Journal articles on the topic 'International Association for the Evaluation of Educational Achievement (IEA)'

AbstractInternational comparative assessments of student achievement are constructed to assess country-level differences and change over time. A coherent understanding of the international trends in educational outcomes is strongly needed as suggested by numerous previous studies. Investigating these trends requires long-term analysis, as substantial changes on the system level are rarely observed regarding student outcomes in short periods (i.e., between adjacent international assessment cycles). The present study aims to link recent and older studies conducted by the International Association for the Evaluation of Educational Achievement (IEA) onto a common scale to study long-term trends within and across countries. It explores the comparability of the achievement tests of the Trends in International Mathematics and Science Study and previous IEA studies on mathematics in grade eight. Employing item response theory, we perform a concurrent calibration of item parameters to link the eight studies onto a common scale spanning the period from 1964 to 2015 using data from England, Israel, Japan, and the USA.

Der vorliegende Beitrag stellt Ergebnisse zum selbstregulierten und kooperativen Lernen aus zwei vom Institut für Schulentwicklungsforschung der Universität Dortmund durchgeführten Studien vor. Es handelt sich um die deutschen Ergebnisse der Second Information Technology in Education Study – Module 2 (SITES M2) der International Association for the Evaluation of Educational Achievement (IEA) und der Evaluation des Modellversuchs „Selbstlernen in der gymnasialen Oberstufe – Mathematik (SelMa)“.

Since 1995, the International Association for the Evaluation of Educational Achievement (IEA) implemented the Trends in International Mathematics and Science Study (TIMSS) as an international comparative study. This article aims at identifying the correlations of science classroom instructions with TIMSS science achievement of eighth graders among countries in Southeast Asia and East Asia. The freely downloadable secondary data were analyzed using a plug-in for SPSS, i.e., the International Database (IDB) Analyzer (version 4.0) of IEA using an imputation methodology involving plausible values so that student’s performance can be reported. This study found that Southeast and East Asian countries with high average science achievement adequately emphasized academic success, have teachers with job satisfactions well as facing few challenges, have students with sense of belonging to school. Based on the research findings, policy recommendations were made to the Malaysian Ministry of Education to boost Malaysian eighth graders' science performance in the forthcoming TIMSS studies. Keywords: Classroom instructions, comparative study, leadership motivation, science achievement, TIMSS

У статті висвітлено досвід міжнародних організацій: Міжнародної асоціації оцінювання навчальних досягнень (The International Association for the Evaluation of Educational Achievement - IEA) та Організації з економічного спiвробiтництва та розвитку ОЕСР (Organisation for Economic Cooperation and Development – ОEСD) щодо моніторингових досліджень інформаційно-комунікаційної компетентності (ІК-компетентності) учнів загальноосвітніх навчальних закладів; подано аналіз загальних підходів до моніторингових досліджень ІК-компетентності учнів у країнах Європи на сучасному етапі. Визначено особливості, загальні тенденції та перспективні шляхи розвитку.

The international comparative studies in 1959 were conducted by International Association for the Evaluation of Educational Achievement (IEA) researchers who recognized that differences in student achievement measures in mathematics across countries could be caused by differences in curricula. The measurements of opportunity to learn (OTL) grew from a small effort in 1959 to a much larger efforts by 1995 to explain whether countries with high achievement were more likely to teach advanced mathematics. In general, the relationship of coverage of a mathematics topic was weakly related to the level of mathematics performance, but did have some effect on growth. This paper finds that differences in measurement methods of OTL across the studies greatly affected the outcome of the relationship. Recent Program for International Student Achievement (PISA) analyses indicate that the relationship between OTL and student achievement might be described as a curvilinear relationship. Countries with lower achievement are more likely to be affected by curriculum coverage than are high-performing countries.

In 1991-97, the International Association for the Evaluation of Educational Achievement (IEA) undertook a Third International Mathematics and Science Study (TIMSS) in which data about the mathematics and science achievement of the thirteen year-old students in more than 40 countries were collected. These data provided the opportunity to search for patterns of students' answers to the test items: which group of items was relatively more difficult (or more easy) for the students from a particular country (or group of countries). Using this massive data set an attempt was made to measure the similarities among country profiles of how students responded to the test items.

У статті проаналізовано гендерний підхід у моніторингових дослідженнях інформаційно-комунікаційної компетентності (ІК-компетентності) учнів загальноосвітніх навчальних закладів у країнах Європи на сучасному етапі. Висвітлено результати досвіду таких міжнародних організацій як ООН, ЮНЕСКО, ЮНІСЕФ, Міжнародної асоціації оцінювання навчальних досягнень (The International Association for the Evaluation of Educational Achievement - IEA), Організації Економічного Спiвробiтництва та Розвитку ОЕСР (Organisation for Economic Cooperation and Development – ОEСD) щодо моніторингових досліджень ІК-компетентності учнів. Визначено особливості, загальні тенденції та перспективні шляхи розвитку.

In addition to assessing the civic knowledge and skills of adolescents, examining students' concepts of democracy was an important aspect of the International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study. Based on theories and previous research with adults and youth in this area, a set of survey items was developed to cover several models of democracy. In the 1999 IEA Civic Education Study of 14 year olds, the confirmatory factor analysis showed one factor with items relating to the generic or rule of law model. A second factor, participatory democracy, did not meet IEA scaling standards. In contrast, confirmatory factor analysis of upper secondary school students' data revealed a three-factor solution for the democracy items, suggesting that they have more differentiated concepts of democracy than 14 year olds.

The articles assembled in this issue of EERJ represent a considerable amount of consistent knowledge on civic education across Europe. They were produced as a variety of particular studies developed by some of the 20 countries that participated in the International Association for the Evaluation of Educational Achievement (IEA) International Civic Education Project, initiated in 1994. This set of studies followed, re-examined or expanded the results of the second phase of the general study, looking at particular dimensions, combining or expanding aspects worked within the study, now focused on more restricted universes, or confined to more specific dimensions

Trends in International Mathematics and Science Study (TIMSS) is an international comparative study that has been implemented by the International Association for the Evaluation of Educational Achievement (IEA) since 1995. This proposed study is aimed to identify the correlations of science classroom teachings with eighth graders' science achievement in TIMSS among Southeast Asian and East Asian countries. The freely downloadable secondary data were analyzed using IEA's International Database (IDB) Analyzer (version 4.0) for TIMSS, a plug-in for SPSS. TIMSS uses an imputation methodology, involving plausible values, to report student performance. This study found that countries with higher average science achievement allocated higher percentage of educational hours for science teaching, students were taught the TIMSS science topics, students attended schools with science laboratories and have assistance available when conducting experiments, computer availability during science lessons, with science teachings were not limited by student needs, and less frequency of student absences. Based on the research findings, policy recommendations were made to the Malaysian Ministry of Education to boost Malaysian eighth graders' science performance in the forthcoming TIMSS assessments. Keywords: TIMSS, comparative study, classroom teachings, science achievement

Trends in International Mathematics and Science Study (TIMSS) is a comparative international assessment study conducted by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS aims to study how educational opportunities are provided for students and what factors are associated with these opportunities. The purpose of this study was to examine the student factors in the United Arab Emirates that have an association with grade 4 students’ TIMSS 2015 results in the content and cognitive domains in the subjects of mathematics and science. The study adopted the quantitative research approach through the data analysis of TIMSS 2015 for grade 4 students in these subjects. The study sample consisted of 21,177 students enrolled in 372 UAE private schools and 186 public schools. The percentage of grade 4 girls who participated in the study was 48%, while the percentage of boys was 52%. A multiple linear regression analysis was conducted to examine the most influential student factors that impact on science and maths achievement. Structural equation modeling (SEM) was implemented to examine the relationships between student factors and the content and cognitive domains of mathematics and science in the TIMSS 2015 results. The findings showed that the student factors with a positive association with student achievement were having breakfast on school days, engaging teaching in mathematics lessons, liking learning science, and confidence in mathematics and science. There was a non-significant correlation between gender and mathematics and science achievement. A surprising finding was that “liking learning mathematics” had a negative association with student performance in that subject. There was a positive association between student engagement and mathematics achievement, while the association between the engagement in science lessons and student performance was found to be insignificant.

Indépendamment des intentions des responsables PISA, il est important de se demander quelle est la validité – et donc l’intérêt – d’une telle opération du point de vue de la didactique. Laissant à d’autres le soin de défendre les aspects positifs de cette enquête, nous nous attacherons surtout à mettre en évidence ses limites sur le plan didactique, voire les obstacles que ce type d’investigation risque de susciter par rapport à certains efforts d’innovation actuels dans l’enseignement de la lecture. Nous nous demanderons en conclusion quels sont les effets secondaires de l’enquête et si le jeu en vaut la chandelle. Nos analyses, réflexions et interrogations s’appuieront essentiellement sur nos expériences en didactique du français langue maternelle, en collaboration avec des enseignants du Cycle d’orientation genevois (Secondaire I), ainsi que sur notre participation à deux enquêtes internationales (IEA, International Association for the Evaluation of Educational Achievement, Reading literacy, 1991; TIMSS, Third International Mathematics and Sciences Study, 1995).

