Thursday Online Presentation Session 1

Educational Research, Development & Publishing

Session Chair: Lingling Fan

09:30-09:55

68322 | Theoretical Framework on the Use of Art-Inspired Pedagogy in Early Childhood To Mitigate Urban Barriers

Kelsey Anne Carlton, VVOB-Education for Development, Vietnam

Thy Trần Khánh, KU Leuven, Vietnam

Kieu Thị Kính, University of Da Nang, Vietnam

Đặng Minh Thư, Live Art Vietnam, Vietnam

Phạm Thị Thu, National College of Education Hanoi, Vietnam

An Thu Trà, Vietnam Museum of Ethnology, vietnam

Cities around the world are changing rapidly, putting new pressures on the education system. Vietnam has particularly seen a period of rapid economic growth in many of its major cities, such as Da Nang. These urban environments can create both barriers and opportunities for learning. This paper aims to answer the question of if and how art-based pedagogy (AIP) can be used to mitigate the urban barriers in the early childhood education system. Through a rapid literature review, we discovered the potential benefits of AIP and what conditions are needed to implement AIP in SE Asia. Additionally, the CITIES project, a 3-phase programme in Da Nang, Vietnam with 29 schools, provides a practical lesson learned on how AIP can fit within the existing system and support the new early childhood curriculum in Vietnam, and what still needs to be in place for this to be successful. This paper provides a theoretical framework, based on literature and practice, for implementing art-inspired pedagogy in the urban environment in Vietnam.

09:55-10:20

68258 | Exploring the Pygmalion Effect: The Relations Between Teacher Expectations, Student Perceptions of Teacher Expectations, and Students’ Achievement

Lingling Fan, University of Auckland, New Zealand

Christine Rubie-Davies, University of Auckland, New Zealand

Lyn McDonald, University of Auckland, New Zealand

A vast body of empirical studies has supported the prediction that teacher expectations affect student academic achievement. However, the effect sizes tend to be small to moderate. Additionally, most existing studies 1) only examined teacher expectation effects at the student level rather than at the class level, and 2) only examined the effects in a particular subject rather than in multiple subjects. This study explored both the individual- and class-level teacher expectation effects in an under-researched Chinese non-urban educational setting. The study compared the effect sizes of teacher expectations on student achievement in three specific domains, namely Chinese, Mathematics, and English. Furthermore, student perceptions of teacher expectations were investigated as a possible mediator of teacher expectancy effects. Data were obtained from 694 seventh-grade students and their 38 teachers who taught Chinese, mathematics, or English teachers. The analyses generated two main results. First, multilevel regression analyses showed that Pygmalion effects were observed at both the individual and the class level in all three domains. Second, student perceptions of teacher expectations partially mediated the associations between teacher expectations and student achievement in the three domains. These results suggest a need for further research into the mechanisms underlying teacher expectation effects.

10:20-10:45

68519 | Reflection of the Current Practice in Psychological Diagnostics of Language-based Diagnostic Tools

Lothar Filip Rudorfer, Charles University, Czech Republic

Objectives: This project builds on the current research survey (see Urbánek, Cígler, Ježek, 2020) and also on the diploma thesis Analytical Methods in Psycholinguistic Research of Perception (Rudorfer, 2019), in which the author addressed the psycholinguistic and statistical approach in language performance tests and provided a number of analytical tools due to their focus and work with specific subjects using language (Czech, English and German), their perceptual, cognitive skills and language intelligence, which are key aspects of research study research. The proposed research study follows up on the dissertation and diploma thesis of the main researcher of the project. It expands it mainly with a specific focus on specific diagnostic tests and psychometric analysis options for proper revision and standardization for use in professional practice. The dissertation will focus on analytical methods for psychological diagnostic methods with a focus on literacy and language performance tests and their standardization. The project also corresponds to the long tradition of the Department of Psychology, Faculty of Education, Charles University, whose area of interest is primarily issues of literacy, functional literacy and specific learning disabilities. A great advantage is the cooperation with leading experts on this topic working at the department (Kucharská, Kučerová, Seidlová Málková, Špačková, etc.). The acquired knowledge can be transferred in this way to the relevant subjects provided by the Department of Psychology, both in the field of psychology (especially in the follow-up master's degree, in which future counselling experts in education are prepared), and in all teaching disciplines.