99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Poster
Gypsy, Roma and Traveller Engagement in Early Childhood Education and Care: A European Systematic Review
Sara Ponce, Seaneen Sloan, Jennifer Symonds, Ryan Alberto Gibbons
University College Dublin, Ireland
Presenting Author: Ponce, Sara;
Sloan, Seaneen
European policy has made efforts to extend education and care resources and accessibility to Gypsies, Roma and Travellers. However, there is still seemingly low engagement with education and care services from the GRT population, this may be due to fundamental underlying problems that need systematic research to identify. Despite attempts by European policy to solve the lack of educational engagement and poor educational trajectories, 50% of GRT children in Europe do not complete primary education, and 25% complete secondary education (Council of Europe, 2020). The GRT population make up the most predominant ethnic minority group in Europe. There is a lack of conciseness to census data on Gypsy, Roma and Traveller population figures possibly due to their nomadic lifestyle, a non-representational choice of ethnicity to choose from, or distrust in reporting ethnicity at all in fear of discrimination (Rutigliano, 2020). Despite difficulties in census attainment across Europe, it is estimated more than 10-12 million individuals identify with being a part of the Gypsy, Roma, Traveller population (European Commission, 2020). This community has endured undeniable intergenerational trauma in the form of discrimination, racism, exclusion and unequal access to educational and care resources. Travellers and Roma people across Europe have historically been reported to have lower levels of attainment with higher levels of school absenteeism and school withdrawal. The European Union Agency of Fundamental Rights reports 36 % of GRT individuals have difficulty reading the national language of their country while nearly half (43 %) have difficulty writing it. Barriers that oppress and discourage GRT from engaging within education in the first place, such as lack of representation and bullying due to cultural differences must be addressed in order to understand how policy can be informed more accurately to improve uptake of education and care resources.
An important dimension of this systematic review is the emphasis on early childhood education and care engagement and uptake within the Gypsy, Roma and Traveller population. A family and child's early experience or past experience within an education system can set the tone on how willing the family is to engage with resources and opportunities presented. This systematic review will focus specifically on early childhood engagement within the Gypsy, Roma and Traveller community across Europe. The first 3 years of life are an especially sensitive period of time for brain development. After birth a young child's brain rapidly produces synaptic connections based experiences of their external environment. A young child's brain reaches approximately 1,000 trillian synaptic connections by about age 3 which is double of what is present in an adult's brain (Halfon et al., 2001). This stage of early development presents a window of opportunity for expansive brain growth and lifelong foundational development. Care settings such as preschool and community settings along with family home life all possess points of interaction for the child's brain structure to produce and build skills in cognitive, social, attention and self regulation (Yoshikawa et al., 2013). Evidence points to a positive impact in young children, especially minorities, in engaging with quality early childcare services. Early childhood education can increase lifelong educational success rates along with narrowing poverty and equity gaps (Wilder et al., 2008). Yet the GRT participation rate in early childhood education is nearly half that of the majority mainstream population (European Union Agency for Fundamental Rights, 2016). Analyses conducted in this review will potentially be able to pinpoint recurring themes across GRT accounts that may be responsible for facilitators or barriers of engagement that can in turn inform policy and practice at the European level within early childhood education and care.
Methodology, Methods, Research Instruments or Sources UsedFor a well grounded analysis, this systematic review will be informed by the PRISMA statement and guidelines (Moher et al., 2009) along with reliable quality assessment tools.
Selection Criteria:
Inclusion criteria included:
-Early Childhood Education and Care
Refers to any regulated arrangement that provides education and care for children from birth to compulsory primary school age, which may vary across the EU (European Commission)
-Roma, Gypsy Traveller
Roma, Gypsies and Travellers (GRT) have been used to describe a range of ethnic groups or people with nomadic ways of life who are not from a specific ethnicity (government UK)
-Continent of Europe
Continent of Europe and surrounding islands
-Peer Reviewed
-Published in English
Exclusion Criteria:
-Occupational Travellers
-Travellers who do not identify with the ethnicity or cultural component of a migrant community
-Parental home school
The parent may not be the sole provider of early childhood education and care
-Compulsory school
Any literature pertaining to children in formal schooling including primary, secondary and higher education
The following platforms were used to conduct the initial search using the search strings below. Ebsco, Proquest, and Wiley. Additionally, appropriate government and organisational websites were searched for grey literature.
Search Strings
“early childhood education” OR “early childhood education and care” OR “early child-care”
OR “early education” OR “early-education” OR “pre-primary education” OR “pre-primary
school” OR “pre-primary education”OR “childcare” OR “early childcare” OR “creche” OR
“preschool*” OR “pre-school*” OR “pre school*” OR “child development* centre*” OR
“nursery school*” OR “nursery education” OR “day nursery” OR “early child-care” OR
“early childcare” OR “day care” OR “day-care” OR “day care centre*” OR “day-care
centre*” OR “playgroup*” OR “playschool*” OR “pre-kindergarten” OR “pre-k” OR
“prekindergarten*” OR “infant* school*” OR “early childcare* centre*” OR “early childcare
setting*” OR “early child-care centre*” OR “early child-care setting*” OR “early childcare
service*” OR “early child-care service*” OR “early education service*” OR “early year*
education” OR “early-year* education”
And
“traveller*” OR “european gypsy” OR “gypsy” OR “irish traveller” OR “pavee” OR “english
gypsy” OR “scottish gypsy” OR “welsh gypsy” OR “roma* gypsy” OR “hungarian gypsy”
OR “vlach rom” OR “kalderash” OR “manouche” OR “sinti” OR “tattare” OR “kale” OR “kaale” OR “cale” OR “lavari” OR “ursari” OR “boyhas” OR “nachins” OR “luri” OR “abdal” Or “romanichel” OR ashkali OR “camminanti” OR “gitano” OR “roma-sinti” OR “yenish” OR “gurbeti” OR “churari” OR “ursari”
Conclusions, Expected Outcomes or FindingsThe search resulted in 173 records identified for initial review after the removal of duplicates. Two authors (SP/RG) screened titles and abstracts of records independently based on the inclusion/exclusion criteria. Each source received a Yes/No/Maybe to determine eligibility (van Tulder et al., 2003). This left 58 records that were then screened at the full text level. Two authors (SP/SS) screened full texts which left 36 sources of data eligible to be included. Data extraction and preparation for synthesis is currently underway. Due to the high volume of qualitative data identifying through data extraction, I will be conducting a thematic synthesis of data (Thomas & Harden, 2008). Through NVivo I will be able to identify descriptive and analytical themes from the data that will emphasise the lived experiences of Gypsy, Roma and Travellers in Europe and the barriers and facilitators they face within early childhood education and care.