This study applies the alignment method, a technique for assessing measurement equivalence across many groups, to the analysis of adolescents’ support for immigrants’ rights in a pooled data set from the 1999 International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study and the 2009 IEA International Civics and Citizenship Education Study. We examined measurement invariance across 92 groups (country by cohort by gender), finding that a five-item scale was statistically well-grounded for unbiased group comparisons despite the presence of significant noninvariance in some groups. Using the resulting group mean scores, we compared European youth’s attitudes finding that female students had more positive attitudes than did male students across countries and cohorts. An analysis of countries participating in both studies revealed that students in most countries demonstrated more positive attitudes in 2009 than in 1999. The alignment methodology makes it feasible to comprehensively assess measurement invariance in large data sets and to compute aligned factor scores for the full sample that can update existing databases for more efficient further secondary analysis and with metainformation concerning measurement invariance.

Trends in International Mathematics and Science Study (TIMSS) is an international comparative study that has been implemented by the International Association for the Evaluation of Educational Achievement (IEA) since 1995. This proposed study is aimed to identify the affective factors contributing to eighth graders' science achievement in TIMSS among Southeast Asian and East Asian countries. The freely-downloadable secondary data were analyzed using IEA's International Database (IDB) Analyzer (version 4.0) for TIMSS, a plug-in for SPSS. TIMSS uses an imputation methodology, involving plausible values, to report student performance. This study found that students' views on engaging teaching in science (BSBGESL) were negatively and significantly contributed to eighth-grade students' science achievement in Thailand, Singapore, Chinese Taipei, and Hong Kong SAR. Students Like Learning Science (BSBGSLS) were positively and significantly contributed to eighth-grade students' science achievement in Malaysia, Singapore, Thailand, Hong Kong SAR, and Chinese Taipei. Students Confident in Science (BSBGSCS) were positively and significantly contributed to eighth-grade students' science achievement in Korea, Japan, Chinese Taipei, Hong Kong, Thailand, and Singapore. Students Value Science (BSBGSVS) was positively and significantly contributed to eighth-grade students' science achievement in Japan, Korea, Thailand, Chinese Taipei, Singapore, and Malaysia. Based on the research findings, policy recommendations were made to the Malaysian Ministry of Education to boost Malaysian eighth graders' science performance in the forthcoming TIMSS studies. Keywords: TIMSS, comparative study, affective factors, science achievement

The aim of this study is examining the relationship between student achievement and bringing interesting materials to the classroom in 4th grade mathematics in Saudi Arabia, Qatar, Turkey, and Singapore. This study used TIMSS 2015 data to investigate the relationship between student achievement and bringing interesting materials to the classroom in 4th grade mathematics. The frequency of bringing interesting materials to the classroom is the independent variable and student achievement scores is the dependent variable of this study. The study selected four countries, each from different proficiency levels according to the TIMSS 2015 mathematics result, to see if bringing interesting materials to classrooms has different effects in different countries. SPSS in conjunction with the IDB analyzer tool, developed by International Association for the Evaluation of Educational Achievement (IEA), were used to analyze data. The result shows that a significant relationship between frequency of bringing interesting materials and student achievement in 4th grade. In addition, the study found that bringing interesting materials explains 3% of mathematics achievement in Qatar, Saudi Arabia, and Turkey; however it does not explain any portion of student achievement in Singapore.

Scientific studies have proved that a family has a high impact on the students’ academic achievement, including their reading literacy. This paper focuses on the parents’ undertaken activities for promoting the development of child’s reading literacy at the preschool age (reading together, singing, discussing the read text with a child, playing together, etc.) to explore the impact of these activities upon the reading literacy achievement of students in Grade 4. The research problem addresses the following questions: whether and to what extent the parents’ undertaken activities for promoting the development of child’s reading literacy at the preschool age have an impact on students’ reading skills at the end of their fourth school year.The analysis is based on the research results from students’ tests, students’ and parents’ questionnaires of the Progress in International Reading Literacy Study (PIRLS) 2016, organised by the International Association for Evaluation of Educational Achievement (IEA). The impact of parents’ activities carried out together with their preschool aged children was studied performing a linear regression analysis along with a frequency and correlation analysis.A higher reading achievement was demonstrated by those fourth graders whose parents were actively involved in reading promotion activities. Although one determining activity could not be stated, reading together and storytelling were found to be significant. Parents’ education correlated positively with the frequency of their undertaken reading promotion activities; thus, the parents’ education was approved to have a multifaceted impact on a child’s reading achievement.

The study used a form of the International Association for the Evaluation of Educational Achievement (IEA) Preprimary Project which was adapted for the Australian context to investigate the patterns of usage and factors behind parental choices of early childhood services for four-year-old children in the year prior to formal education. Data were obtained from interviews with 175 parents, usually the mother, regarding where, with whom and how their children spent their day and week. The findings revealed that many children in Victoria spent time in a number of services each day. A substantial number also participated in extra-curricular activities and recreational activities. Data collected concerning parental selection of particular services revealed the complex early care and education arrangements that parents were required to make to meet the educational and social needs of their children as well as the work related needs which influenced parental choice.

This article examines teachers’ professional development (PD) in terms of content knowledge and teaching methods, their sense of preparedness in teaching, and their teaching practice of civic and citizenship education (CCE) in lower secondary schools in Norway, Sweden, South Korea, and Taiwan, and how these variables influence students’ experience of classroom climate. We use data from the International Civic and Citizenship Education Study (ICCS 2016) initiated by the International Association for the Evaluation of Educational Achievement (IEA). ICCS 2016 data from these four places contain responses from teachers (N=7,159), and students (N=16, 089; average age =14.4 years) from 558 schools. We find that the more PD training on CCE topics and teaching methods teachers receive, the higher their sense of preparedness in teaching CCE in all four education systems. We also find that students of different cultures have different experiences about open classroom climates despite that teacher’s in the four places have utilized the same teaching approaches.

The recent reforms in the Latvian general education curriculum along with a school network reorganization have brought new attention to the issues related to a teacher education and the level of professionalism in everyday teaching work. Soviet-era education and work experience in diverse political and education systems (under the Soviet rule and after the restoration of independence) are factors that should be taken into account when analyzing the teacher in the citizenship education learning process. For the needs of this Paper, the authors used the data of the IEA ICCS 2016 (International Association for the Evaluation of Educational Achievement International Civic and Citizenship Study 2016) teachers who teach citizenship education-related school subjects (n=249) and their students (N=3224, Grade 8, average age from 13 to 14). To process the data, the authors usedclusters, correlations, regression analysis and descriptive statistics.The aim of this Paper is to study what the teacher is like in the process of citizenship education. The findings allow making two conclusions: First, the teacher’s personality, experience and networking skills plays an important role; Second, the popular assumption among both professionals and nonprofessionals that cooperation between an eighth-grade teachers and parents leads to a better student achievements is false.

The second International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study was designed to measure dimensions of civic knowledge among 14 year-old and upper secondary students across diverse educational systems. One of the major aims of the study on upper secondary students was to attain sufficient commonality with the test instrument for the 14 year-olds in order to facilitate meaningful cross-population references. This requirement could be successfully achieved by including a substantial number of (anchor) items from the test for the younger group, yet leaving room for more difficult items. In addition, the test for the upper secondary students included the newly introduced domain of economic literacy. The quality of the test has been assured through confirmatory factor analysis; analysis of item-by-country interaction and Item Response Theory (IRT) based analyses of item fit within and across countries. Preceded by a short review of previous research on civic knowledge as well as a brief description of the IEA test for the 14 year-olds, this article then focuses more explicitly on some methodological aspects of the test of civic knowledge and economic literacy in the IEA Civic Education Study for upper secondary students. It describes the structure of the test, including three examples of items covering different levels of civic knowledge. Furthermore, the quality of the test is discussed in some detail, referring to the main test analysis procedures. Finally, the test analysis results are briefly discussed, followed by a note of caution, as well as some insights into the relationship of civic knowledge and gender among adolescents.

