool students in israel
Civic knowledge of high-school students in Israel: Personal and contextual
determinants1
Orit Ichilov
Tel Aviv University
Tel Aviv, Israel
Introduction Berelson, Lazarsfeld, & McPhee, 1954; Campbell,
Converse, Stoke, & Mller, 1969; Campbell, Gurn,
Cvc knowledge s ganed from a great varety of sources
& Mller, 1954; Converse, 1972; Dahl, 1961; Dalton,
(Ichlov, 1984; Nem & Junn, 1998; Torney-Purta,
1988; Dell Caprn, & Keeter, 1996; Kamens, 1988;
Lehmann, Oswald, & Shulz, 2001; Torney-Purta,
Ne, Powell, & Prewtt, 1969; Verba, Ne, & Km,
Schwlle, & Amadeo, 1999). Past research on cvc
1978; Wolfinger & Rosenstone, 1980). Yet how
educaton suggests that students’ performance s largely
schoolng does t remans an engma, and the causal
nfluenced by ndvdual socoeconomc background
connecton between varous processes of formal
and motvatonal factors. There has been lttle attenton
educaton and democratc ctzenshp s pretty much an
to the effects of school and classroom deologcal and
un-decphered “black box” (Torney-Purta, 1997). The
socal attrbutes, such as the socoeconomc make-up
present study attempts to make a modest contrbuton
or the poltcal clmate of the school or classroom. My
to decpherng the puzzle, by focusng scholarly
pont of departure s that opportuntes and motvatons
attenton on the socal and deologcal attrbutes of the
to acqure cvc knowledge may vary dependng manly
socalzng contexts.
on the deologcal and socoeconomc texture of both
My basc assumpton s that students’ motvaton
the school and the classroom, as well as on students’
and opportuntes to acqure cvc knowledge greatly
background and personal characterstcs. Ths paper,
depend on the socal and deologcal texture of both
based on a multlevel analyss of nformaton drawn
ther school and ther classroom. I argue that the nature
from a sample of Israel 11th-graders n 2000,
and the content of educatonal nfluences concernng
examnes the effects of a seres of student-level and
ctzenshp are structured by varous socal contexts,
school-level ndependent varables on cvc knowledge.
and that schoolng effects cannot be envsoned solely as
Data for the study were collected n Israel as part of
an encounter between ndvdual students, possessng
the Internatonal Assocaton for the Evaluaton of
Educatonal Achevement (IEA)2 comparatve study a varety of personal qualficatons and resources, and
educatonal nsttutons that vary n the qualty of
of cvc educaton n whch 16 countres took part.
educaton they provde (Ichlov, 1991, 2002). Whle
Schooling processes and citizenship education acknowledgng the dstnctveness of each student, I
consder ndvdual students to be nterdependent.
A poltcally knowledgeable ctzenry s a central goal
Ths means that t s necessary to see ndvdual
n democracy. Knowledge about the basc democratc
behavors and atttudes as partally contngent upon
prncples and procedures empowers ctzens, and
those of other ndvduals. Thus, cvc orentatons and
helps them make ratonal decsons and choces
knowledge of ndvdual students can be understood
(Dewey, 1916/1966; Gutmann, 1987). Ample
wthn the larger socal aggregates of whch they are
emprcal evdence accumulated over several decades
part. For nstance, how nterested n poltcs are a
suggests that formal educaton explans more aspects
student’s classmates? How frequently do they engage
of democratc ctzenshp than does any other factor
n poltcal dscussons? At the same tme, however,
(Almond & Verba, 1963; Barnes & Kaase, 1979;
1 Ths paper also appears n the August 2007 ssue of Political Psychology.
2 The Internatonal Assocaton for the Evaluaton of Educatonal Achevement (IEA) s an ndependent nternatonal co-operatve of natonal research nsttutons
and comparatve studes of educatonal achevements. Snce ts ncepton n 1958, 18 cross-natonal studes have been done. The regular cycle of research projects
encompasses learnng n basc school subjects, as well as studes of partcular nterest to IEA member countres, such as cvc educaton. The Israel porton of the
IEA study, on whch ths artcle s based, was financed by the Israel Mnstry of Educaton (Office of the Chef Scentst).
1
