| 1. |
- Blömeke, Sigrid, et al.
(author)
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Conceptual and Methodological Accomplishments of ILSAs, Remaining Criticism and Limitations
- 2022
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In: International Handbook of Comparative Large-Scale Studies in Education: Perspectives, Methods and Findings. - Cham, Switzerland : Springer. - 2197-1951 .- 2197-196X. - 9783030881771 ; , s. 603-655
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Book chapter (peer-reviewed)abstract
- This chapter summarizes conceptual, methodological, and empirical accomplishments and limitations of international large-scale assessments (ILSAs) in education taking into account, among others, the lessons learned from the previous chapters of this handbook. Our intention is to provide a balanced view: On the one hand, we highlight how ILSAs over decades have provided unique contributions to educational research, while on the other hand, we identify limitations of ILSAs and why they may even be harmful to education in some cases.
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| 2. |
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Effective and Equitable Teacher Practice in Mathematics and Science Education A Nordic Perspective Across Time and Groups of Students
- 2024
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Editorial collection (other academic/artistic)abstract
- This open access book presents original research on effective and equitable teacher practice in mathematics and science education across Nordic countries. It focuses on three key aspects of teacher practice: what teachers teach, how teachers teach, and how teachers assess their students. To provide a comprehensive understanding of teacher practice, data from the IEA’s Trends in Mathematics and Science Study (TIMSS) from 2011 to 2019 was analyzed. TIMSS provides large-scale and representative data, allowing an in-depth investigation of the relations between teachers, their practices, and student outcomes. The findings highlight the changes in teacher practice over time and the extent to which such changes explain the differences in student outcomes. This research also contributes to understanding how the relationships between teacher practice and student outcomes vary across different student groups (i.e., gender, socioeconomic status, and language background). The empirical evidence presented not only adds a significant layer to the academic discourse but also offers practical implications. These insights are crucial in facilitating educational policymaking and classroom practices aimed at improving student outcomes and closing gaps in educational inequality.
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| 3. |
- Gustafsson, Jan-Eric, 1949, et al.
(author)
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Methods of Causal Analysis with ILSA Data
- 2022
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In: International handbook of comparative large-scale studies in education: Perspectives, Methods and Findings. - Cham, Switzerland : Springer. - 2197-1951 .- 2197-196X. - 9783030881771 ; , s. 803-830
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Book chapter (peer-reviewed)abstract
- One main aim of ILSAs (International Large Scale Assessments) is to develop an empirically based foundation of knowledge for improvement of educational policy and practice. Ideally such knowledge is expressed in causal terms, with statements on what consequences will follow if certain changes are introduced in the educational system. However, such ambitions often seem unrealistic when analyzing ILSA data, because the cross-sectional design of these studies typically only allows investigation of correlations among variables, and correlation must not be confused with causation. In the first part of the chapter it is clarified why the distinction between correlation and causation is essential, and the reasons why it is generally impossible to answer causal questions through analyses of associations among observed variables are made explicit. Examples are also given of consequences of disregarding the correlational nature of ILSA data. However, within different disciplinary fields alternative techniques have been developed, which under certain assumptions allow causal inferences to be made from nonexperimental data. Some examples of such techniques are instrumental variable regression, regression discontinuity design, regression with fixed effects, and propensity scoring matching. In the second part of the chapter the basic ideas of some of these analytical approaches are presented and their use is illustrated with data from different ILSAs. In the third part of the chapter possibilities and limits of causal inference based on ILSA data are discussed.
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| 4. |
- Gustafsson, Jan-Eric, 1949, et al.