The aim of this study is to obtain information about the mathematics competency of Indonesian students based on international benchmark in TIMSS 2011. This study is a quantitative descriptive study based on TIMSS 2011 data. The population of this study is all students in the junior high schools (SMP) in Indonesia. The subjects of the research are 5.795 Indonesian students from 154 schools. The methods of multistage stratified and random sampling are conducted as sample-determining technic. Data analysis was administered by International Association for the Evaluation of Educational Achievement (IEA) using IDB analyzer program.The average mathematics score acquired by Indonesian students is 386, below the international average score (500). Indonesian students is at rank 40 of 45. Based on international benchmark, there are 0% Indonesian students who can achieve advanced level, 2% reaching the high level, 15% achieving intermediate level, and 43% in the low level. For most of Indonesian students the mastery of Mathematics material is very low, especially in solving the problem at proficient level and high level. The research concludes that: (1) Indonesian students are less accustomed to work on items in applying and reasoning cognitive domain, especially in constructed-response items; (2) Indonesian students are less accustomed to work on items that need more than one process of solving the questions; (3) Misconception among Indonesian students about arithmetic operations (+, -, x, :), which one should be done first; and (4) Indonesians students have more difficulties in working on algebraic operations than number operations.Abstract. The aim of this study is to obtain information about the mathematics competency of Indonesian students based on international benchmark in TIMSS 2011. This study is a quantitative descriptive study based on TIMSS 2011 data. The population of this study is all students in the junior high schools (SMP) in Indonesia. The subjects of the research are 5.795 Indonesian students from 154 schools. The methods of multistage stratified and random sampling are conducted as sample-determining technic. Data analysis was administered by International Association for the Evaluation of Educational Achievement (IEA) using IDB analyzer program.The average mathematics score acquired by Indonesian students is 386, below the international average score (500). Indonesian students is at rank 40 of 45. Based on international benchmark, there are 0% Indonesian students who can achieve advanced level, 2% reaching the high level, 15% achieving intermediate level, and 43% in the low level. For most of Indonesian students the mastery of Mathematics material is very low, especially in solving the problem at proficient level and high level. The research concludes that: (1) Indonesian students are less accustomed to work on items in applying and reasoning cognitive domain, especially in constructed-response items; (2) Indonesian students are less accustomed to work on items that need more than one process of solving the questions; (3) Misconception among Indonesian students about arithmetic operations (+, -, x, :), which one should be done first; and (4) Indonesians students have more difficulties in working on algebraic operations than number operations.AbstrakTujuan penelitian ini adalah memperoleh informasi tentang kemampuan matematika siswa Indonesia berdasarkan benchmark Internasional dalam TIMSS 2011. Penelitian ini merupakan penelitian deskriptif kuantitatif berdasarkan data TIMSS tahun 2011. Populasi dari penelitian ini adalah seluruh siswa SMP/MTs dan sampel penelitian adalah siswa kelas VIII SMP/MTs. Jumlah siswa yang menjadi sampel sebanyak 5.795 siswa dari 154 sekolah. Penentuan sampel dilakukan dengan metode multistage stratified dan acak. Analisis data dilakukan oleh International Association for the Evaluation of Educational Achievement (IEA) menggunakan program IDB analyzer. Rerata skor matematika siswa Indonesia adalah 386, di bawah rerata skor Internasional (500). Indonesia berada pada peringkat 40 dari 45 negara peserta. Capaian siswa Indonesia untuk level mahir 0%, level tinggi 2%, level menengah 15%, dan level rendah 43%. Penguasaan materi matematika bagi sebagian besar siswa Indonesia masih sangat rendah terutama untuk menyelesaikan soal-soal pada level mahir dan level tinggi. Simpulan dari penelitian ini adalah: (1) siswa Indonesia masih menemui kesulitan untuk menyelesaikan soal aplikasi dan penalaran, terutama untuk soal uraian, (2) dalam konsep operasi hitung (+, - , x, : ) masih ditemukan siswa yang belum memahami urutan oprerasi hitung yang dikerjakan terlebih dahulu, dan (3) siswa Indonesia masih kesulitan menyelesaikan soal dalam bentuk variabel atau operasi aljabar.

In 2001, the International Association for the Evaluation of Educational Achievement (IEA) conducted a comparative study of reading literacy (PIRLS 2001). A reading comprehension assessment instrument was developed and translated into the languages of 35 participating countries for this purpose. After field testing of the instrument, the final version of the Reading Literacy Test (RLT) was established. In two studies, the validity of the Dutch version of the RLT was examined. In the first study, comparison of the linguistic characteristics of the Dutch and English versions of the test showed the Dutch passages and items to contain both a greater number of words and longer words than the English passages and items. However, the use of more and longer words did not produce a higher level of complexity with respect to content, sentence structure, text structure, or test items as judged by a panel of bilingual experts. While the Dutch children had to read more and longer words than the English children, moreover, they had no problems finishing the test within the allocated amount of time. In the second study, the possible impact of the changes made after the field testing of the RLT was examined. The omission of passages and the modification or omission of test items were found to have no consequences for the psychometric properties of the Dutch version of the test were examined.

Using the representative database of the Second International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study, this article takes a look at civic education through the lens of expert scholars, teachers, and students. The data reveals that, as some of the experts reported, political interest is not pervasive among students and classrooms are not places where a culture of debate, controversy, and critical thinking flourishes for students. But things have changed if civic education was primarily an imparting of facts about national history and the workings of the political system. As for teachers, now the discourse of rights and the social movements associated with it top the list of curricular concerns. Large majorities of teachers share with national scholars a conceptualization of civic education as critical thinking and value education, repudiating knowledge transformation as ideal, and they recognize the wide gulf that exists between these ideals and reality. As for many students, political disinterest notwithstanding, forms of participation born out of social movements and community organizing are the preferred channels of political activity. And yet, it seems the experts have a point: the field is not where it should be.

In the debate on the integration of information and communication technologies (ICT) into schools, the beliefs and attitudes of teachers towards ICT in teaching and learning have always been regarded as central criteria for successful implementation of new technologies. In this context, a study in 2013 by the International Association for the Evaluation of Educational Achievement, IEA, provided insights into teachers’ beliefs regarding ICT and showed that perceptions of the pedagogical advantages of technologies differ between countries. With regard to this finding, this paper seeks to determine whether there is a typology of teachers with different attitudes towards the potential of ICTs for learning. This question is addressed by conducting latent class analyses on a sample of teacher data from three European countries – the Czech Republic, Germany and Norway. Furthermore, the paper investigates how the use of computers by teachers varies between the groups to which these teachers can be assigned. In doing so the research reported at hand connects, arguably for the first time, representative data on teacher typologies of attitudes towards and beliefs about ICT in teaching and learning with data on computer use in schools.

After the brutal uprising of 1956, there was a decade of gradual reform in Hungary under the Kadar regime. As part of this decade of reform, Hungary received permission to join the IEA (International Association for the Evaluation of Educational Achievements), an organisation that had been established in the late 1950s by the well known Swedish educator and researcher Torsten Husén, who played an intermediary role in education policy between the West and the East. One step in fulfilling this role was his initiation a summer school under the umbrella of the IEA in the Swedish resort area of Graenna. The Hungarians were theonly delegates from behind the Iron Curtain to participate. For them, it was a unique experience to view the centralised Swedish welfare state with contributions of American liberal democracy and education. This summer school of 1971 has since been forgotten, yet most of the initiatives of education policy after the political turn of 1989/90 have their roots there. This is especially true of the work and career of the well known Hungarian educator and a follower of Husén, the late Zoltán Bathory.

This article investigates how 14 year-old students seem to conceptualise democracy in four countries, namely, Italy, Germany, Hungary and Greece. In particular, it will be examined whether adolescents living in different cultural milieus develop different conceptions and different practices regarding democracy. The article indirectly questions the way in which teaching of social and political education in school is related to students' concepts and attitudes. Students' responses in the second phase questionnaires of the International Association for the Evaluation of Educational Achievement (IEA) research are the focus of the analysis in this article. A crucial question is whether similarities or homogenisation of students' conceptions regarding democracy are viewed as the result of equal participation in the processes of constructing meaning through education, for example, or as the result of (oppressive?) homogenisation in school and society. However, it will be argued that there is always varying meaning construction and a definite (re)formulation of practices in any conception, and in any practice, a particular cultural appropriation of concepts and practices. From this perspective, the important issue explored in this article is the ways in which independent-contextual construction of meaning for democracy as well as in relation to the dominant in the West model emerges across the four countries reviewed.

This paper reports on the results of a detailed analysis of a functional writing assignment taken from the International Study of Written Composition of the International Association for the Evaluation of Educational Achievement (IEA). 15\16 year olds were asked to write a short notice of absence to their school principal. The corpus consisted of 299 texts. For the analysis of these texts four content elements deemed necessary for successful communication were chosen. These elements were: a = a reminder of (the time of) the appointment b= informing of its cancellation c = giving the cause for the cancellation (i.e. illness) d = apologizing for the inconvenience. The data revealed four ways of organizing this type of notice. Each version is characterized by the first element mentioned, i.e. element a, b, c, or d. The versions differed in three ways: the ordering of the essential content elements, the number of incomplete texts per type, and the inclusion of additional information. Each of these three factors influenced the quality ratings of the texts. A formula weighing the various orderings and the absence of one or more of the information elements allowed a reliable reconstruction of these ratings. Whether the weights accurately estimate each of the features contribution to the functional adequacy of the communicative intent of the text will be the topic of a follow-up study. The data show that neither writing proficiency nor gender could explain the student's choice of one of the four versions. The fact that the versions were rated differently, raises doubts concerning the fairness of the task.

This article considers participation experiences of 14 year-old and upper secondary students in six European countries that were involved in the International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study: the Czech Republic, Norway, Portugal, Slovenia, Sweden and Switzerland, countries that vary in their history of institution of democratic regimes. Participation has been considered as a crucial dimension of citizenship, and experiences within civil society are viewed as a relevant opportunity for developing personal and social resources essential for the survival and expansion of democracy. Additionally, participation experiences in adolescence seem to be a good predictor of political engagement during adult life. Results show that participation is most evident in organisations that provide enrichment activities (sports, music, computers), but both 14 year-old and upper secondary students are involved in voluntary activities, in some civic-related organisations (mainly Scouts, religious affiliated and environmental), and in experiences within the school (with student councils and school newspapers at the top). However, cross-national and cross-age variations are significant. Overall, there seems to be a positive impact of the frequency of students' involvement on civic concepts, attitudes and engagement, but results also reveal that more is not necessarily better. The most relevant implication for the development of citizenship education projects is that ‘action’ can be a powerful learning tool but only if it is intentionally designed and systematically supported: the quality of participation experiences, both in terms of meaningful involvement, of interaction with (different) others, and opportunities for personal integration, is therefore crucial if the goal is to promote the personal empowerment and social pluralism on which the essence of democracy relies.

