| 1. |
- Eriksson, Kimmo, et al.
(författare)
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Cultural Variation in the Effectiveness of Feedback on Students' Mistakes
- 2020
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Ingår i: Frontiers in Psychology. - : Frontiers Media SA. - 1664-1078. ; 10
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Tidskriftsartikel (refereegranskat)abstract
- One of the many things teachers do is to give feedback on their students' work. Feedback pointing out mistakes may be a key to learning, but it may also backfire. We hypothesized that feedback based on students' mistakes may have more positive effects in cultures where teachers have greater authority over students, which we assume to be cultures that are high on power distance and religiosity. To test this hypothesis we analyzed data from 49 countries taking part in the 2015 wave of the TIMSS assessment, in which students in the 4th and 8th grades were asked whether their teachers in mathematics and science told them how to do better when they had made a mistake. For each country we could then estimate the association between the reported use of mistake-based feedback and student achievement. Consistent with our hypothesis, the estimated effect of mistake-based feedback was positive only in certain countries, and these countries tended to be high on power distance and religiosity. These results highlight the importance of cultural values in educational practice.
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| 2. |
- Eriksson, Kimmo, 1967-, et al.
(författare)
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Higher-achieving children are better at estimating the number of books at home: Evidence and implications
- 2022
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Ingår i: Frontiers in Psychology. - : Frontiers Media SA. - 1664-1078. ; 13
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Tidskriftsartikel (refereegranskat)abstract
- The number of books at home is commonly used as a proxy for socioeconomic status in educational studies. While both parents' and students' reports of the number of books at home are relatively strong predictors of student achievement, they often disagree with each other. When interpreting findings of analyses that measure socioeconomic status using books at home, it is important to understand how findings may be biased by the imperfect reliability of the data. For example, it was recently suggested that especially low-achieving students tend to underestimate the number of books at home, so that use of such data would lead researchers to overestimate the association between books at home and achievement. Here we take a closer look at how students' and parents' reports of the number of books at home relate to literacy among fourth grade students, by analyzing data from more than 250,000 students in 47 countries participating in 2011 PIRLS. Contrary to prior claims, we find more downward bias in estimates of books at home among high-achieving students than among low-achieving students, but unsystematic errors appear to be larger among low-achieving students. This holds within almost every country. It also holds between countries, that is, errors in estimates of books at home are larger in low-achieving countries. This has implications for studies of the association between books at home and achievement: the strength of the association will generally be underestimated, and this problem is exacerbated in low-achieving countries and among low-achieving students.
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| 3. |
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| 4. |
- Eriksson, Kimmo, et al.
(författare)
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Lord's Paradox in a Continuous Setting and a Regression Artifact in Numerical Cognition Research.
- 2014
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Ingår i: PLOS ONE. - : Public Library of Science (PLoS). - 1932-6203. ; 9:4, s. e95949-e95949
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Tidskriftsartikel (refereegranskat)abstract
- In this paper we review, and elaborate on, the literature on a regression artifact related to Lord's paradox in a continuous setting. Specifically, the question is whether a continuous property of individuals predicts improvement from training between a pretest and a posttest. If the pretest score is included as a covariate, regression to the mean will lead to biased results if two critical conditions are satisfied: (1) the property is correlated with pretest scores and (2) pretest scores include random errors. We discuss how these conditions apply to the analysis in a published experimental study, the authors of which concluded that linearity of children's estimations of numerical magnitudes predicts arithmetic learning from a training program. However, the two critical conditions were clearly met in that study. In a reanalysis we find that the bias in the method can fully account for the effect found in the original study. In other words, data are consistent with the null hypothesis that numerical magnitude estimations are unrelated to arithmetic learning.
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| 5. |
- Eriksson, Kimmo, 1967-, et al.
