SemesterSpring Semester, 2021
DepartmentMA Program of Education, First Year PhD Program of Education, First Year MA Program of Education, Second Year PhD Program of Education, Second Year
Course NameSeminar on secondary analysis of data from international education databases
InstructorCHIU MEI-SHIU
Credit3.0
Course TypeElective
Prerequisite
Course Objective
Course Description
Course Schedule





















































































































































































































































































Tentative course calendar/schedule:


     in class Before class After class   assessment (score)  

Time investment (hour)


  
Week Date

Contents (papers, databases, and data analysis software packages, e.g. R, Python, and PSPP)


       essay presentation/comment Q&A share online(weekly journal+plan, reflection etc.) in class outside class
1 223 Introduction syllabus,Q&A,self-introduction   explore, weekly journal       3 4.5
2 302 Fischbach13 pisa06 proficiency edu outcome control ses Luxembourg_basic statistics_LID lecture,hands-on,discussion view learning resources, ask 1 or more questions explore, weekly journal     5 3 4.5
3 309 Zhu11motivation achievement East Asian model timss 2003_regression_IJSME lecture,hands-on,discussion view learning resources, ask 1 or more questions explore, weekly journal     5 3 4.5
4 316 Marsh 13 validity math sci affect measures Arab Anglo-Saxon_timss07_cfa_JEP lecture,hands-on,discussion view learning resources, ask 1 or more questions analysis, essay, weekly journal     5 3 4.5
5 323 Lee 12 ict confidence online reading ach_pisa09_mplus sem_LID lecture,hands-on,discussion view learning resources, ask 1 or more questions analysis, essay, weekly journal     5 3 4.5
6 330 Chiu12_IE_BFLPE_combine_timss03_hlm_JEP lecture,hands-on,discussion view learning resources, ask 1 or more questions analysis, essay, weekly journal     * 3 4.5
7 406 Lin 14 pisa06 environmental literacy US Canada_hlm_IJSME S demo,discussion prepare demo analysis, essay, weekly journal     * 3 4.5
8 413 midterm essay (until Method) oral presentation and feedback S oral present,discussion prepare presentation analysis, essay, weekly journal   5   3 4.5
9 420 (midterm exam) midterm written essay (until methods) complete online ( (Your essays will be open for peer comments on the course group. cf. 619.) write essay essay revision, weekly journal 10     0 7.5
10 427 case study1 (basic statistics) S present,hands-on,discussion prepare presentation analysis, essay, weekly journal     5 3 4.5
11 504 case study2 (regression) S present,hands-on,discussion prepare presentation analysis, essay, weekly journal     5 3 4.5
12 511 case study3 (cfa) S present,hands-on,discussion prepare presentation analysis, essay, weekly journal     5 3 4.5
13 518 case study4 (sem) S present,hands-on,discussion prepare presentation analysis, essay, weekly journal     5 3 4.5
14 525 case study5 (hlm) S present,hands-on,discussion prepare presentation analysis, essay, weekly journal     * 3 4.5
15 601 case study6 (hlm) S present,hands-on,discussion prepare presentation analysis, essay, weekly journal     * 3 4.5
16 608 research project 1 (complete final term essay draft) present online prepare the final draft analysis, essay, weekly journal   5   0 7.5
17 615 research project 2 (provide comments on peers' essays online at least 10 times- starting from 508 until 619) feedback online read peer essays analysis, essay, weekly journal   10   0 7.5
18 622(final exam) research project 3 (complete final term essay) complete online write essay essay revision, weekly journal 30     0 7.5
        Total score 100 40 20 40    

Teaching Methods
Teaching Assistant

no


Requirement/Grading

Please see the Tentative course calendar/schedule.


Textbook & Reference


































































Chiu, M.-S. (2012). The internal/external frame of reference model, big-fish-little-pond effect, and combined model for mathematics and science. Journal of Educational Psychology, 104, 87-107.


                          
Fischbach, A., Keller, U., Preckel, F., & Brunner, M. (2013). PISA proficiency scores predict educational outcomes. Learning and Individual Differences, 24, 63-72.                      
Lee, Y. H., & Wu, J. Y. (2012). The effect of individual differences in the inner and outer states of ICT on engagement in online reading activities and PISA 2009 reading literacy: Exploring the relationship between the old and new reading literacy. Learning and Individual Differences, 22, 336-342.    
Lin, E., & Shi, Q. (2014). Exploring individual and school-related factors and environmental literacy: Comparing US and Canada using PISA 2006. International Journal of Science and Mathematics Education, 12, 73-97.              
Marsh, H. W., Abduljabbar, A. S., Abu-Hilal, M. M., Morin, A. J., Abdelfattah, F., Leung, K. C., Xu, M. K., & Nagengast, P. (2013). Factorial, convergent, and discriminant validity of TIMSS math and science motivation measures: A comparison of Arab and Anglo-Saxon countries. Journal of Educational Psychology, 105, 108-128.
Zhu, Y., & Leung, F. S. (2011). Motivation and achievement: Is there an East Asian Model? International Journal of Science and Mathematics Education, 9, 1189-1212.                      

Urls about Course
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