Introduction. For more than two decades, the Organisation for Economic Cooperation and Development has been organising a number of comparative studies of the quality of education in different countries. One of them is the study of mathematics and science education TIMSS (Trends in International Mathematics and Science Study), which is conducted jointly with the International Association for the Evaluation of Educational Achievements (IEA). The last, seventh, cycle of the study was conducted in 2019. TIMSS statistics is regularly posted in the public domain on the IEA website so that specialists can independently conduct research in any aspect of their interest. One of the areas of analysis in this case is traditionally the search for the causes of certain test results, which are determined by the peculiarities of the organisation of the educational process and the context of learning in different countries. At the same time, a study of professional literature showed that among the factors of the social and school context, the analysis of which is provided by the research tools, only an extremely limited range of them turned out to be statistically directly related to TIMSS scores. Specialists systematically encounter inexplicable absence or low correlation values of TIMSS test scores and context indicators. The authors think that the main reason for such difficulties is inattention to the peculiarities of the indicators used in the calculation of measures of statistical relationships. Aim. The present research aims to identify a statistical relationship between test results and indicators of the context of schoolchildren’s learning, as well as the influence of the TIMSS information collection and processing system on the productivity of analysing the research results.Methodology and research methodology. The methodological basis of the work is a systematic approach, which is based on the consideration of the results of the international TIMSS study as a whole: i.e. a complex of interrelated elements (organisations, tools, assessment indicators, scoring systems). The work was carried out on the basis of applied research procedures (observation, description, comparison, measurement, etc.), within which general scientific (comparative analysis, systematisation, generalisation) and statistical research methods (statistical and correlation analysis, etc.) were also used. The source of information was the International Database of Electronic Testing TIMSS-2019, hosted in the IEA repository. The TIMSS datasets were analysed using the IEA International Database (IDB) parser plug-in for SPSS (version 4.0).Results. For most indicators of the social and student context of learning, the authors found the absence or low value of statistical relationships with TIMSS scores. The number of books at home and parents’ education turned out to be statistically related to TIMSS scores concerning the indicators of social well-being and home learning conditions envisaged by the organisers. The indicators of learning conditions at school included the frequency of independent work in class; motivational factors included plans to continue education and self-evaluation of students’ math proficiency. Evidently, even these relationships turned out to be weak. It was revealed that the difficulties in detecting a correlation between TIMSS scores and learning conditions are caused by the very nature of the analysed variables: 1. the approximate nature of individual student assessments used in TIMSS; 2. low differentiation of students according to a number of indicators of the learning context; 3. insufficient reliability of information obtained from sociological surveys of schoolchildren.Practical significance. The authors believe that in order to improve the quality of analytical work on relevant topics, it is necessary to pay close attention to the essence behind the variables used in statistical calculations. In turn, the TIMSS organisers need to continue improving the measurement procedures and research tools by introducing additional success criteria that reflect the individual and comparable results of students in the current TIMSS cycle, as well as indicators of the reliability of contextual information obtained by sociological means.

Introduction. A wide range of valuable and active aspects related to citizenship remain not relevant, which leads to the atomisation of society, weakening of the institutional foundations of the state. Today, the development of the civic education system is an important social issue. Therefore, turning to the experience of other countries, including in terms of building their priorities in this area, contributes to the solution of both theoretical and practical problems in national education. It is customary to associate the civic component in the Russian educational system with the implementation of state educational standards aimed at obtaining formal knowledge about society and the state by schoolchildren, as well as with the systematic educational work carried out in educational institutions, focusing on the development of patriotism. As a result, the structure of youth civic orientations is dominated by intentions to consciously distance oneself from politics, the state, a narrowly formalised understanding of citizenship as a set of rights and obligations fixed by law, and patriotism mainly in its protective-military form.The aim of the present research was to comparatively study the opinions of teachers in 22 countries (including Russia) on the priorities of civic education in schools.Methodology and research methods. A secondary analysis of the data of the International Civic and Citizenship Education Study, implemented under the auspices of the International Association for the Evaluation of Educational Achievements (IEA), serves as a research method. The empirical base of the study is a questionnaire survey of teachers from 22 countries (including Russia). The total sample size was 36674 respondents - 8849 teachers (24% of the sample size), implementing programmes of social sciences, 27825 teachers (76% of the sample size) not directly involved in civic education.Results and scientific novelty. As a result of the comparative study undertaken, the specificity of the opinion of teachers in Russia and other countries regarding the importance of certain areas of civic education in schools was revealed. The answers to a special question were analysed, suggesting the choice of the most priority options from the proposed ones. At the first stage, a ranking procedure was implemented, which allowed to identify the structure of priorities in each country. In most of them, the formation among students of independent, critical thinking occupies the first position in the ranking. This goal is especially significant in the Scandinavian countries, as well as in Finland. In Russia, the level of support for this priority is one of the lowest (36%) - less than only in South Korea (24%). At the second stage, the target settings of teachers involved in civic education are classified. Using cluster analysis, the types of orientations are determined, that is, a combination of various combinations of answers, and their prevalence among civilian educators. Seven types of orientations have been identified and described: critical, socialisation, social studies, participatory, environmental, conflictological, particularistic. The features of their representation in different countries are described.Practical significance. The results and conclusions presented in the article, the proposed typology can be used in the process of further development of the issues of civic education, training and education of citizenship, including in other empirical studies. The quantitative data provided can be used as an information base for the development of civic education programmes at various levels, as well as the design of curricula and content of disciplines of civic studies.

In 1964, samples of students from some 5000 secondary schools in 12 countries took mathematics tests and filled out opinion and informational questionnaires in the first effort by a group now known as the International Association for Educational Achievement (IEA) to compare students' subject maner knowledge crossnationally and relate that knowledge to characteristics of schools, teachers, and educational systems. The release of the report of that study (Husén, 1967), which later became known as the First International Mathematics Study (FIMS), touched off a furor in the United States as American mathematics educators rushed to explain (or explain away) the relatively poor performance of the American students. The study itself was more a study in comparative education that used mathematics as an indicator of what had been learned in school than a study in mathematics education with clear implications for curricula and instruction. The press release and subsequent accounts in the media, however, portrayed the study as an international competition with winners and losers (Japan won, the United States lost). The bulk of a special issue of this journal on the FIMS (Wilson & Peaker, 1971) was given over to critiques by Americans of the IEA's assumptions, instruments, analyses, reporting, and interpretations.

Civic skills, knowledge and attitudes are the elements forming the citizenship concept. How do they suit multicultural societies? What are the mutual links among civic attitudes, knowledge and skills of different ethnic groups? The aim of the research is to establish the model of students’ civic competence and to find out factors which explain the influence of civic achievements on civic attitudes. IEA (the International Association for the Evolution of Educational Achievement) ICCS 2009 (the International Civic and Citizenship Studies 2009) are used for the analysis. SEM (Structural Equation Modelling) is used for data processing. The authors used multi-modelling to compare Latvian and Estonian majority and minority sample groups. The results indicate that the level of civic knowledge and skills influences civic attitudes of Estonian and Latvian students. Students with a higher level of civic knowledge and skills have a more pronounced sense of global belonging and ability to adjust and live a multicultural society. The civic knowledge of Estonian students with the Estonian language of instruction influences most essentially the civic attitudes and a sense of belonging to Europe. Latvian students with the Russian language of instruction have the least influence on the mentioned factors. Key words: civic and citizenship education, Estonia, Latvia, SEM method.

International large-scale assessments of student achievement such as International Association for the Evaluation of Educational Achievement’s Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study and Organization for Economic Cooperation and Development’s Program for International Student Assessment that have come to prominence over the past 25 years owe a great deal in methodological terms to pioneering work by National Assessment of Educational Progress (NAEP). Using TIMSS as an example, this article describes how a number of core techniques, such as matrix sampling, student population sampling, item response theory scaling with population modeling, and resampling methods for variance estimation, have been adapted and implemented in an international context and are fundamental to the international assessment effort. In addition to the methodological contributions of NAEP, this article illustrates how the large-scale international assessments go beyond measuring student achievement by representing important aspects of community, home, school, and classroom contexts in ways that can be used to address issues of importance to researchers and policymakers.

The growing populations of students to higher institution is increasing year by year, therefore, it is important to ensure that the building is well functioned throughout its lifecycle. Inevitably, the educational process may be interrupted if the building experience a poor performance conditions, thus affect the students’ academic achievement. Many studies have proved that there is the significance in providing holistic performance in educational buildings that able to improve the students’ learning environment. This study is aimed to provide a new rating tool for building performance that is hoped to be used for Malaysia’s higher educational buildings towards students’ learning improvement. Keywords: higher institutions; performance evaluation; performance concept- learning efficiency. eISSN 2514-751X © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.