ReferencesCouncil of Europe. (2020). Strategic Action Plan for Roma and Traveller Inclusion
(2020–2025).
European Commission. (2020). EU Roma Strategic Framework for Equality, Inclusion
and Participation for 2020–2030.
European Union Agency for Fundamental Rights. (n.d.). (rep.). Roma and Travellers in
six countries - Technical report. Luxembourg: Publications Office of the European
Union.
Halfon, N., Shulman, E., & Hochstein, M. (2001). Brain Development in Early
Childhood. Building Community Systems for Young Children.
Page, M. J., Moher, D., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... & McKenzie, J. E. (2021). PRISMA 2020 explanation and elaboration: updated guidance and exemplars for reporting systematic reviews. bmj, 372.
Rutigliano, A. (2020). Inclusion of Roma students in Europe: A literature review and examples of policy initiatives.
Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC medical research methodology, 8(1), 1-10.
Women and Equalities Committee. (2019). Tackling the Inequalities Faced by Gypsy,
Roma and Traveller Communities. London: UK Parliament Women and Equalities
Committee..
Yoshikawa, H., Weiland, C., Brooks-Gunn, J., Burchinal, M. R., Espinosa, L. M.,
Gormley, W. T., ... & Zaslow, M. J. (2013). Investing in our future: The evidence baseon preschool education. Society for Research in Child Development.
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Poster
Immigrant Youth’s Educational Pathways into and through Upper Secondary Education in Austria. A Longitudinal Perspective on Individual and Contextual Factors
Maria Köpping1,2
1University of Vienna, Austria; 2Institute for Advanced Studies, Vienna
Presenting Author: Köpping, Maria
This paper presents empirical insights into the mechanisms that drive inequalities in young people’s educational trajectories in Austria. My research interest focuses on the transition patterns of immigrant youth (first and second generation) into and through upper secondary education. The empirical analysis is based on longitudinal register data covering a full cohort of students in the Austrian education system. These data allow for a fine-grained analysis of differences within the heterogeneous group of immigrant youth while paying attention to the context in which educational transitions are made. The following research questions are addressed: First, I explore how immigrant youth’s pathways into and through upper secondary educational tracks differ from those of their native peers, between girls and boys, and by country of origin. Second, I investigate the extent to which individual, school-level, and regional context variables can explain these differences in transition patterns.
Austria is an example of a highly stratified education system where students are tracked into different educational pathways at a young age. Adolescents who reach the end of lower secondary education (typically at the age of fourteen) may either pursue general education or enter upper secondary vocational education and training (VET). Moreover, the VET sector comprises different options of fully school-based versus dual (apprenticeship) options leading to different levels of qualifications. In this context, moving from lower into upper secondary education marks a decisive transition for young people’s educational outcomes and future employment prospects. The high level of differentiation as well as the important role of VET make the Austrian education system a particularly interesting case for analysis.
Conceptually, I rely on sociological theories of inequality in education and (immigrant) youth’s educational choices. Building on Boudon’s (1974) well-established distinction between primary and secondary effects of social origin, immigrant youth are assumed to attain lower average educational achievements than their native peers due to a lower socioeconomic status (SES) and additional barriers such as language skills (Diehl et al. 2016). At the same time, an immigrant background has been consistently associated with comparatively high educational aspirations (Kao & Tienda 1995; Rudolphi & Salikutluk 2021) manifested in ambitious educational choices (Dollmann 2021). Beyond the individual level, contextual factors such as school composition (Perry 2012) and regional opportunity structures (Becker et al. 2020) are also considered important determinants of young people’s educational opportunities and attainments.
Based on a full cohort of students and the comprehensive information provided through administrative data, my analyses contribute to the existing literature in several ways. For the transition into upper secondary education, previous studies consistently show that young immigrants are overall more likely to enter academic tracks and less likely to enter VET than their native peers, once prior achievements are accounted for (Glauser & Becker 2023; Jonsson & Rudolphi 2011; Tjaden & Hunkler 2017). However, the extent to which so-called ‘ethnic choice effects’ differ along dimensions such as gender, country of origin, or SES has not been conclusively explored. Furthermore, there is a gap in understanding how and why immigrant youth’s transition patterns vary depending on the context in which decisions to pursue different educational options are made. Finally, recent evidence suggests that immigrant youth’s ambitious choices do not necessarily translate into favourable outcomes, but are also accompanied by higher dropout rates at the upper secondary level (Birkelund 2020; Dollmann et al. 2023; Ferrara 2023). Covering a period of seven years, the analytical strategy applied in this paper gathers new empirical evidence on how immigrant youth’s educational pathways develop beyond the point of entry into upper secondary education.
Methodology, Methods, Research Instruments or Sources UsedThe empirical basis for analysis is a longitudinal dataset that integrates information from various administrative registers. These data cover the educational and labour market trajectories of a full cohort of students in the Austrian education system for a period of 13 years. I study the cohort of young people who were 13 years old (typically in the final year of their lower secondary education) at the beginning of the school year 2013/14. This includes a total of 88.000 students, of which more than 20.000 have an immigrant background (9% first-generation and 13,7% second-generation immigrants). The dataset is ideal for the purpose of this study due to its large number of cases as well as the extensive and reliable information provided on young people’s backgrounds and trajectories.
