Can we compare teaching behavior across national contexts? Rasch modeling and differential item functioning approach

Ridwan MAULANA, Michelle HELMS-LORENZ, Yue On James KO, Seyeoung CHUN, Okhwa LEE, Yulia IRNIDAYANTI, Thelma DE JAGER, Thys COETZEE, Rekha Bhan KOUL, Abid Hussain SHAHZAD

Research output: Other contribution › Other contributions

Abstract

This study aims to discuss whether comparing generic teaching behavior across different national contexts is valid, to generate meaningful information about similarities and differences in teaching practices across contexts. Classroom observations were conducted using the validated observation instrument in The Netherlands (N = 606), South Korea (N = 581), Indonesia (N = 375), South Africa (N = 304), and Hong Kong-China (N = 230). Data from Australia (N = 400) and Pakistan (N = 400) will be added later. Results show that teaching behaviour can be compared for certain domains, but comparing (very) easy and (very) difficult domains across countries requires further investigations. Although components of teaching behavior is conceptualized as universal, interpretations of indicators may differ across different contexts. Copyright © 2019 AERA.
Original languageEnglish
Publication statusPublished - Apr 2019

Citation

Maulana, R., Helms-Lorenz, M., Ko, J., Chun, S., Lee, O., Irnidayanti, Y., . . . Shahzad, A. H. (2019, April). Can we compare teaching behavior across national contexts? Rasch modeling and differential item functioning approach. Poster presented at the 2019 American Educational Research Association (AERA) Annual Meeting: Leveraging Education Research in a “Post-Truth” Era: Multimodal Narratives to Democratize Evidence, Metro Toronto Convention Centre, Toronto, Canada.

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