(författare)
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Socioeconomic Status as a Multidimensional Predictor of Student Achievement in 77 Societies
- 2021
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Ingår i: Frontiers in Education. - : Frontiers Media SA. - 2504-284X. ; 6
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Tidskriftsartikel (refereegranskat)abstract
- We reassess the relation between students' socioeconomic status (SES) and their achievement by treating SES as multidimensional instead of unidimensional. We use data from almost 600,000 students in 77 countries participating in the 2018 PISA assessment of student achievement in math, science, and reading. The composite measure of SES that PISA uses can be broken down into six component variables that we here use as simultaneous predictors of achievement. This analysis yields several new insights. First, in the typical society, two predictors (books at home and parents' highest occupational status) clearly outperform the rest. Second, a new composite measure based only on these two components often reveals substantially larger achievement gaps than those reported by PISA. Third, the analysis revealed remarkable differences between societies in the relation between achievement and wealth possessions. In most societies, the independent effect of wealth possessions on student achievement was zero or even slightly negative-but in the least developed societies it was strongly positive. These findings have implications for how SES achievement gaps should be measured and interpreted.
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| 6. |
- Eriksson, Kimmo, 1967-, et al.
(författare)
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Using TIMSS items to evaluate the effectiveness of different instructional practices
- 2019
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Ingår i: Instructional Science. - : Springer Science and Business Media LLC. - 0020-4277 .- 1573-1952. ; 47:1, s. 1-18
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Tidskriftsartikel (refereegranskat)abstract
- Can instructional quality be measured using TIMSS items on how often certain instructional practices are used in the mathematics classroom? We focused on three instructional practices that have been the topics of longstanding debates in the educational literature: memorizing formulas, listening to the teacher, and relating mathematics to daily life. In a multi-level multiple regression analysis, we examined how class-level responses to these items predicted mathematics achievement. In Sweden, across four waves of TIMSS, relating to daily life was a negative predictor of achievement, whereas memorizing formulas and listening to the teacher were positive predictors. This was also the typical pattern of results across all countries participating in two waves of the international TIMSS. Our findings are in line with certain positions on the abovementioned debates. Although conclusions are limited by the correlational nature of the data, we argue that TIMSS is a promising tool for evaluating the effectiveness of different instructional practices. We also suggest several improvements.
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| 7. |
- Lindvall, Jannika, 1987-, et al.
(författare)
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Impact and Design of a National-scale Professional Development Program for Mathematics Teachers
- 2022
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 66:5, s. 744-759
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Tidskriftsartikel (refereegranskat)abstract
- By examining the effects of a national-scale teacher professional development (PD) program on instructional practices and student mathematics achievement, we contribute to calls for empirical studies investigating the impacts of such programs conducted at scale. The program corresponds well with core critical features of high-quality teacher PD and mathematics instruction identified in the literature, and the results indicate that it has had a small but statistical significant impact on teachers' instructional practices. However, no effect was found for student achievement. These results raise questions as to the importance of the critical features and how programs incorporating all of them affect instructional practices and student achievement.
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| 8. |
- Strimling, Pontus, 1990, et al.
(författare)
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Can Efficient Institutions Induce Cooperation Among Low Trust Agents? An Experimental Approach?
- 2013
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The importance of political institutions for economic growth and social well-being has been demonstrated in a number of studies. Societies in which agents trust that other agents will collabo-rate in establishing and maintaining efficient institutions produce more social benefits. Yet there is still no solution to the problem known as the social trap, namely how societies can establish effi-cient institutions when the agents lack social trust. The emerging consensus on Acemoglu & Robin-son’s model is supported by observational data but micro-level data produced in controlled circum-stances are absent. To shed light on this perennial problem, a set of laboratory experiments were carried with both high and low trust agents. The main result is that when endowed with strong, socially efficient institutions at the outset, even groups of agents with low social trust are capable of using political inclusion to maintain and also to strengthen the socially efficient institutions thereby achieving collectively high-yielding outcomes. These experiments provide the first experimental support for the importance of strong institutions for developing societies.
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