Sequence analysis and subsequent multilevel regression analyses are applied to answer the previously outlined research questions. In a first step, pathways into and through upper secondary education are mapped using sequence analysis (SA) (Raab & Struffolino 2023). This analysis is conducted for the full cohort based on annual information on individual educational status (i.e., the type of school attended) or labour market status (i.e., leaving the school system into the labour market, or dropout). The SA covers a period of seven years, starting with students’ final year of lower secondary education (typically the eighth school year, concluded at age 14). An optimal matching method (Biemann 2011) is employed to cluster educational pathways according to their similarity. The result of the SA is a typology of pathways. Corresponding to the first research question (RQ), the frequency of occurrence of these pathways is compared across different groups, defined by their gender (boys/girls), immigrant status (immigrant/native), and country of origin. Addressing the second RQ, the resulting clusters are used as categorical input for multinomial logistic regression analysis. I use a multilevel regression model to test the effects of and interactions between factors at three different levels, namely the individual, the school, and students’ home district. The variables of interest include students’ gender, immigrant status, migrant generation, country of origin, and family background (SES) at the individual level, and the aggregated composition according to students’ SES and immigrant background at school level. Regional opportunity structures in students’ home districts are operationalised based on various factors such as the degree of urbanisation, labour market conditions, and school infrastructure.
Conclusions, Expected Outcomes or FindingsPreliminary results of the sequence analysis indicate that what constitutes a typical pathway into and through upper secondary education varies not only between young people with and without an immigrant background, but also within the heterogeneous group of immigrant youth. This supports the assumption that the mechanisms postulated to explain immigrant youth’s comparatively high educational aspirations – including a so-called ‘immigrant optimism’, information deficits and an anticipation of future discrimination on the labour market – do not apply equally for all minority groups. Instead, transition patterns – e.g., the likelihood of pursuing vocational or general education, the stability or instability of educational pathways, and risks of dropout – vary along dimensions such as immigrants’ families’ countries of origin, migrant generation, and gender. By revealing how young people’s educational trajectories develop beyond the point of entry into upper secondary education, the SA yields new empirical insights concerning the implications that immigrant youth’s comparatively ambitious choices may have for their future educational outcomes.
The complex interplay of individual, school, and regional level variables underlying differences in (immigrant) youth’s transition patterns is investigated in detail in the multilevel regression analysis. I expect school composition variables such as the share of students with an immigrant background or low SES to show significant effects in the regression analysis. Furthermore, I expect that measures of regional opportunity structures (e.g., labour market conditions and school infrastructure) constitute significant factors to explain group-specific differences in educational pathways. Ultimately, the results of this analysis will contribute to a better understanding of the mechanisms that drive inequalities in education. By shifting the focus from individual characteristics to structural factors at school and regional (district) level, these findings are also relevant to policy making targeted at promoting equal opportunities in education.
ReferencesBecker R, Glauser D, Möser S. 2020. Determinants of Educational Choice and Vocational Training Opportunities in Switzerland. Empirical Analyses with Longitudinal Data from the DAB Panel Study. In Against the Odds - (In)Equity in Education and Educational Systems, eds. N McElvany, HG Holtappels, F Lauermann, A Edele, A Ohle-Peters, pp. 125–43
Biemann T. 2011. A Transition-Oriented Approach to Optimal Matching. Sociological Methodology. 41:195–221
Birkelund JF. 2020. Aiming High and Missing the Mark? Educational Choice, Dropout Risk, and Achievement in Upper Secondary Education among Children of Immigrants in Denmark. European Sociological Review. 36(3):395–412
Boudon R. 1974. Education, Opportunity, and Social Inequality: Changing Prospects in Western Society. New York: Wiley
Diehl C, Hunkler C, Kristen C. 2016. Ethnische Ungleichheiten im Bildungsverlauf. Eine Einführung. In Ethnische Ungleichheiten Im Bildungsverlauf: Mechanismen, Befunde, Debatten, eds. C Diehl, C Hunkler, C Kristen, pp. 3–31. Wiesbaden: Springer VS
Dollmann J. 2021. Ethnic inequality in choice‐ and performance‐driven education systems: A longitudinal study of educational choices in England, Germany, the Netherlands, and Sweden. The British Journal of Sociology. 72(4):974–91
Dollmann J, Jonsson JO, Mood C, Rudolphi F. 2023. Is ‘immigrant optimism’ in educational choice a problem? Ethnic gaps in Swedish upper secondary school completion. European Sociological Review. 39(3):384–99
Ferrara A. 2023. Aiming too high or scoring too low? Heterogeneous immigrant–native gaps in upper secondary enrolment and outcomes beyond the transition in France. European Sociological Review. 39(3):366–83
Glauser D, Becker R. 2023. Gendered ethnic choice effects at the transition to upper secondary education in Switzerland. Frontiers in Sociology. 8:1–12
Jonsson JO, Rudolphi F. 2011. Weak Performance--Strong Determination: School Achievement and Educational Choice among Children of Immigrants in Sweden. European Sociological Review. 27(4):487–508
Kao G, Tienda M. 1995. Optimism and Achievement: The Educational Performance of Immigrant Youth. Social Science Quarterly. 76(1):1–19
Perry LB. 2012. Causes and Effects of School Socio-Economic Composition? A Review of the Literature. Education and Society. 30(1):19–35
Raab M, Struffolino E. 2023. Sequence Analysis. Los Angeles: SAGE
Rudolphi F, Salikutluk Z. 2021. Aiming High, No Matter What? Educational Aspirations of Ethnic Minority and Ethnic Majority Youth in England, Germany, the Netherlands and Sweden. Comparative Sociology. 20(1):70–100
Tjaden JD, Hunkler C. 2017. The optimism trap: Migrants’ educational choices in stratified education systems. Social Science Research. 67:213–28
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Poster
To What Extent Do Parental Expectations Affect the Academic Performance of Students.
Umit Adekenova1, Aigul Adekenova2
1Nazarbayev Intellectual School of Physics and Mathematics in Astana, Kazakhstan; 2Nazarbayev Intellectual School of Chemistry and Biology in Karaganda, Kazakhstan
Presenting Author: Adekenova, Umit;
Adekenova, Aigul
The positive effects of parental involvement on students’ academic results are widely accepted by researchers worldwide. Over the last fifty years, psychologists and sociologists have paid close attention to the role of parents’ expectations in influencing children’s scholastic achievement. They have generally been determined to be crucial for children’s academic progress; however, due to the lack of comprehensive information on the vitality of expectations, academic performance tends to decline (Wilder, 2014).