(author)
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The impact of school climate and teacher quality on mathematics achievement: A difference-in-differences approach
- 2016
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In: Nilsen, T., & Gustafsson, J.E, (Eds.) Teacher quality, instructional quality and student outcomes. Relationships across countries, cohorts and time.. - Cham, Switzerland : Springer International Publishing. - 2366-1631. - 9783319412511 ; , s. 81-95
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Book chapter (peer-reviewed)abstract
- The aim of the study was to investigate causal effects of aspects of teacher quality and school climate on mathematics achievement through use of country-level longitudinal data. By investigating within-country change over time, biasing influence from omitted variables in the form of fixed country characteristics is avoided, thereby increasing the likelihood of making correct causal inferences. Data from 38 countries participating in both TIMSS 2007 and TIMSS 2011 were analyzed with structural equation modeling techniques, using both latent and manifest variables. The analyses focused aspects of teacher quality (educational level, teaching experience and major academic discipline studied, professional development, and self-efficacy) and an aspect of school climate referred to as school emphasis on academic success (SEAS). Results showed that the teachers’ attained level of education had effects on mathematics achievement. Quite substantial effects of professional development on student achievement were also identified. Teacher self-efficacy, as assessed by self-reports of preparedness for teaching in different domains, showed a weakly positive, but insignificant relation to student achievement. The teacher characteristics years of teaching experience and major academic discipline studied had no effect on student achievement. SEAS did not satisfy ideals of unidimensionality, and only items reflecting parental support for student achievement and students’ desire to perform well were significantly related to student achievement. OECD and non-OECD countries showed similar results and could not be differentiated.
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| 5. |
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| 6. |
- Johannessen, Ane, et al.
(author)
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Longterm follow-up in European respiratory health studies : patterns and implications
- 2014
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In: BMC Pulmonary Medicine. - : BioMed Central. - 1471-2466. ; 14, s. 63-
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Journal article (peer-reviewed)abstract
- BACKGROUND: Selection bias is a systematic error in epidemiologic studies that may seriously distort true measures of associations between exposure and disease. Observational studies are highly susceptible to selection bias, and researchers should therefore always examine to what extent selection bias may be present in their material and what characterizes the bias in their material. In the present study we examined long-term participation and consequences of loss to follow-up in the studies Respiratory Health in Northern Europe (RHINE), Italian centers of European Community Respiratory Health Survey (I-ECRHS), and the Italian Study on Asthma in Young Adults (ISAYA). METHODS: Logistic regression identified predictors for follow-up participation. Baseline prevalence of 9 respiratory symptoms (asthma attack, asthma medication, combined variable with asthma attack and/or asthma medication, wheeze, rhinitis, wheeze with dyspnea, wheeze without cold, waking with chest tightness, waking with dyspnea) and 9 exposure-outcome associations (predictors sex, age and smoking; outcomes wheeze, asthma and rhinitis) were compared between all baseline participants and long-term participants. Bias was measured as ratios of relative frequencies and ratios of odds ratios (ROR). RESULTS: Follow-up response rates after 10 years were 75% in RHINE, 64% in I-ECRHS and 53% in ISAYA. After 20 years of follow-up, response was 53% in RHINE and 49% in I-ECRHS. Female sex predicted long-term participation (in RHINE OR (95%CI) 1.30(1.22, 1.38); in I-ECRHS 1.29 (1.11, 1.50); and in ISAYA 1.42 (1.25, 1.61)), as did increasing age. Baseline prevalence of respiratory symptoms were lower among long-term participants (relative deviations compared to total baseline population 0-15% (RHINE), 0-48% (I-ECRHS), 3-20% (ISAYA)), except rhinitis which had a slightly higher prevalence. Most exposure-outcome associations did not differ between long-term participants and all baseline participants, except lower OR for rhinitis among ISAYA long-term participating smokers (relative deviation 17% (smokers) and 44% (10-20 pack years)). CONCLUSIONS: We found comparable patterns of long-term participation and loss to follow-up in RHINE, I-ECRHS and ISAYA. Baseline prevalence estimates for long-term participants were slightly lower than for the total baseline population, while exposure-outcome associations were mainly unchanged by loss to follow-up.
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| 7. |
- Nilsen, Trude, et al.