The Third International Mathematics and Science Study research of the International Association for the Evaluation of Educational Achievement reported in 2003 that Taiwanese fourth- and eighth-graders' mathematics performance exceeded the international average; both groups ranked fourth from among all the participant countries. However, the Index of Students' Self-Confidence in Learning Mathematics was below the international average for both these groups. This study, coming at the end of the first year of a three-year project, explored Taiwanese students' mathematics learning at the high school level from a social cognitive perspective. Utilising structural equation modelling, it examined the relationships among mathematics self-concept, mathematics self-efficacy and mathematics achievement using a longitudinal design. The subjects included 2198 seventh- and tenth-graders from Taiwan. The results indicate a significant correlation between mathematics self-concept and mathematics self-efficacy as well as significant longitudinal effects. Mathematics achievement at Time 1 significantly predicted the mathematics self-concept, mathematics self-efficacy and mathematics achievement at Time 2, while mathematics self-concept and mathematics self-efficacy at Time 1 significantly predicted mathematics achievement at Time 2. The implications of these findings are discussed from the viewpoint of cultivating the students' interest and confidence in learning mathematics, and suggestions are provided for further research.

Abstract. In life, reading skill is conditio sine qua non. Thus, reading skill is an essential need to keep updated. In the world of education, reading activities can be considered as the heart of education. Through reading, everyo,ne can follow new developments that occur in life. If associated with education program in school, reading plays a very important role. Reading skill is the main factor that will determine the learning achievement. At elementary level, research reported that students’ reading skill was far from expectation. Research by The International Association for The Evaluation of Educational Achievement (1997) found that the reading skill of elementary school students in Indonesia only ranked the 31st. Therefore, to assist children who have difficulty in reading and to develop their reading skill, teacher can use Early Reading Remedial Instruction Model with LEA (Language Experience Approach).Keywords: remedial instruction model, reading skill, earlyreading, pendekatan pengalaman berbahasaAbstrak, Kemampuan membaca dalam kehidupan merupakan conditio sine qua non. Oleh karena itu, kemampuan membaca menjadi kebutuhan yang sangat penting jika tidak ingin ketinggalan zaman. Dalam dunia pendidikan, kegiatan membaca dapat dipandang sebagai jantungnya pendidikan. Melalui kegiatan membaca, setiap orang dapat mengikuti perkembangan baru yang terjadi dalam kehidupan. Jika dikaitkan dengan program pendidikan di sekolah, membaca memegang peranan yang sangat penting. Melalui kegiatan membaca, setiap orang dapat mengikuti perkembangan baru yang terjadi dalam kehidupan. Jika dikaitkan dengan program pendidikan di sekolah, membaca memegang peranan yang sangat penting. Kemampuan membaca merupakan faktor utama yang ikut menentukan prestasi belajar. Pada jenjang Sekolah Dasar (SD) diperoleh laporan hasil penelitian mengenai kemampuan membaca yang masih jauh dari harapan. Penelitian The International Association for The Evaluation of Educational Achievement (1997), melaporkan bahwa kemampuan membaca murid SD di Indonesia hanya menduduki peringkat ke-31. Oleh karena itu, perkembangan kemampuan membaca anak yang mengalami kesulitan membaca bisa menggunakan Model Pembelajaran Remedial Membaca Permulaan dengan Pendekatan LEA (Language Experience Approach)/Pendekatan Pengalaman Berbahasa.Kata kunci: model pembelajaran remedial, membaca, membaca permulaan, pendekatan LEA

In this article the authors suggest that civic skills and civic knowledge are key components of the political information perception process and try to determine the differential effects of these variables on civic engagement. Starting from a model proposed by Torney-Purta, Lehmann, Oswald & Schulz, they developed an alternative model to explain the likelihood to vote in the International Association for the Evaluation of Educational Achievement Civic Education Study Standard Population of 14 year-olds tested in 1999. Results indicate that home environment and school-related factors predict civic knowledge and skills equally well. However, the direct effects of civic knowledge on likelihood to vote appear to be stronger than the corresponding effects of civic skills in 23 out of 28 countries. The evaluation of total effects highlights the meaning of an open classroom climate for discussion with reference to the likelihood to vote.

The purpose of this study is to examine profiles of students’ attitudes toward citizenship norms and inclusiveness in the political process, focusing on changes in the frequency of particular profiles and in the strength of predictors across a decade. Using data from 16 countries participating in the 1999 and 2009 International Association for the Evaluation of Educational Achievement civic education studies, we identified five attitudinal profiles. Profiles defined by negative attitudes toward diverse social groups decreased over time, whereas profiles defined by very positive attitudes toward diverse groups increased, particularly in western Europe. Although some post-Communist countries demonstrated trends toward more positive attitudinal profiles, others trended toward profiles defined by weaker citizenship norms. Across countries and cohorts, more positive profiles were associated with stronger school climates and expectations of civic participation.

Los estudios para evaluar la calidad de la educación han experimentado, en los últimos años, una clara expansión. Ello se debe al impulso que han dado a los mismos algunos organismos internacionales como la Asociación para la Evaluación de los Logros Educativos (International Association for the Evaluation Achievement - IEA), la Organización para la Cooperación y el Desarrollo Económico (OCDE) y, en el ámbito latinoamericano, la Oficina Regional de Educación para América Latina y el Caribe (OREALC-UNESCO). Estas iniciativas responden, sin duda, al profundo cambio producido en el último cuarto del siglo pasado, en el que el foco prioritario de las políticas educativas se desplazó desde la expansión de los sistemas para alcanzar adecuados niveles de cobertura, hacia la calidad de los procesos de enseñanza-aprendizaje como mecanismo y garantía de resultados acordes con los requerimientos de las sociedades y de los mercados laborales. Iberoamérica, y en particular los países latinoamericanos, han sido los grandes ausentes en la mayoría de este tipo de investigaciones, exceptuando las desarrolladas por el Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación en trece países de la región. Sin embargo, los posibles beneficios resultantes de los estudios internacionales, que permiten comparar realidades educativas mediante cortes transversales y sincrónicos, no han tenido oportunidad de verificarse en Latinoamérica. El presente trabajo, basado en un proyecto promovido por el Banco Interamericano de Desarrollo (BID), muestra, a partir del análisis de cinco estudios internacionales y de los resultados que los mismos ofrecen para la elaboración de políticas educativas, las posibilidades, requerimientos metodológicos, condiciones y beneficios que la participación regional en este tipo de investigaciones puede tener para el mejoramiento de la calidad de la educación en América Latina.

Based on the findings of the International Civic and Citizenship Education Study, the International Association for the Evaluation of Educational Achievement notes in 2010 that the development of citizenship education is stagnating. In response to this stagnation, some countries, including the Netherlands, are tempted to act more prescriptively in matters of citizenship education. Prior to and in the interest of the search for a solution, we think it is first and foremost important to gain insight into the extent to which the Dutch policy on citizenship education itself contributes to the stagnation. Reconstruction of the policy theory (as a part of document analysis) is used as a method to analyse the various policy statements. Our analysis demonstrates that there are sufficient indications to state that what the Dutch government wants and why is unclear and that there are specific normative beliefs underlying the policy which may conflict with beliefs of the implementers. We assume that the indicators found are not conducive to enable or motivate school leaders to implement the policy as desired by the government.

Although research in education, including worldwide Programme for International Stu-dent Assessment (PISA) by the Organisation for Economic Co-operation and Development (OECD) and Progress in International Reading Literacy Study (PIRLS) by the International Association for the Evaluation of Educational Achievement, shows that female language learners outdo their male counterparts in the development of verbal skills, a number of re-searchers have strongly challenged that claim. The aim of this paper is to find out whether professional foreign language competence in a higher education institution (HEI) in Latvia is different between females and males. In order to determine this, we have analyzed final grades and presentation scores (lecturer, peer and self-assessment) of students in an ESP (English for Specific Purposes, in our case: Sport English) course, as well as their levels of second language acquisition, obtained in centralized secondary school leaving exams, which serves as the basis for further development of professional foreign language competence in a sport related HEI. Whereas grades, scores and levels are considered in the present paper as depen-dent variables, gender constitutes an independent variable. A series of Mann-Whitney U tests has revealed no significant difference in male and female achievement in centralized school leaving exam in second language (English); in final grades, obtained by students in an ESP course; and in lecturer assessment of student presentations in the ESP course. However, the analysis of peer assessment of student presentations in the ESP course reveals that females tend to overestimate themselves and their peers. The latter observation, as this paper argues, may result from the fact that sport related HEI students are characterized by increased self-esteem (Rudzinska, 2007).