Various research suggests that students with high expectations from their parents tend to fare better academically and perform higher on standardized tests than students with relatively modest prospects from their parents. It has previously been observed by Wilder (2014) that parental expectations, among other influences, had the greatest effect on children's scholastic achievement.
A Korean study revealed that, inversely, when opposed to parental participation, expectations had a relatively minor influence on a student’s self-efficacy (You et al., 2015). In addition, Gordon and Cui (2012) indicate that academic success in young adulthood was substantially correlated with adolescent gender, age, parental education, and family structure. These covariates are not accounted for in most studies, which limits their applicability.
According to Yamamoto and Holloway (2010), despite the vast research work that has been done on parental expectations, the majority has concentrated on European American, middle-class families, and the studies have typically neglected to account for the role of race or ethnicity in shaping the variables. This study also revealed that different ethnic groups do not have parental expectations as their predictor of a student’s grades, contrasting with other research. As such, it is indicated that not enough research has been done on various racial groups, with none of the research being conducted in a Kazakhstani context.
This research is being conducted to determine the difference in the GPA between students who have relatively high parental expectations and those who do not. The study aims to find a correlation between the variables collected through a survey, as well as to indicate how different social factors alter the results, specifically for adolescents in one NIS of Astana. It will also cover the effect of different types of expectations and the highest achieved results.
MRQ: To what extent do parental expectations affect the academic performance of 11th-grade students?
SQ1: How do factors such as a student’s gender, nationality, and parents’ education level impact parental expectations?
SQ2: Parents have expectations regarding their child’s highest level of education, as well as the student’s grades. Which type of parental expectations affects GPA the most?
SQ3: What is the optimal level of expectations required to maximize academic achievement?
This study will contribute to the educational research field of Kazakhstan. Furthermore, given the major influence of parental expectations on students’ academic success, exploring this topic is essential to ascertain the correlation between the variables in a local context. This will not only provide comprehensive information for parents to adequately set prospects for their children but also affect the academic achievement in the student’s future education and career.
Methodology, Methods, Research Instruments or Sources UsedA quantitative approach most accurately corresponds with the objective of this research. According to Creswell (2012), the characteristics of quantitative research include a description of tendencies or a clarification of the relationship between variables. The main variables of this study are parental expectations and scholastic success although the correlation between social factors and expectations, as well as among several expectation types is also considered. Furthermore, since this study will focus on precise measurements, complying with another feature that suggests quantitative research forms exact, restricted and measurable questions (Creswell, 2012).
The target population of the study is 11th grade students of one Nazarbayev Intellectual School (NIS) in Astana, a specialised school regarded as a testing ground for the adoption, execution and assessment of innovative educational program models (Nazarbayev Intellectual Schools, n.d.). The perceived parental expectations of the pupils at this school may differ from those found in other research as a result of this specialisation. Consequently, this site presents a unique paradigm for examining parental aspirations and their relationship to students’ GPA.
Regarding the participants, a sample size calculator was used to ascertain the number of respondents (Maple Tech. International LLC., n.d.); in total, 83 high-school students were sampled out of a population of 117 in order to have a confidence level of 90% with a margin of error within 5% of the surveyed value. Convenience sampling, a type of non-probability sampling, was applied because it allows the involvement of volunteering participants that consent to being examined, which is optimal for a study (Creswell, 2012). In addition, although this method cannot be used for constructing generalisations, it is appropriate for collecting descriptive data, such as the effect of parents’ expectations on students on a local level, so convenience sampling is suitable for this style of research.
Conclusions, Expected Outcomes or FindingsBased on the answers collected via a survey, it could be inferred that students with higher expectations from their parents tend to have better academic results compared to those with lower expectations. Moreover, there is a notable gender difference in parental expectations, with female students having marginally higher expectations on average compared to male students, staying consistent with the research of Zhang et al. (2010) and Wilder (2014).
The study also partially complemented the study of Spera et al. (2008), clearly deducing a positive correlation between parental education level and the level of academic aspirations they have for their children. Furthermore, GPA aspirations were found to be the most determining factor associated with academic performance; the other expectation types, however, showed no significant correlation.
Overall, these findings suggest that setting high expectations for academic achievement has a positive impact on academic performance, which closely parallels the findings of Gordon and Cui (2012), You et al. (2015) and Ma et al. (2018). Despite this, some inconsistencies were found with the statements of Spera et al. (2008), Wilder (2014) and Boonk et al. (2018). Thus, the main hypothesis, stating that high parental expectations favourably affect GPA, was justified, and the major conclusions answered the research questions.
ReferencesAnnan, D. (2019). A Simple Guide to Research Writing. Stevejobs.education.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative (4th ed.). Pearson Education.
Gordon, M. S., & Cui, M. (2012). The Effect of School-Specific Parenting Processes on Academic Achievement in Adolescence and Young Adulthood. Family Relations, 61(5), 728-741. doi:10.1111/j.1741-3729.2012.00733.x
Wilder, S. (2014). Effects of parental involvement on academic achievement: a meta-synthesis. Educational Review, 66(3), 377-397. doi:10.1080/00131911.2013.780009
Yamamoto, Y., & Holloway, S. D. (2010). Parental expectations and children's academic performance in sociocultural context. Educational Psychology Review, 22(3), 189-214. doi:10.1007/s10648-010-9121-z
You, S., Lim, S. A., No, U., & Dang, M. (2015). Multidimensional aspects of parental involvement in Korean adolescents’ schooling: a mediating role of general and domain-specific self-efficacy. Educational Psychology, 36(5), 916–934. doi:10.1080/01443410.2015.1025705
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Poster
Feedback Methods Used in the Teaching of Biology in International High Schools in the Czech Republic
Onyedika Emmanuel Okpala
CHARLES UNIVERSITY PRAGUE, Czech Republic
Presenting Author: Okpala, Onyedika Emmanuel
Feedback Methods Used in the Teaching of Biology in International High Schools in the Czech Republic
Onyedika Emmanuel Okpala
Faculty of Education, Charles University, Magdaleny Rettigove 4, 116 39 Praha 1, Czech Republic.
