Impact of equity models and statistical measures on interpretations of educational reform
Impact of equity models and statistical measures on interpretations of educational reform
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公平模型和统计措施对教育改革解释的影响
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
L. Kramer
中科院分区：
文献类型：
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作者：
Idaykis Rodriguez;Eric Brewe;V. Sawtelle;L. Kramer
我们提出了三种模式的公平，并显示这些，沿着用于评估结果的统计措施，影响教育改革公平的解释。公平可以用多种方式定义和解释。大多数公平教育改革研究都力求通过缩小群体之间的成绩差距来实现公平。Lorenzo等人的研究提供了一个例子，表明互动参与方法导致性别平等的增加。在本文中，我们通过三个公平模型重新检验了Lorenzo等人的结果。我们发现，解释的结果强烈依赖于模型的股权选择。此外，我们认为，研究人员必须明确说明他们的公平模型，以及使用效果大小的测量，以促进清晰的教育改革。
We present three models of equity and show how these, along with the statistical measures used to evaluate results, impact interpretation of equity in education reform. Equity can be defined and interpreted in many ways. Most equity education reform research strives to achieve equity by closing achievement gaps between groups. An example is given by the study by Lorenzo et al. that shows that interactive engagement methods lead to increased gender equity. In this paper, we reexamine the results of Lorenzo et al. through three models of equity. We find that interpretation of the results strongly depends on the model of equity chosen. Further, we argue that researchers must explicitly state their model of equity as well as use effect size measurements to promote clarity in education reform.