Parental Involvement in their children's schooling has long been recognized as a critical component of good education. This study aims to find out the relationship between socioeconomic status, interpersonal communication, and school climate with parental involvement in early childhood education. Using survey and correlational research design, data collection was carried out through accumulation techniques with tests and questionnaires. The data analysis technique used statistical analysis and multiple regressions. The findings in the socio-economic context of parents show that the measure of power is an indicator in the very high category with a total score of 5, while the measures of wealth, honour and knowledge are included in the high category with a total score of 4 in relation to parental involvement. 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The purpose of this research and development research was (1) to produce a humanistic social-based learning model that was suitable for the mathematical communication skills of elementary school students and (2) to test its effectiveness. The type of research used was RnD with a 4-D development model developed by Thiagarajan. The research subjects on a small scale were 4 students of grade IV and on a wide scale were all students in grade IV of SD Taman Muda IP. The data analysis technique used descriptive qualitative and quantitative. Qualitative analysis technique was used to describe the stages of developing a humanistic social-based learning model in improving mathematical communication skills. Quantitative analysis techniques were utilized to test the validity, practicality, and effectiveness. Based on research data, validation tests from experts and practitioners, it can be concluded that the humanistic social-based learning model in improving the mathematical communication skills of elementary school students was valid, practical, and effective. After going through the validation stage, both experts and practitioners, the product developed was said to be valid (feasible and can be used). After being tested on a small scale and a large scale, the product developed was included in the practical and effective criteria. Thus, the developed model can be used as reference material in enriching the learning process in elementary schools so that it is hoped that student learning outcomes can alsobe enhanced Keywords: humanistic, communication, mathematics, social. References: Aloni, N. 2013. Empowering dialogues in humanistic education. Educational Philosophy and Theory, 45(10), 1067-1081. Ansari, B. I. 2012. Komunikasi Matematik dan Politik. Banda Aceh: Yayasan Pena. 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One form of early mathematical recognition is to introduce the concept of geometric shapes. Geometry is an important scientific discipline for present and future life by developing various ways that fit 21st century skills. This study aims to overcome the problem of early mathematical recognition of early childhood on geometry, especially how to recognize geometric forms based on computer learning. A total of 24 children aged 4-5 years in kindergarten has to carrying out 2 research cycles with a total of 5 meetings. Treatment activities in each learning cycle include mentioning, grouping and imitating geometric shapes. There were only 7 children who were able to recognize the geometric shapes in the pre-research cycle (29.2%). An increase in the number of children who are able to do activities well in each research cycle includes: 1) The activities mentioned in the first cycle and 75% in the second cycle; 2) Classifying activities in the first cycle were 37.5% and 75% in the second cycle; 3) Imitation activities in the first cycle 54.2% and 79.2% in the second cycle. The results of data acquisition show that computer learning application can improve the ability to recognize geometric shapes, this is because computer learning provides software that has activities to recognize geometric shapes with the animation and visuals displayed. Keywords: Early Childhood Computer Learning, Geometry Forms, Early Math Skills Reference Alia, T., & Irwansyah. (2018). Pendampingan Orang Tua pada Anak Usia Dini dalam Penggunaan Teknologi Digital. A Journal of Language, Literature, Culture and Education, 14(1), 65– 78. https://doi.org/10.19166/pji.v14i1.639 Ameliola, S., & Nugraha, H. D. (2013). 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Education has long been the target of utopian interventions, and with technological interventions, offering to change drastically or even eliminates classroom-based learning, traditional education research needs to focus on introducing technology tools at an early age through media literacy. The purpose of this study was to determine the effect of media literacy and cognitive abilities on the introduction of laptop-based media. This study used a quasi-experimental design involving 46 children. Data collection techniques through tests and data collection tools using statement sheets, which were processed using t-test. The results showed that the experimental class using the original laptop media had a high average value of 86.66 compared to the control class using the imitation laptop media which had a value of 81.66. There is a significant effect of media literacy and cognitive ability on the introduction of laptop-based media in children. On the introduction of laptop-based media in children, media literacy and cognitive capacities can have a big impact. The comparison of the average value of the control and experimental classes demonstrates this. When children are introduced to media via a genuine laptop, they become more excited and engaged in the experimental lesson. Keywords: media literacy, cognitive ability, laptop-based learning media References: Adams, D., & Hamm, M. (2001). Literacy in a multimedia age. MA: Christopher- Gordon Publishers. Ames, M. G. (2016). Learning consumption: Media, literacy, and the legacy of One Laptop per Child. The Information Society, 32(2), 85–97. https://doi.org/10.1080/01972243.2016.1130497 Arsyad. (2013). Media Pembelajaran [Learning Media]. Raja Grafindo Persada. Bedford, D. (2021). Evaluating confidence in information literacy: A red/amber/green approach. Journal of Information Literacy, 15(1), 96–104. https://doi.org/10.11645/15.1.2833 Buckingham, D., Banaji, S., Burn, A., Carr, D., Cranmer, S., & Willett, R. (2015). The Media Literacy of Children and Young People (p. 76). Youth and Media Institute of Education. www.ofcom.org.uk Campbell, D. T., & Stanley, J. C. (2015). Experimental and Quasi-Experimental Designs for Research. Ravenio Books. https://books.google.co.id/books?id=KCTrCgAAQBAJ Colom, R., Escorial, S., Shih, P. C., & Privado, J. (2007). Fluid intelligence, memory span, and temperament difficulties predict academic performance of young adolescents. Personality and Individual Differences, 42(8), 1503–1514. https://doi.org/10.1016/j.paid.2006.10.023 Dodonova, Y. A., & Dodonov, Y. S. (2012). Processing speed and intelligence as predictors of school achievement: Mediation or unique contribution? Intelligence, 40(2), 163–171. https://doi.org/10.1016/j.intell.2012.01.003 Ebbeck, M., Yim, H. Y. B., Chan, Y., & Goh, M. (2016). Singaporean Parents’ Views of Their Young Children’s Access and Use of Technological Devices. Early Childhood Education Journal, 44(2), 127–134. https://doi.org/10.1007/s10643-015-0695-4 Faigenbaum, G., Sigman, M., & Casiraghi, L. P. (2018). Young Children Use Discovery and Creation Significantly More Than Adults for Deciding Ownership. Child Development Research, 2018(4). https://doi.org/10.1155/2018/1517904 Ferguson, B. A., Downey, J. L., Shriver, A. E., Goff, K. L., Ferguson, A. M., & De Mello, M. C. (2018). Improving Early Childhood Development among Vulnerable Populations: A Pilot Initiative at a Women, Infants, and Children Clinic. Child Development Research, 2018. https://doi.org/10.1155/2018/3943157 Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting Education in “Educational” Apps: Lessons from the Science of Learning. Psychological Science in the Public Interest, 16(1), 3–34. https://doi.org/10.1177/1529100615569721 Hobbs, R. (2011). The state of media literacy: A response to potter. Journal of Broadcasting and Electronic Media, 55(3), 419–430. https://doi.org/10.1080/08838151.2011.597594 Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: A mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449–473. https://doi.org/10.1007/s40692-015-0043-0 Juditha, C. (2013). Literasi Media pada Anak di Daerah Perbatasan Indonesia dan Timor Leste [Media Literacy for Children in the Border Areas of Indonesia and Timor Leste]. JURNAL IPTEKKOM: Jurnal Ilmu Pengetahuan & Teknologi Informasi, 15(1), 47. https://doi.org/10.33164/iptekkom.15.1.2013.47-62 Kaushal S and Singh CK. (2021). Home Stimulation and Cognitive Abilities of Disadvantaged Children. Journal of Scientific Research, 65(1). https://doi.org/DOI: 10.37398/JSR.2021.650413 Kellner, D., & Share, J. (2007). Critical Media Literacy, Democracy, and the Reconstruction of Education. Peter Lang Publishing. www.centerxgseis.ucla.edu Leena Rantala. (2011). Finnish Media Literacy Education Policies and Best Practices in Early Childhood Education and Care Since 2004. The National Association for Media Literacy Education’s Journal of Media Literacy Education, 3, 123–133. Liu, W., Tan, L., Huang, D., Chen, N., & Liu, F. (2021). When Preschoolers Use Tablets: The Effect of Educational Serious Games on Children’s Attention Development. International Journal of Human–Computer Interaction, 37(3), 234–248. https://doi.org/10.1080/10447318.2020.1818999 Livingstone, S., Marsh, J., Plowman, L., & Fletcher-Watson, B. (2015). Young Children (0-8) and Digital Technology(p. 55). Joint Research Centre. http://publications.jrc.ec.europa.eu/repository/handle/JRC93239 Macias, C., & Choi, K. (2021). Preschoolers’ beliefs about media technologies: The role of family income. Human Behavior and Emerging Technologies, 3(4), 572–584. https://doi.org/10.1002/hbe2.278 Papadakis, S., Kalogianakis, M., Sifaki, E., & Monnier, A. (2021). Editorial: The Impact of Smart Screen Technologies and Accompanied Apps on Young Children Learning and Developmental Outcomes. Frontiers in Education, 6, 790534. https://doi.org/10.3389/feduc.2021.790534 Papadakis, S., & Kalogiannakis, M. (2017). Mobile educational applications for children: What educators and parents need to know. Int. J. Mobile Learning and Organisation, 11(3), 22. Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2016a). Developing fundamental programming concepts and computational thinking with ScratchJr in preschool education: A case study. International Journal of Mobile Learning and Organisation, 10(3), 187. https://doi.org/10.1504/IJMLO.2016.077867 Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2016b). Comparing Tablets and PCs in teaching Mathematics: An attempt to improve Mathematics Competence in Early Childhood Education. Preschool and Primary Education, 4(2), 241. https://doi.org/10.12681/ppej.8779 Potter, W. J. (2010). The state of media literacy. Journal of Broadcasting and Electronic Media, 54(4), 675–696. https://doi.org/10.1080/08838151.2011.521462 Ren, X., Tong, Y., Peng, P., & Wang, T. (2020). Critical thinking predicts academic performance beyond general cognitive ability: Evidence from adults and children. Intelligence, 82, 101487. https://doi.org/10.1016/j.intell.2020.101487 Rusydiyah, E. F., Ummah, F. S., & Mudlofir, A. (2020). The Implementation of Laptop Mobile in the Teaching-Learning Process in Islamic Boarding School. TARBIYA: Journal of Education in Muslim Society, 7(1), 67–77. https://doi.org/10.15408/tjems.v7i1.13650 Salomon, G. (1990). Cognitive Effects with and Of Computer Technology. Communication Research, 17(1), 26–44. https://doi.org/10.1177/009365090017001002 Schaeffer, J. (2021). The influence of cognitive abilities on article choice and scrambling performance in Dutch-speaking children with autism. Language Acquisition, 28(2), 166–194. https://doi.org/10.1080/10489223.2020.1724293 Seftiani, I. (2019). Alat Evaluasi Pembelajaran Interaktif Kahoot pada Mata Pelajaran Bahasa Indonesia di Era Revolusi Industri [Kahoot Interactive Learning Evaluation Tool for Indonesian Language Subjects in the Industrial Revolution Era] 4. 