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ENGAGEMENT, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT: INSIGHTS FROM INTERNATIONAL LARGE-SCALE SURVEY AND ASSESSMENT STUDIES

ZHANG, YUAN (2019) ENGAGEMENT, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT: INSIGHTS FROM INTERNATIONAL LARGE-SCALE SURVEY AND ASSESSMENT STUDIES. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Abstract

This dissertation includes two articles examining the connection among important educational
factors at student, teacher, and school levels using data from international large-scale survey and
assessment studies in four education systems that have distinct cultural and social background
and achieve at varying levels on international assessments. The first article discusses engagement
as a multidimensional construct and explores its relationship with achievement and instruction in
mathematics, applying structural equation modeling techniques—confirmatory factor analysis
and path analysis. The second article examines the impact of various types of professional
development activities on mathematics teachers’ self-efficacy, focusing on their self-efficacy in
two aspects studied in the first article (i.e., instruction and engagement), applying propensity
score methods—inverse probability of treatment weighting techniques with stabilized weights.
Analyses in both articles incorporate the complex survey design to produce appropriate
population estimates and standard errors. Findings reveal different patterns in the relationships
among engagement, achievement, and teacher-reported/student-reported instruction across
various settings and highlight the importance of student perception in the education production
process. In addition, reform types of professional development activities that are collaborative and job-embedded in nature (e.g., teacher network and mentoring) are found to be more effective
than traditional types of professional development activities (e.g., workshops and conferences) in
enhancing teachers’ self-efficacy in instruction and student engagement. Implications and future
research directions are discussed at the end of each article as well as in the concluding chapter.


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Details

Item Type: University of Pittsburgh ETD
Status: Unpublished
Creators/Authors:
CreatorsEmailPitt UsernameORCID
ZHANG, YUANYUZ55@PITT.EDUYUZ550000-0002-1680-5028
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairSHAFIQ, NAJEEBmnshafiq@pitt.edu
Committee MemberKELLY, SEANspkelly@pitt.edu
Committee MemberRUSSELL, JENNIFERjrussel@pitt.edu
Committee MemberLINARDI, SERAlinardi@pitt.edu
Date: 30 January 2019
Date Type: Publication
Defense Date: 6 November 2018
Approval Date: 30 January 2019
Submission Date: 23 January 2019
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 205
Institution: University of Pittsburgh
Schools and Programs: School of Education > Administrative and Policy Studies
Degree: PhD - Doctor of Philosophy
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: ENGAGEMENT INSTRUCTION PROFESSIONAL DEVELOPMENT MATHEMATICS ACHIEVEMENT LARGE-SCALE SURVEY PROPENSITY SCORE
Date Deposited: 30 Jan 2019 23:05
Last Modified: 30 Jan 2019 23:05
URI: http://d-scholarship.pitt.edu/id/eprint/35922

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