CMM - Reading group 10/12
Kane Meissel (University of Auckland) and Yingyu Feng (University of Bristol)
Meeting room first floor, 1 Priory Road
Kane Meissel, The University of Auckland (Te Whare Wānanga o Tāmaki Makaurau)
This talk will share selected aspects of my multilevel journey. Three central questions are addressed in this talk, drawing on results from my PhD as well as recent findings from two studies that are currently in-press.
Multilevel structures remain underutilised within the educational context, despite considerable literature advocating the incorporation of hierarchy. However, much of this literature uses simulated data, or data specifically chosen to illustrate a point, so it is possible that applied researchers are unconvinced as to the relevance of hierarchy for their own analyses. Therefore, the first question investigates:
- Why multilevel? How much difference does it actually make to ‘real’ data?
The second question draws on data collected as part of a national professional development project. NZ has recently introduced a requirement for primary schools to report on the proportion of students meeting curriculum expectations. These reports are based on individual teacher judgments. To date, no other research has investigated the properties of these judgments, nor the implications for traditionally underserved populations (e.g. the indigenous population and students with special learning needs). The second question covered is:
- What is the relationship between traditional standardised achievement data and teacher judgments, and are there implications for marginalised students?
The third component of the talk investigates the influence of cultural on the relationship between self-efficacy and mathematics achievement. New Zealand has four large ethnic groups: Māori (the indigenous population), Pasifika (e.g. Samoan, Tongan), Asian and New Zealand European. This component of the talk addresses:
- To what extent is the relationship between mathematics self-efficacy and achievement in mathematics culturally invariant?