0. Prosiding Seminar Nasional Bulan Bahasa (Semiba) 2019, 284–291. Syarah, E. S., Mayuni, I., & Dhieni, N. (2020). Understanding Teacher’s Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom. JPUD - Jurnal Pendidikan Usia Dini, 14(2), 201–214. https://doi.org/10.21009/JPUD.142.01 Trimmel, M., & Bachmann, J. (2004). 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The progress of science is discontinuous. However, accepting the dynamic nature of science, most of us have experienced the point of research crossroads when it was hard to choose the correct path. In 1962 Thomas Samuel Kuhn published his controversial book The Structure of Scientific Revolutions introducing the term “paradigm shift” raising the idea that progress isn't a continuous accumulation, but rather a revolutionary process where brand new ideas are adopted and old ideas are abandoned. Without trying to accept or argue philosphical aspects, today we experience a rapidly growing amount of research in ophthalmology. The goal of the current evidence-based approach in medicine is to optimize everyday clinical practice based on comprehensive research. However, results coming from the basic sciences sometimes may not be directly applicableto an individual patient. The latest developments, scientific achievements and research in ophthalmology steer to the exciting new perspective based on a multidisciplinary approach. Bringing together scientists whose expertise encompasses ophthalmology, physiology, mathematics, physics and engineering and who explore different aspects of the same problems empowering to make scientific progress. Can ophthalmologists think mathematically? Is it possible to provide a quantitative representation of the biophysical processes in the eye? Application of objective scientific methods and subjective perspectives can open up a wide range of educational and professional opportunities leading to a better understanding of the pathogenesis and the natural course of the disease, progression and new ways of treatment. Introducing the 2nd issue of Journal for Modeling in Ophthalmology, we hope the reader will enjoy both clinical and theoretical insights on glaucoma in short papers that followed the International Congress on Advanced Technologies and Treatments for Glaucoma (ICATTG15) held in Milan (Italy), October 29-31, 2015 (http://www.icatto.com/archive/icattg2015/). Normal tension glaucoma is a particularly difficult type of glaucoma both in terms of diagnosis and treatment. M. Iester pointed out that different types of glaucoma exist and are probably based on the presence of different risk factors. The cut-off value of 21 mmHg is not used anymore to differentiate healthy subjects from glaucoma patients. The paper by L. Quaranta et al analyses the rationale for IOP measurements throughout the 24-hour cycle. IOP is not a static number; rather, it exhibits time-dependent variations that can reach up to 6 mmHg over a 24-hour period in healthy eyes, and even more in eyes with glaucoma2-5. Regarding 24-hour IOP characteristics, only IOP peak was correlated to visual field progression, while 24-hour IOP fluctuation was not an independent risk factor6. Indeed, 24-hour mean, peak and fluctuation were all associated and a strong correlation was found between mean and peak IOP, and between fluctuation and peak IOP. Mean IOP is a strong predictor of glaucomatous damage. A desired therapeutic target is therefore a uniform reduction of IOP throughout the 24 hours. A reliable method of continuous IOP measurement would be desirable, making 24-hour IOP phasing easier and opening new pathways for research. Interestingly, the papers by M. Szopos M et al and A. Mauri et al lead to new perspectives of mathematical modeling of aqueous humor flow and intraocular pressure towards individualized glaucoma management. M. Szopos et al aimed to provide both a qualitative description and a quantitative assessment of how variations in aqueous humor flow parameters influence IOP and the outcome of IOP lowering medications. They developed a mathematical model that described the steady state value of IOP as the result of the balance between aqueous humor production and drainage and performing stochastic simulations to assess the influence of different factors on the IOP distribution in ocular normotensive and ocular hypertensive subjects and also on the IOP reduction following medications. This model may help identify patient specific factors that influence the efficacy of IOP lowering medications and aid the development of novel, effective, and individualized therapeutic approaches to glaucoma management. A. Mauri et al. theoretically analyzed new aspects of electro-fluid dynamics of aqueous humor production. The connection between HCO3, Na+ and topical medications in the regulation of aqueous humor production is still controversial and difficult to study experimentally by trying to isolate the role of a single electrolyte in regulating aqueous humor production. The use of a mathematical model appeared to be a promising approach to help unravel such a connection through simulation and comparison of different predicted scenarios. Groups of authors from Indianapolis and Milan universities contributed to glaucoma progression analysis. K. Hutchins et al paper on clinical evaluation of baseline characteristics predictive of structural and functional progression in open angle glaucoma patients with different demographic characteristics aimed to examine ocular blood flow parameters that may predict structural and functional disease progression in open angle glaucoma patients of different diabetic status, gender, ethnicity, and body mass index. D. Messenio et al. evaluated the variations of IOP, morphometric papillary characteristics, perimetric indices and electrophysiological parameters before and after topical IOP lowering therapy in patients with suspect normal tension glaucoma. They showed that electrophysiological tests could provide a more sensitive measure of retinal ganglion cell integrity and help distinguish between suspect normal-pressure glaucoma patients before perimetric alterations are evident and normal subjects with apparent larger disc cupping. Over the past decades, color Doppler imaging (CDI) has gained popularity as a reliable tool to measure blood flow in a variety of vascular beds throughout the body. The use of CDI to measure blood flow parameters in retrobulbar vessels has become very common. L. Carichino et al introduced a computer-aided identification of novel ophthalmic artery waveform parameters. The computed-aided analysis of ophthalmic artery velocity waveforms obtained via CDI were able to distinguish arterial waveform parameters values between healthy subjects and glaucoma patients, as well as between gender. Authors foresee further studies investigating the potential to predict severity and progression of glaucoma. An interesting contribution by S. Cassani et al on theoretical predictions of metabolic flow regulation in the retina aims to better understand the regulating mechanisms in health and disease. This study used a theoretical model to investigate the response of retinal blood flow to changes in tissue oxygen demand. The increase in blood flow predicted by the model due to an increase in oxygen demand was not in the same proportion as the change in blood flow observed with the same decrease in oxygen demand, suggesting that vascular regulatory mechanisms may respond differently to different levels of oxygen demand. Several studies have suggested an association between vascular factors and glaucoma7-11. Several epidemiological studies demonstrated the influence of ocular perfusion pressure on the prevalence, incidence and progression of glaucoma12. Ocular perfusion pressure refers to the pressure available to drive blood through the intraocular vasculature, with the degree of perfusion being influenced by the resistance to flow, which is a function of the vessel caliber or the vessel tone 13. While it seems a very complex parameter, A. Guglielmi et al utilized statistical techniques and analysis to show that it is the joint effect of IOP, ocular perfusion pressure and blood pressure, or, more precisely, of all the covariates in the selected logistic model, that determines the probability of disease, rather than the value of an individual covariate. Importantly, the main statistical interest should be the prediction of disease probabilities for new patients entering the study, presenting specific values of the covariates included in the model, rather than the estimated individual effect of a single predictor. It has been shown that glaucoma, proliferative vitreoretinopathy, posterior capsule opacification, diabetic retinopathy, age-related macular degeneration, pterygium and keratoconus have been associated with modulation of Transforming Growth Factor beta (TGF-β) protein expression14-20. Therapeutic intervention targeting TGF-β2 protein expression may have multifold effects on relevant intraocular tissues such as trabecular meshwork (cell invasion/migration), retina (scarring and wound-healing processes) and/or optic nerve head (neuroprotection), and warrant further evaluation in patients suffering advanced glaucoma and undergoing trabeculectomy. Hasenbach K et al. used a murine model of glaucoma filtration surgery to evaluate the effect of intraocular ISTH0036 administration. They showed that treatment with ISTH0036 resulted in prolonged bleb survival and decreased scarring (downregulation of collagen 1 and 3 fibers) in a murine glaucoma filtration surgery model. Initial results rose a strong rationale that patients with glaucoma or other ocular diseases may benefit from treatment with TGF-β2 antisense oligonucleotides. D.Paulaviciute-Baikstiene et al. performed a prospective 12 month study aiming to find the correlation between anterior segment OCT and functional outcomes of trabeculectomy by describing morphological features of successful and limited success filtering blebs. The detection of early postoperative scarring and the continuing development of surgical measures to reduce this risk represent a major challenge of filtering surgery. Authors suggest that larger internal fluid filled cavity, total bleb height, bigger bleb wall thickness and multiform bleb wall reflectivity are good indicators of successful bleb function. The 2nd Issue of the Journal for Modeling in Ophthalmology uniquely combines and balances clinical and mathematical aspects in the study of glaucoma and we believe that both ophthalmologists and modeling experts will find in it interesting aspects and new information on glaucoma and its risk factors. Enjoy your reading!