Emails: nuelwinner@gmail.com
Despite the positive improvements reported in the Czech education system over the years, such as the increase of 16 percentage points between TALIS 2013 and TALIS 2018 in teacher engagement in professional development related to student assessment, evidence shows that improvement-focused teacher assessment still needs to be developed. For example, in 2015, only 34% of students were in schools where principals reported that student assessments were used to identify aspects of instruction that could be improved; this is lower than the OECD average of 59%. In addition, in the Programme for International Student Assessment 2018, students in the Czech Republic perceived teacher feedback on their learning to be among the lowest in the OECD, with index teacher feedback of -0.24 compared to an OECD average of 0.01[1]. Assessment can be defined as activities undertaken by teachers and their students, providing information that can be used as feedback to modify teaching and learning [2]. Effective feedback as a form of formative assessment encourages students to learn by enabling them to understand their strengths and weaknesses, leading to an improved outcome [3]. Evidence shows that participating in different formative assessment practices results in remarkable achievement in educational outcomes [4]. The main aim of this study is to investigate the feedback methods teachers use in teaching biology in Czech International schools. The study is theoretically informed by the work of sociologist John Meyer’s new institutionalism theory, published in 1977, and the Personal Practice Assessment Theory [5,6 ]. Qualitative research and multiple case studies will be used to investigate the teachers’ feedback methods. Four biology teachers will be recruited across four international schools in Prague, Czech Republic, with five student focus groups from each school. Primary data sources will include in-class observations, background or post-observation and student focus group interviews, while secondary data sources will include information from written assessments and the curriculum or syllabus for the course. All interviews (semi-structured) will be audio-recorded and later transcribed for further analysis. The data analysis approach will involve open, deductive coding. Software such as MAXQDA, which is used for qualitative data analysis, will be adopted for the coding. Triangulation of results, a qualitative research approach to evaluate the validity of research findings by the convergence of information generated from diverse sources, will be carried out. At the same time, the influence of bias and ethical issues will also be considered. The potential findings from this study will create the opportunity to discover the most frequent and best feedback method preferred by students in teaching biology and help modify or explore the theories and methods of feedback in teaching biology in high school.
Dissertation aims.
(1) To investigate the similarities and disparities in feedback methods used by biology teachers in the selected international schools in Prague, Czech Republic.
(2) To investigate the nature and frequency of feedback among teachers and schools from a biology perspective.
(3) To understand potential contextual elements or factors (internal and external) that may facilitate or create a barrier towards assessment by teachers.
Research questions (RQs)
RQ1 What are the similarities and disparities in feedback methods used by teachers within and across schools?
RQ2 What are students’ perceptions towards feedback?
RQ3 How do contextual elements (internal and external factors) hinder or facilitate teachers' feedback practice?
Methodology, Methods, Research Instruments or Sources Used2. 1. Epistemological Critical Realism and Attribution Theory in Qualitative Research: The combination of critical realism and attribution theory provides a different dimension in social reality. Attribution theory will enable the systematic identification of social phenomena and their causal mechanism; it explains the features of that mechanism and who/what is responsible for and affected by them. On the other hand, critical realism helps to differentiate causal mechanisms and generative forces that enable those mechanisms to be actualised and have an impact [5].
2.2. Multiple case study approach: This study will use a multiple-case study approach. We will use a multiple-case study approach to investigate the teachers’ assessment (formative) practice [6].
2.3. Recruitment strategies: To access the schools, teachers, and student focus groups, a letter will be written to the directors/heads of all the schools requesting access to the school classrooms, biology teachers, and selected students.
2.4. Choice and Number of Participants: Four or three experienced biology teachers with differing backgrounds and roles teaching upper-level biology courses and similar teaching experiences from four schools will be selected as case participants.
2.5. Data collection approach and sources (primary and secondary data source):
Primary data sources will include in-class observation, background or post-observation interviews, and student focus group interviews. Background interviews may be conducted to discuss each teacher’s teaching beliefs/philosophy, assessment planning decisions, and reasoning behind the specific course module that will be observed. Some secondary data sources will include information from written assessments and the curriculum or syllabus for the course. All interviews in this study will be audio-recorded and later transcribed for further analysis.
2.6. The data analysis approach will involve open, deductive coding.
Software such as MAXQDA, which is used for qualitative data analysis, will be adopted for the coding.
2.7. Cross-case analysis: It is important to compare results obtained across teachers, student focus groups, and schools to achieve reasonable generalisation.
2.8. Triangulation of results: Since the data will be obtained from multi-case studies in this research, it is essential to project the results into a common area where the data are melded and discussed using a triangulation approach to increase the credibility of the research findings.
Conclusions, Expected Outcomes or FindingsThe potential findings from this study will create the opportunity to discover the most frequent and best feedback method preferred by students in teaching biology and help modify or explore the theories and methods of feedback in teaching biology in high school.
ReferencesReferences
[1] OECD (2020). Education Policy Outlook Czech Republic. https://www.oecd.org/education/policy-outlook/country-profile-Czech-Republic-2020.pdf.
[2] Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice.5: 7-74.
[3] Muijs, D et al. (2014). State of the art – teacher effectiveness and professional learning. School effectiveness and school improvement. 25: 231-256.
[4] Hattie, J. (2009). Visible Learning – A synthesis of over 800 meta-analyses relating to achievement. London: Routledge
[5] Paul, D. (1998). The New Institutionalism: Avenues of Collaboration. Journal of Institutional and Theoretical Economics (JITE). 154 (4): 696–705.
[6] Box, C., Skoog, G., & Dabbs, J. M. (2015). A case study of teacher personal practice assessment theories and complexities of implementing formative assessment. American Educational Research Journal, 52(5), 956–983. https://doi.org/10.3102/0002831215587754
[7] Al-Sharif, R. (2021). "Critical realism and attribution theory in qualitative research", Qualitative Research in Organizations and Management, 16 (1), 127–144.
