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Proceedings of the IRC-2006 J.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, Cvc knowledge s ganed from a great varety of sources Converse, Stoke, & Mller, 1969; Campbell, Gurn, (Ichlov, 1984; Nem & Junn, 1998; Torney-Purta, & Mller, 1954; Converse, 1972; Dahl, 1961; Dalton, Lehmann, Oswald, & Shulz, 2001; Torney-Purta, 1988; Dell Caprn, & Keeter, 1996; Kamens, 1988; Schwlle, & Amadeo, 1999). Past research on cvc Ne, Powell, & Prewtt, 1969; Verba, Ne, & Km, educaton suggests that students’ performance s largely 1978; Wolfinger & Rosenstone, 1980). Yet how nfluenced by ndvdual socoeconomc background schoolng does t remans an engma, and the causal and motvatonal factors. There has been l ttle attenton connecton between varous processes of formal to the effects of school and classroom deologcal and educaton and democratc ctzenshp s pretty much an socal attrbutes, such as the socoeconomc make-up un-decphered “black box” (Torney-Purta, 1997). The or the poltcal clmate of the school or classroom. My present study attempts to make a modest contrbuton pont of departure s that opportuntes and motvatons to decpherng the puzzle, by focusng scholarly to acqure cvc knowledge may vary dependng manly attenton on the socal and deologcal attrbutes of the on the deologcal and socoeconomc texture of both socalzng contexts. the school and the classroom, as well as on students’ My basc assumpton s that students’ motvaton background and personal characterstcs. Ths paper, and opportuntes to acqure cvc knowledge greatly based on a multlevel analyss of nformaton drawn depend on the socal and deologcal texture of both from a sample of Israel 11th-graders n 2000, ther school and ther classroom. I argue that the nature examnes the effects of a seres of student-level and and the content of educatonal nfluences concernng school-level ndependent varables on cvc knowledge. ctzenshp are structured by varous socal contexts, Data for the study were collected n Israel as part of and that schoolng effects cannot be envsoned solely as the Internatonal Assocaton for the Evaluaton of an encounter between ndvdual students, possessng Educatonal Achevement (IEA)2 comparatve study a varety of personal qualficatons and resources, and of cvc educaton n whch 16 countres took part. educatonal nsttutons that vary n the qualty of educaton they provde (Ichlov, 1991, 2002). Whle Schooling processes and citizenship education acknowledgng the dstnctveness of each student, I A poltcally knowledgeable ctzenry s a central goal consder ndvdual students to be nterdependent. n democracy. Knowledge about
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