The prevalence of ADHD children increases every year. Some researchers have shown that psychosocial behavior therapy (antecedents-consequences modification) was effective to decrease hyperactivity and increase attention to ADHD children. This study aims to find out the effectiveness of antecedents-consequences modification by parents and teachers to decrease hyperactivity and increase attention to a 6 years old boy with ADHD. The study was a single case experimental design. Psychosocial behavior therapy has been used with antecedents-consequences modification. The antecedents-consequences modification was applied by teacher at school and parents at home. Data were analyzed using Wilcoxon Signed Rank Test. Results showed that there’s a significant decrease of hyperactivity behavior and significant increase of doing his assignment both at school and also at home. Not only about the content of behavior therapy itself, but how to give the therapy is important. Parents and teacher should do the therapy consistently, immediately, specifically and saliency to reach the target of intervention. Keywords: ADHD Children, Antecedents, Consequences, Modification Reference: (APA), A. A. P. (2013). Diagnostic and Manual of Mental Disorder (5th ed.). Arlington: American Psychiatric Association. Amalia, R. (2018). Intervensi terhadap Anak Usia Dini yang Mengalami Gangguan ADHD Melalui Pendekatan Kognitif Perilaku dan Alderian Play Therapy. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 2(1), 27. https://doi.org/10.31004/obsesi.v2i1.4 Anastopoulos, A.D; Farley, S. . (2003). A Cognitive Behavioural Training Program for Parents of Children with Attention-Deficit/Hyperactivity Disorder. In W. J. Kazdin, Alan E (Ed.), Evidence-based psychotherapies for children and adolescents (pp. 187–203). New York: Guildford Press. Barkley, Russell A; DuPaul, G.L ; McMurray, M. . (1990). A comprehensive evaluation of attention deficit disorder with and without hyperactivity. Journal of Consulting and Clinical Psychology, 58, 775–789. Barkley, R. A. (2006). Attention-deficit hyperactivity disorder : A handbook for diagnosis and treatment (3rd ed.). New York City: Guildford Press. Barlow, D.H ; Hersen, M. (1984). Single case experimental design : Strategies for studying behavior change (2nd ed.). New York: Pergamon Press. Baumeister, S., Wolf, I., Holz, N., Boecker-Schlier, R., Adamo, N., Holtmann, M., … Brandeis, D. (2018). Neurofeedback Training Effects on Inhibitory Brain Activation in ADHD: A Matter of Learning? Neuroscience, 378, 89–99. https://doi.org/10.1016/j.neuroscience.2016.09.025 Cantwell, D. P., & Baker, L. (1991). Association between attention deficit-hyperactivity disorder and learning disorders. Journal of Learning Disabilities, 24(2), 88–95. https://doi.org/10.1177/002221949102400205 Center for Children and Families. (2019). Evidence-based Psychosocial Treatment for ADHD Children and Adolescents. Retrieved from http://ccf.fiu.edu Davidson, G. C. (2010). Abnormal Psychology. New Jersey: Wiley. DuPaul, George; Stoner, G. (2003). ADHD in the schools. New York: Guildford Press. DuPaul, G., & Weyandt, L. (2006). School-based intervention for children with attention deficit hyperactivity disorder: Effects on academic, social, and behavioural functioning. International Journal of Disability, Development and Education, 53(2), 161–176. https://doi.org/10.1080/10349120600716141 Erinta, D. B. M. S. (2012). Efektivitas penerapan terapi permainan sosialisasi untuk menurunkan perilaku impulsif pada anak dengan attention deficit hyperactive disorder (ADHD). Jurnal Psikologi : Teori & Terapan, 3(1). Evans, Steven W; Owens, Julie; Bunford, M. N. (2014). Evidence-Based Psychosocial Treatments for Children and Adolescents with Attention-Deficit/Hyperactivity Disorder. 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N., Burrows-MacLean, L., Fabiano, G. A., … Pelham, W. E. (2015). Effects of behavioral and pharmacological therapies on peer reinforcement of deviancy in children with ADHD-Only, ADHD and conduct problems, and controls. Journal of Consulting and Clinical Psychology, 83(2), 280–292. https://doi.org/10.1037/a0038505 Hidayati, DM Ria ; Purwandari, E. (2010). Time Out : Alternatif Modifikasi Perilaku Anak ADHD (Attention Deficit/ Hyperacitivity Disorder). Indigenous, Jurnal Ilmiah Berkala Psikologi, 12(2), 101–114. Hinshaw, S. P., Owens, E. B., Wells, K. C., Kraemer, H. C., Abikoff, H. B., Arnold, L. E., … Wigal, T. (2000). Family processes and treatment outcome in the MTA: Negative/ineffective parenting practices in relation to multimodal treatment. Journal of Abnormal Child Psychology, 28(6), 555–568. https://doi.org/10.1023/A:1005183115230 Hinshaw, Stephen P., Owens, E. B., Zalecki, C., Huggins, S. P., Montenegro-Nevado, A. J., Schrodek, E., & Swanson, E. N. (2012). Prospective follow-up of girls with attention-deficit/hyperactivity disorder into early adulthood: Continuing impairment includes elevated risk for suicide attempts and self-injury. Journal of Consulting and Clinical Psychology,80(6), 1041–1051. https://doi.org/10.1037/a0029451 Jackson, N. A. (2003). A Survey of Music Therapy Methods and Their Role in the Treatment of Early Elementary School Children with ADHD. Journal of Music Therapy, 40(4), 302–323. https://doi.org/10.1093/jmt/40.4.302 Johnston, Charlotte; Mash, E. J. (2001). Families of Children With Attention-Deficit/Hyperactivity Disorder : Review and Recommendations for Future Research. Clinical Child and Family Psychology Review, 4(3), 183–207. Jr, W. E. P., Fabiano, G. A., & Pelham, W. E. (2008). Evidence-Based Psychosocial Treatments for Attention- Deficit / Hyperactivity Disorder (Vol. 4416). https://doi.org/10.1080/15374410701818681 Kaiser, N. M., McBurnett, K., & Pfiffner, L. J. (2011). Child ADHD severity and positive and negative parenting as predictors of child social functioning: Evaluation of three theoretical models. Journal of Attention Disorders, 15(3), 193–203. https://doi.org/10.1177/1087054709356171 Kazdin, A. E. (1984). Behavior Modification in Applied Settings. New York: Dorsey Press. Krasny-Pacini, A., & Evans, J. (2018). Single-case experimental designs to assess intervention effectiveness in rehabilitation: A practical guide. Annals of Physical and Rehabilitation Medicine, 61(3), 164–179. https://doi.org/10.1016/j.rehab.2017.12.002 Langberg, J. M., Molina, B. S. G., Arnold, L. E., Epstein, J. N., Altaye, M., Hinshaw, S. P., … Hechtman, L. (2011). Patterns and predictors of adolescent academic achievement and performance in a sample of children with attention-deficit/hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology, 40(4), 519–531. https://doi.org/10.1080/15374416.2011.581620 Nigg, J.T ; Barkley, R. . (2014). 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New York: Guildford Press. Pfiffner, L. J., Calzada, E., & McBurnett, K. (2000). Interventions to enhance social competence. Child and Adolescent Psychiatric Clinics of North America, 9(3), 689–709. https://doi.org/10.1016/s1056-4993(18)30113-5 Pfiffner, Linda J., Hinshaw, S. P., Owens, E., Zalecki, C., Kaiser, N. M., Villodas, M., & McBurnett, K. (2014). A two-site randomized clinical trial of integrated psychosocial treatment for ADHD-inattentive type. Journal of Consulting and Clinical Psychology, 82(6), 1115–1127. https://doi.org/10.1037/a0036887 Pfiffner, Linda J, & Haack, L. M. (2014). Behavior Management for School - Aged Children with ADHD. 23, 731–746. Pfiffner, Linda J, Hinshaw, S. P., Owens, E., Zalecki, C., Kaiser, N. M., Villodas, M., & Mcburnett, K. (2015). A two-site randomized clinical trial of Integrated Psychosocial Treatment for ADHD-Inattentive Type. Journal of Consulting and Clinical Psychology, 82(6), 1115–1127. https://doi.org/10.1037/a0036887.A Riddle, M. 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