(author)
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Background, Aims, and Theories of the Comparative Large-Scale Studies in Education
- 2022
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In: International Handbook of Comparative Large-Scale Studies in Education: Perspectives, Methods and Findings. - Cham, Switzerland : Springer. - 2197-1951 .- 2197-196X. - 9783030881771 ; , s. 13-24
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Book chapter (peer-reviewed)abstract
- A large body of knowledge and competence has accumulated since the first international large-scale assessment (ILSA) was implemented in the 1960s. Moreover, ILSA inspired numerous valuable debates about education, policy, assessment, and measurement over this period. Since the first ILSA, the number of publications using ILSA data for research has increased near exponentially. Given the important role of the ILSAs for education, policy, practice, and research, there is a need to synthesize all this knowledge. This handbook synthesizes the knowledge that has emerged from the ILSAs, the debates on ILSAs, theories underlying the ILSAs, historical and political perspectives, the methodology pertaining to ILSAs, and the findings from the studies using ILSA data. The present chapter introduces the handbook, and describes its aims, themes, underlying theories, and perspectives. Furthermore, the chapter positions the handbook into the existing literature and describes the targeted audience.
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| 8. |
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| 9. |
- Nymoen, Lisbeth Damlien, et al.
(author)
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Drug-related emergency department visits : prevalence and risk factors
- 2022
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In: INTERNAL AND EMERGENCY MEDICINE. - : Springer. - 1828-0447 .- 1970-9366. ; 17:5, s. 1453-1462
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Journal article (peer-reviewed)abstract
- The study aimed to investigate the prevalence of drug-related emergency department (ED) visits and associated risk factors. This retrospective cohort study was conducted in the ED, Diakonhjemmet Hospital, Oslo, Norway. From April 2017 to May 2018, 402 patients allocated to the intervention group in a randomized controlled trial were included in this sub-study. During their ED visit, these patients received medication reconciliation and medication review conducted by study pharmacists, in addition to standard care. Retrospectively, an interdisciplinary team assessed the reconciled drug list and identified drug-related issues alongside demographics, final diagnosis, and laboratory tests for all patients to determine whether their ED visit was drug-related. The study population's median age was 67 years (IQR 27, range 19-96), and patients used a median of 4 regular drugs (IQR 6, range 0-19). In total, 79 (19.7%) patients had a drug-related ED visits, and identified risk factors were increasing age, increasing number of regular drugs and medical referral reason. Adverse effects (72.2%) and non-adherence (16.5%) were the most common causes of drug-related ED visits. Antithrombotic agents were most frequently involved in drug-related ED visits, while immunosuppressants had the highest relative frequency. Only 11.4% of the identified drug-related ED visits were documented by physicians during ED/hospital stay. In the investigated population, 19.7% had a drug-related ED visit, indicating that drug-related ED visits are a major concern. If not recognized and handled, this could be a threat against patient safety. Identified risk factors can be used to identify patients in need of additional attention regarding their drug list during the ED visit.
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| 10. |
- Stancel-Piatak, Agnes, et al.
(author)
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60-Years of ILSA: Where It Stands and How It Evolves
- 2022
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In: International Handbook of Comparative Large-Scale Studies in Education: Perspectives, Methods and Findings. - Cham, Switzerland : Springer. - 2197-1951 .- 2197-196X. - 9783030881771 ; , s. 1495-1517
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Book chapter (peer-reviewed)abstract
- The handbook provides extensive and comprehensive overview of theories, methods, and results from ILSA presented by excellent authors from the field of educational research and beyond. The discussion chapter aims at adding to this by providing a synthesis of the discussed topics as well as our perspectives on directions in which possible future developments could move. We hope to contribute by compiling the views and experiences of the chapters’ authors to portray a comprehensive illustration of the scientific landscape. The chapter follows roughly the structure of the handbook, focusing first on theoretical aspects followed by methodological considerations and closing with reflections on findings from ILSAs.
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