[8] Yin, R.K. (2014). Case study research design and methods (5th ed.). Thousand Oaks, CA: Sage Publications, Inc 282 pages.
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Poster
SHARE: Teachers’ Perception about Conditions for Teachers’ Engagement in Action Research
Botagoz Aidarbekova1, Sandugash Ismailova2, Sholpan Selikhanova3
1School-gymnasium #91, Astana, Kazakhstan; 2School-gymnasium #74, Astana, Kazakhstan; 3School-gymnasium #75, Astana, Kazakhstan
Presenting Author: Aidarbekova, Botagoz
The integration of action research into the teacher appraisal system in Kazakhstan emphasizes the pivotal roles of teachers as “teacher-researchers” and “master teachers”. In 2019, the initiation of the SHARE (School Hub for action Research in Education) by the Mayor of Astana city provided teachers from 22 Astana schools with opportunities to actively engage in action research. The collaborative effort involved coordination with Professor Colleen McLaughlin, Kate Evans, and Dr Nazipa Ayubayeva. The Astana Department of Education Center for Education Modernization played a key role in coordinating and overseeing the project.
The main aim of this initiative is to engage teachers in action research in school settings. Embracing the perspectives by Stenhouse and Elliott (1983, 1991) the initiative recognizes teachers as knowledge generators, acquiring insights through self-directed research in collaboration with critical friends within the school community. Thus, teachers together with students are the primary audience for teachers engaged in action research. The process requires teachers to approach their work with honesty, open-mindedness, and a critical mindset. This involves a commitment to openly examining their own practices as well as those of their colleagues. The overarching goal in mind is to enhance teaching and learning for students through a continuous and reflective improvement process. Emphasizing teachers as initiators in this process is crucial for academic and professional growth. British educators Stenhouse (1981, 1983, 1988) and Rudduck (1988) stress daily research for teachers, stating curriculum study is their prerogative. Implementing change involves learning processes, challenging beliefs, and attitudes (Altrichter, 2005). Mills (2012) emphasizes teachers as decision-makers in research, creating conditions for their investigations. Mills' hypothesis asserts that if teachers, students, and administrators don't think independently about their actions, schools won't improve.
Hence, for the community of action researchers to sustain, it requires a recognition that the research teachers can thrive in an intellectually secure environment conducive to their work within the research domain (Samaras, 1950). The international literature highlights the importance of creating equitable conditions for teachers to voluntarily participate in action research. This involves clearly outlining intentions at the outset and maintaining transparency throughout the process, thereby enhancing the likelihood of realizing anticipated outcomes. Furthermore, it emphasizes the promotion of a teacher-driven process, empowering educators to take an active and leading role in shaping the trajectory of action research initiatives.
In the academic year 2022-2023, 22 SHARE schools conducted action research with a focus on student engagement in classroom learning. The action research was organized around the four key action research concepts: exploring how the action research methodology help teacher to learn about their own practices, investigating whether teachers engaged in action research foster teacher leadership qualities fostered, examining if there are observable changes in teaching and learning resulting from teachers’ engagement in action research, and finally, examining whether conducive conditions were established to facilitate active engagement in action research in participating schools.
Our team, representing three school-gymnasiums #74, #75, and #91, was assigned to explore conditions established for conducting action research on student engagement in classroom learning during the 2022-2023 academic year. Hence, the aim of this small-scale research is to provide insights into the conditions created by schools, teachers and community for the successful implementation of action research in the context.
Methodology, Methods, Research Instruments or Sources UsedIn this study two primary sources of information were utilized: a literature review aimed at understanding the conditions necessary for individual teachers, groups of teachers, school communities, and collaborations with external experts to engage in action research; and a survey data collected within SHARE settings.
For the literature review, a systematic approach was employed in English, Kazakh and Russian languages and guided by main key words for search. Google Scholar served as the primary source for literature search due to the restricted access to subscription -based databases in the schools.
Survey data were collected via Google Forms, a decision guided by considerations such as time constraints and need to reach a substantial number of respondents. A questionnaire comprising thirteen questions, was collaboratively designed with three other teams researching SHARE domains. General information about the respondents, including their role in the student engagement project and in the SHARE project, was gathered for analysis purposes. Among the thirteen questions, two were specifically targeted teachers’ perception of the conditions created in their schools for engagement in action research. The survey was conducted anonymously. This approach aimed to encourage a greater willingness to share perceptions without fear of judgment or misunderstanding, ultimately seeking more accurate and truthful insights into the participants' perspectives.
However, recognizing the potential limitations posed by narrow survey questions fully capturing the thoughts of participants about the concept under study, we intend to address this issue by complementing the data with one-to-one interviews and focus group meetings in the future. This will allow us to overcome potential limitations in the study design and ensure a more comprehensive exploration of participants’ perspective.
Conclusions, Expected Outcomes or FindingsPreliminary findings derived from the survey data, validated with 171 responses out of 228, indicate that SHARE teachers in the student engagement in classroom learning project acquired some degree of autonomy to establish necessary conditions to engage with the action research in their own school setting and beyond. Among the key findings:
80% of teacher-participants agreed that they have an opportunity to select their own critical friend. However, it should be noted that the school-based practice related to the lesson observation is very structured and is mandated by the order of the school principal who and when they attend the lesson.
More than 90% of teachers reported having access to school-based trainings on action research conducted by the SHARE core team, whereas only little more than 50% reported having an opportunity to participate in trainings conducted by the Cambridge experts. Despite this, over 95% reported that they had an opportunity to participate in the SHARE mini conferences conducted with the participation of the Cambridge experts.
Only 50% teacher-participants either fully or partially agreed that they have an opportunity to construct a timetable that accommodates time for discussion and reflections for all involved. The prevalent narrative of “lack of time” is commonly heard in schools. Addressing this challenge requires attention from school administration and decision makers at the level of subject departments.
The examination of existing literature on the conditions for teachers' participation in action research revealed various ways of addressing the challenges teachers encounter.
