Переход от корреляционного к квазиэкспериментальному плану в исследованиях школьного образования: опыт применения регрессий с фиксированными эффектами
Аннотация
В статье предпринята попытка выявить причинно-следственные связи характеристик учителей и успеваемости школьников на основе срезовых данных международного исследования школьного образования TIMSS (волна 2007). Подробно описана методология, основанная на регрессионных моделях с фиксированными эффектами, а именно на оценках первой разницы, позволяющая перейти к квазиэкспериментальному плану исследования. Сравниваются результаты, полученные с использованием линейного регрессионного анализа, с результатами, полученными путем применения данной методологии.
Ключевые слова:
квазиэкспериментальный план исследования, срезовые данные, регрессионный анализ, регрессионные модели с фиксированными эффектами, школьная успеваемость
Литература
Seidel T., Shavelson R.J. Teaching Effectiveness Research in the Past Decade: the Role of Theory and Research Design in Disentangling Meta-analysis Results // Review of Educational Research. 2007. Vol. 77. No. 4. Р. 454–499.
Raudenbush S.W., Kim J.S. Statistical Issues in Analysis of International Comparisons of Educational Achievement // Methodological Advances in Cross-national Surveys of Education Achievement / Ed. A.C. Porter, A. Gamoran. Washington, DC: National Academies Press, 2002.
Allison P.D. Fixed Effects Regression Methods for Longitudinal Data Using SAS. Cary, NC: SAS Institute, 2005.
Shadish W.R., Cook T.D. The Renaissance of Field Experimentation in Evaluating Interventions // Annual Review of Psychology. 2009. Vol. 60. Р. 607–629.
Schneider B., Carnoy M., Kilpatrick J., Schmidt W.H., Shavelson R.J. Estimating Causal Effects Using Experimental and Observational Designs (Report from the Governing Board of the American Educational Research Association Grants Program). Washington, DC: American Educational Research Association, 2007.
Shadish W.R., Cook T.D., Campbell D.T. Experimental and Quasi-experimental Designs for Generalized Causal Inference. Boston: Houghton Mifflin Company, 2002.
Кэмпбелл Д. Модели экспериментов в социальной психологии и прикладных исследованиях. М.: Прогресс, 1980.
Freedman D.A. Statistical Models. Cambridge: Cambridge University Press, 2009.
Raudenbush S.W. Learning from Attempts to Improve Schooling: The Contribution of Methodological Diversity // Educational Researcher. 2005. Vol. 34. No. 5. Р. 25–31.
Pumsaran T. Teacher’s Educational Background and Student Achievement in Thailand: A Dissertation Submitted to the School of Education and the Committee on Graduate Studies of Stanford University. 2010. Ch. 2.
Clotfelter C., Ladd H.F., Vigdor J.L. Teacher Credentials and Student Achievement in High School: A Cross-subject Analysis with Student Fixed Effects. NBER Working Papers 13617. 2007.
Reichardt C.S. Treatment Effects // Encyclopedia of Social Measurement. N.Y.: Elsevier, 2005. P. 875–882.
Dee T.S., Cohodes S.R. Out-of-field Teachers and Student Achievement: Evidence from Matched-pairs Comparisons // Public Finance Review. 2008. Vol. 36. P. 7–32.
Brüderl J. Panel Data Analysis. University of Mannheim, March 2005 [online]. URL: http://www2.sowi.uni-mannheim.de/lsssm/veranst/Panelanalyse.pdf (дата обращения: 01.10.2012).
Schwerdt G., Wuppermann A.C. Is Traditional Teaching Really All That Bad? A Within-student Between-subject Approach. CESIFO Working Paper No. 2634. Category 5: Economics of Education. 2009.
Klaveren C., van. Lecturing Style Teaching and Student Performance // Economics of Education Review. 2011. Vol. 30. No. 4. P. 729–739.
TIMSS 2007 Technical Report / Ed. J.F. Olson, M.O. Martin, I.V.S. Mullis. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College, 2008. Ch. 5.
Тюменева Ю.А., Хавенсон Т.Е. Международные сравнительные исследования качества образования для оценки эффективности реформ: проблемы, ограничения и возможные решения // Материалы 8-й международной научно-практической конференции. М.: Дело, 2012.
Zuzovsky R. Teachers’ Qualifications and Their Impact on Student Achievement: Findings from TIMSS 2003 Data for Israel // IERI Monograph Series. Issues and Methodologies in Large-Scale Assessments. 2009. Vol. 2. P. 37–62.
Yee K.M. Head of the Class: Exploring the Link between Teacher Quality, Instructional Practice, and Student Outcomes in Indonesia, Malaysia, and the Philippines: A Thesis Submitted to the Faculty of the Graduate School of Arts and Sciences of Georgetown University. Washington, D.C., 2010.