In conclusion, this small-scale study conducted by practitioners contributes to the discourse surrounding the importance of ensuring equitable conditions for voluntary teacher participation in action research, which in turn should contribute to the broader goal of empowering teachers as both researchers and leaders, ultimately enhancing teaching and learning experiences for all students.
ReferencesAltrichter, H. (2005). Curriculum implementation–limiting and facilitating factors. Making it relevant: Context based learning of science, pp. 35-62. Germany.
Elliott, J. (1993). Reconstructing Teacher Education. Teacher Development. London and New York: Routledge.
Gay, L.R., Mills, Geoffrey E., Airasian, P. (2012). Educational research : competencies for analysis and applications (10th ed.). USA: Pearson Education, Inc.
Rudduck, J. (1988). Changing the world of the classroom by understanding it: a review of some aspects of the work of Lawrence Stenhouse. Journal of Curriculum and Supervision, Vol,4. No 1, 30-42.
Samaras, Anastasia P. (1950). Self-study teacher research: improving your practice through collaborative inquiry. US: SAGE Publications, Inc.
Stenhouse, L. (1981). Educational Procedures and Attitudinal Objectives: a Paradox. Journal of Curriculum Studies, Vol. 13, NO. 4, 329-337. DOI: 10.1080/0022027810130405
Stenhouse, L. (1983). The relevance of practice to theory. Theory Into Practice 22:3, 211-215, DOI: 10.1080/00405848309543063
Stenhouse, L. (1988). Artistry and teaching: the teacher as focus of research and development. Journal of Curriculum and Supervision, Vol,4. No 1, pp. 43-51.
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Poster
Exploring Education-to-work Pathways in Scotland: The Case of Foundation Apprenticeships
Grace Barrett
University of Glasgow, United Kingdom
Presenting Author: Barrett, Grace
Dual apprenticeship integrates classroom and work-based learning (WBL), promoting both theoretical knowledge and practical skills. Proponents, such as Beer and Meethan (2007), highlight its strategic advantage in customising skills training for industry demands and reducing youth unemployment. However, Guile and Okumoto (2007) highlight the importance of preventing employers from designing 'restrictive' skills content. In contrast, a lifelong skills approach favours transferable skills. Lassnigg (2011) calls for a balance between specific and broader educational goals. Capsada-Munsech and Valiente (2020) emphasise the necessity of both technical and ‘soft’ skills for successful employment and social integration.
Central to the dual model is the assumption that WBL in competitive sectors confers an advantage in the labour market, aligning with Human Capital Theory (HCT) as championed by Becker (1962). HCT underscores education's role in developing individuals' skills and competencies to augment their "capital," an intangible asset of social and economic value, motivating individuals to enhance their capital for improved labour market positioning and increased earnings. A rationale for extending dual apprenticeship into earlier education levels emerges based on the perceived value of capital accumulation and the positive relationship between education, skills development, and labour market outcomes. Under this premise, participation in secondary-level dual apprenticeship allows individuals to build capital earlier, acquire practical skills, and gain industry-specific knowledge from a younger age, enhancing future employability and facilitating a more seamless transition into the labour market.
Aggregate evidence suggests initial gains for vocational education and training (VET) graduates in terms of employability and earnings (Chankseliani and Anuar, 2019), but these advantages fade once university graduates enter the workforce (Brunello and Rocco, 2017). Low-level analyses reveal tracking mechanisms, formal or cultural, which amplify impacts of background factors such as gender and prior academic performance, exacerbating educational inequalities (Simon and Clarke, 2016; Smith, 2010).
When the model moves to lower schooling levels, increased demand for WBL placements may give already privileged individuals an advantage, especially when employers hold the right to select apprentices since they may not be held to the same equality, diversity, inclusion, and accessibility standards as education bodies (Smith et. al., 2021).
My study focuses on Foundation Apprenticeships (FA) in Scotland. I assess who benefits most or least from apprenticeship, taking contextual factors into account. This inquiry tests HCT assumptions about capital accumulation and socioeconomic outcomes. Research questions (RQ1-RQ3) explore post-FA outcomes, socioeconomic variations, and sectoral differences, and compare with other (post)secondary options, addressing the impact of dual training on younger apprentices.
Several factors make the case of FA noteworthy. First, FA coexists with more vocationally oriented Modern Apprenticeships (MA), providing youth with a choice between more academic or workplace-oriented apprenticeship options. FA participants remain in school as students, while MA participants are classified as workers. Second, FA facilitates pathways into higher education, as its qualifications are recognised by Scottish universities. However, differences in the acceptance of sector-specific FA qualifications vary by educational institution.
My study raises questions aimed at assessing the effectiveness of dual apprenticeship in building capital and tests HCT assumptions associating capital accumulation with socioeconomic outcomes by controlling for individual characteristics. I ask:
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How do post-FA employment and education outcomes vary across socioeconomic groups?
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Are there sectoral differences?
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How do these outcomes compare to those related to other education options?
RQ1 explores variations in post-FA employment rates, income levels, and destinations across gender, region, and socioeconomic status. RQ2 addresses potential sectoral differences, acknowledging that different industries may exhibit varying outcomes related to FA participation. RQ3 directly compares the outcomes of FA with those of other (post)secondary options, e.g., apprenticeships at International Standard Classification of Education (ISCED) levels four and five.
Methodology, Methods, Research Instruments or Sources UsedUtilising statistical methods, I examine patterns of participation in FA across socioeconomic groups, analysing potential biases towards candidates from higher social class backgrounds amongst sectors. Investigating outcomes for individuals who have participated in FA versus other education options/levels can contribute to an assessment of whether there is a discernible advantage in employment, wages, and career advancement for individuals from certain social backgrounds. Exploring the intersection effects of social class with other demographic factors such as gender, socioeconomic status (using the Scottish Index of Multiple Deprivation/SIMD), or geography may identify compounded effects contributing to unequal opportunities. Finally, comparing FA/MA outcomes and selection processes with other educational pathways, such as higher education (HE), provides a broader context for understanding disparities.
I investigate short to mid-term (<10 years) FA outcomes across sectors with existing secondary quantitative survey data. The Scottish Household Survey contains indicators relevant to my study across the full period of FA provision (2008-2022). This data is freely accessible through the UKDataService and is suitable for academic use.
After cleaning and processing the data for analysis (addressing outliers and missing observations, identifying variable types, etc.), I define the dependent variables as employment status, wage, and highest qualification level/type achieved, and the independent variables as gender, SIMD, sector, and region (Scottish local authority/LA). Initially, I will calculate descriptive statistics (means, medians, and standard deviations) for the outcomes of interest in each sector and LA, and explore variations in outcomes across IV categories. Data visualisation will also aid my analysis. Bar charts, box plots, or heat maps can be used to illustrate differences in outcomes across sectors and regions. Drawing on emerging patterns, I will perform statistical tests (e.g., t-test/ANOVA) to assess the significance of differences between groups.
Using the exploratory analysis as a guide, my analysis centres around the relationship between apprenticeship participation (at European Qualifications Framework/EQF level 4) and socioeconomic outcomes. To address RQ1-3, I use multiple linear regression models to quantify differences in wages and occupational attainment across economic sectors by educational level, paying particular attention to differences by social background. This correlative exercise is performed to create a quantitative foundation outlining post-FA trajectories.
An important element of my analysis will be to explore interaction effects between gender, sector, and region using interactive terms in the various regression specifications. This exploration of contextual factors will be crucial to inform subsequent qualitative inquiry.
Conclusions, Expected Outcomes or FindingsHCT presumes that obtaining qualifications earlier will improve economic outcomes. The literature demonstrates that VET graduates typically secure employment faster and have higher initial earnings than their non-VET counterparts (Chankseliani and Anuar, 2019). This prediction leads to H1.
Hypothesis 1: Positive association between education level and employment status, wage with higher returns for workers in the labour <10 years with FA qualification.
Differences in outcomes have been associated with gender (Simon and Clarke, 2016; Bridges et. al., 2022) and socioeconomic status (Klatt, Clarke and Dulfer, 2017). H2 considers variations by gender, LA, and SIMD.
Hypothesis 2: Differences in outcomes are associated with gender and socioeconomic status.
Strathdee and Cooper (2017) emphasise the highly contextual nature of gender and the intersectionality of ethnicity, socio-economic status, and gender in affecting participation and achievement in VET. H3 highlights interaction effects amongst gender, LA, and SIMD.
Hypothesis 3: There are significant interactions between employment, wage and sector, gender, LA, SIMD.
Several studies investigate how initial labour market advantages of apprenticeship may diminish or even reverse over time (e.g., Brunello and Rocco, 2017; Neyt, Verhaest and Baert, 2020). While WBL increases employability in the short term (Hanushek, et. al., 2017), occupation-specific skills may become obsolete (Weber, 2014), are sensitive to labour demand changes (Golsteyn and Stenberg, 2017) and may become increasingly exposed as automation and digitisation lead to rapid technological change (Neyt, Verhaest and Baert, 2020). This prediction leads to H4.
Hypothesis 4: Earnings for households with SVQ qualifications will be lower than those for households/individuals with (academic) SCQF qualifications, exhibit a positive association with higher educational attainment, and vary across high/low-growth sectors.
My work contributes to debates surrounding the utility of HCT in assessing dual apprenticeship, concerns around sectoral skills patterns, and gaps in gender and socioeconomic patterning of VET outcomes.
ReferencesBecker, 1962. Investment in human capital: A theoretical analysis. Journal of Political Economy, 70(5).
Beer and Meethan, 2007. Marine and maritime sector skills shortages in the South West of England: Developing regional training provision. Journal of Vocational Education and Training, 59(4).
Brunello and Rocco, 2017. The labor market effects of academic and vocational education over the life cycle: Evidence based on a British cohort. Journal of Human Capital, 11(1).
Bridges, Bamberry, Wulff and Krivokapic‐Skoko, 2022. “A trade of one's own”: The role of social and cultural capital in the success of women in male‐dominated occupations. Gender, Work & Organization, 29(2).
Capsada-Munsech and Valiente, 2020. Sub-National Variation of Skill Formation Regimes: A Comparative Analysis of Skill Mismatch Across 18 European Regions. European Education, 52(2).
Chankseliani and Anuar, 2019. Cross-country comparison of engagement in apprenticeships: A conceptual analysis of incentives for individuals and firms. International Journal for Research in Vocational Education and Training, 6(3).
Golsteyn and Stenberg, 2017. Earnings over the life course: General versus vocational education. Journal of Human Capital, 11(2).
Guile and Okumoto, 2007. ‘We are trying to reproduce a crafts apprenticeship’: from Government Blueprint to workplace‐generated apprenticeship in the knowledge economy. Journal of Vocational Education and Training, 59(4).
Hanushek, Schwerdt, Woessmann and Zhang, 2017. General education, vocational education, and labor-market outcomes over the lifecycle. Journal of Human Resources, 52(1).
Klatt, Clarke and Dulfer, 2017. Working their way to school completion: a snapshot of School-based Apprenticeships and Traineeships for young Australians. Journal of Vocational Education & Training, 69(4).
Lassnigg, 2011. The ‘duality’ of VET in Austria: institutional competition between school and apprenticeship. Journal of Vocational Education & Training, 63(3).
Neyt, Verhaest and Baert, 2020. The impact of dual apprenticeship programmes on early labour market outcomes: A dynamic approach. Economics of Education Review, 78.
Simon and Clarke, 2016. Apprenticeships should work for women too!. Education+ training.
Smith, 2010. Teaching assistant apprentices? English TAs' perspectives on apprenticeships in schools. Journal of Vocational Education and Training, 62(3).
Smith, Taylor-Smith, Fabian, Zarb, Paterson, Barr and Berg, 2021. A multi-institutional exploration of the social mobility potential of degree apprenticeships. Journal of Education and Work, 34(4).
Strathdee and Cooper, 2017. Ethnicity, vocational education and training and the competition for advancement through education in New Zealand. Journal of Vocational Education & Training, 69(3).
Weber, 2014. Human capital depreciation and education level. International Journal of Manpower, 35(5).
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