Contexts of Learning Mathematics and Science: Lessons Learned from TIMSS / Ed. S.J. Howie, T. Plomp. L.: Routledge, 2006.
Falch T., Rønning M. Homework Assignment and Student Achievement in OECD Countries. Working Paper Series, Norwegian University of Science and Technology. 2011. No. 5.
Pong S., Pallas A. Class Size and Eighth-grade Math Achievement in the United States and Abroad // Educational Evaluation and Policy Analysis. 2001. Vol. 23. No. 3. Р. 251–273.
Raudenbush S.W., Kim J.S. Statistical Issues in Analysis of International Comparisons of Educational Achievement // Methodological Advances in Cross-national Surveys of Education Achievement / Ed. A.C. Porter, A. Gamoran. Washington, DC: National Academies Press, 2002.
Allison P.D. Fixed Effects Regression Methods for Longitudinal Data Using SAS. Cary, NC: SAS Institute, 2005.
Shadish W.R., Cook T.D. The Renaissance of Field Experimentation in Evaluating Interventions // Annual Review of Psychology. 2009. Vol. 60. Р. 607–629.
Schneider B., Carnoy M., Kilpatrick J., Schmidt W.H., Shavelson R.J. Estimating Causal Effects Using Experimental and Observational Designs (Report from the Governing Board of the American Educational Research Association Grants Program). Washington, DC: American Educational Research Association, 2007.
Shadish W.R., Cook T.D., Campbell D.T. Experimental and Quasi-experimental Designs for Generalized Causal Inference. Boston: Houghton Mifflin Company, 2002.
Кэмпбелл Д. Модели экспериментов в социальной психологии и прикладных исследованиях. М.: Прогресс, 1980.
Freedman D.A. Statistical Models. Cambridge: Cambridge University Press, 2009.
Raudenbush S.W. Learning from Attempts to Improve Schooling: The Contribution of Methodological Diversity // Educational Researcher. 2005. Vol. 34. No. 5. Р. 25–31.
Pumsaran T. Teacher’s Educational Background and Student Achievement in Thailand: A Dissertation Submitted to the School of Education and the Committee on Graduate Studies of Stanford University. 2010. Ch. 2.
Clotfelter C., Ladd H.F., Vigdor J.L. Teacher Credentials and Student Achievement in High School: A Cross-subject Analysis with Student Fixed Effects. NBER Working Papers 13617. 2007.
Reichardt C.S. Treatment Effects // Encyclopedia of Social Measurement. N.Y.: Elsevier, 2005. P. 875–882.
Dee T.S., Cohodes S.R. Out-of-field Teachers and Student Achievement: Evidence from Matched-pairs Comparisons // Public Finance Review. 2008. Vol. 36. P. 7–32.
Brüderl J. Panel Data Analysis. University of Mannheim, March 2005 [online]. URL: http://www2.sowi.uni-mannheim.de/lsssm/veranst/Panelanalyse.pdf (дата обращения: 01.10.2012).
Schwerdt G., Wuppermann A.C. Is Traditional Teaching Really All That Bad? A Within-student Between-subject Approach. CESIFO Working Paper No. 2634. Category 5: Economics of Education. 2009.
Klaveren C., van. Lecturing Style Teaching and Student Performance // Economics of Education Review. 2011. Vol. 30. No. 4. P. 729–739.
TIMSS 2007 Technical Report / Ed. J.F. Olson, M.O. Martin, I.V.S. Mullis. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College, 2008. Ch. 5.
Тюменева Ю.А., Хавенсон Т.Е. Международные сравнительные исследования качества образования для оценки эффективности реформ: проблемы, ограничения и возможные решения // Материалы 8-й международной научно-практической конференции. М.: Дело, 2012.
Zuzovsky R. Teachers’ Qualifications and Their Impact on Student Achievement: Findings from TIMSS 2003 Data for Israel // IERI Monograph Series. Issues and Methodologies in Large-Scale Assessments. 2009. Vol. 2. P. 37–62.
Yee K.M. Head of the Class: Exploring the Link between Teacher Quality, Instructional Practice, and Student Outcomes in Indonesia, Malaysia, and the Philippines: A Thesis Submitted to the Faculty of the Graduate School of Arts and Sciences of Georgetown University. Washington, D.C., 2010.
Contexts of Learning Mathematics and Science: Lessons Learned from TIMSS / Ed. S.J. Howie, T. Plomp. L.: Routledge, 2006.
Falch T., Rønning M. Homework Assignment and Student Achievement in OECD Countries. Working Paper Series, Norwegian University of Science and Technology. 2011. No. 5.
Pong S., Pallas A. Class Size and Eighth-grade Math Achievement in the United States and Abroad // Educational Evaluation and Policy Analysis. 2001. Vol. 23. No. 3. Р. 251–273.
