|
View: |
Part 1: Document Description
|
|
Citation |
|
|---|---|
|
Title: |
Replication data for: The moderating effect of gender equality on education |
|
Identification Number: |
doi:10.18710/CHB8QS |
|
Distributor: |
DataverseNO |
|
Date of Distribution: |
2021-01-20 |
|
Version: |
2 |
|
Bibliographic Citation: |
Campbell, Janine Anne, 2021, "Replication data for: The moderating effect of gender equality on education", https://doi.org/10.18710/CHB8QS, DataverseNO, V2 |
|
Citation |
|
|
Title: |
Replication data for: The moderating effect of gender equality on education |
|
Alternative Title: |
The Moderating Effect of Gender Equality and Other Factors on PISA and Education Policy |
|
Identification Number: |
doi:10.18710/CHB8QS |
|
Authoring Entity: |
Campbell, Janine Anne (University of Stavanger) |
|
Other identifications and acknowledgements: |
University of Otago |
|
Producer: |
University of Stavanger |
|
University of Otago |
|
|
Software used in Production: |
R |
|
Software used in Production: |
QCA |
|
Software used in Production: |
Set Methods |
|
Distributor: |
DataverseNO |
|
Distributor: |
University of Stavanger |
|
Access Authority: |
Campbell, Janine Anne |
|
Depositor: |
Campbell, Janine Anne |
|
Date of Deposit: |
2021-01-05 |
|
Holdings Information: |
https://doi.org/10.18710/CHB8QS |
|
Study Scope |
|
|
Keywords: |
Social Sciences, Other, education policy, PISA, international comparative research, system-specific factors, gender equality, human development, context, culture, Qualitative Comparative Analysis (QCA) |
|
Abstract: |
Supplementary material and data for journal article titled "The Moderating Effect of Gender Equality and Other Factors on PISA and Education Policy". ABSTRACT from the article: Globalisation and policy transfer in education make it incumbent upon decision makers to prioritise among competing policy options, select policy initiatives that are appropriate for their national contexts, and understand how system-specific factors moderate the relationship between those policies and student outcomes. This study used qualitative comparative analysis and correlational analyses to explore these relationships with publicly available data on socio-economic, cultural, and education conditions, and their association with PISA 2015 results in 49 countries. Findings show that gender and income equality, human development, and individualism were outcome-enabling conditions for PISA 2015 results, and gender equality was the most consistent of these conditions. These factors significantly moderated the relationships between education policy and PISA results. Implications for the identification of meaningful peer countries for comparative educational research, policy transfer, and the future expansion of PISA are discussed in the article. |
|
Time Period: |
2015-01-01-2015-12-31 |
|
Date of Collection: |
2016-07-01-2017-12-31 |
|
Geographic Unit(s): |
country |
|
Unit of Analysis: |
Country |
|
Universe: |
49 countries that administered PISA 2015 + 34 other countries with complete data on system level factors |
|
Kind of Data: |
aggregate data |
|
Kind of Data: |
international assessments and indices |
|
Methodology and Processing |
|
|
Time Method: |
Cross-sectional |
|
Data Collector: |
The OECD, The World Bank, The United Nations Development Programme, The Heritage Foundation, The United Nations Department of Economic and Social Affairs, The World Economic Forum, The Economic Intelligence Unit, Hofstede Insights |
|
Sampling Procedure: |
From a possible universe of all countries, the criteria for selection for the main analysis, resulting in a sample of 49 countries, were (1) having validated PISA 2015 results, and (2) having available data on all system-level and cultural factors. The criterion for selection for the secondary analysis, discussed in implications and resulting in a sample of 83 countries, was having complete data on the four most important system-level factors identified in the main analysis. |
|
Sources Statement |
|
|
Data Sources: |
The OECD |
|
The World Bank |
|
|
The United Nations Development Programme |
|
|
The Heritage Foundation |
|
|
The United Nations Department of Economic and Social Affairs |
|
|
The World Economic Forum |
|
|
The Economic Intelligence Unit |
|
|
Hofstede Insights |
|
|
Data Access |
|
|
Other Study Description Materials |
|
|
Related Publications |
|
|
Citation |
|
|
Title: |
Campbell, J. A. (2021). The Moderating Effect of Gender Equality and Other Factors on PISA and Education Policy. Education Sciences, 11(1), 10. |
|
Identification Number: |
10.3390/educsci11010010 |
|
Bibliographic Citation: |
Campbell, J. A. (2021). The Moderating Effect of Gender Equality and Other Factors on PISA and Education Policy. Education Sciences, 11(1), 10. |
|
Citation |
|
|
Title: |
Campbell, J. A. (2019). PISA, education policy, and the teaching profession: How context matters. (Thesis, Doctor of Education). University of Otago. |
|
Identification Number: |
10523/9716 |
|
Bibliographic Citation: |
Campbell, J. A. (2019). PISA, education policy, and the teaching profession: How context matters. (Thesis, Doctor of Education). University of Otago. |
|
Label: |
00_README.txt |
|
Notes: |
text/plain |
|
Label: |
01_Rcode_QCA.R |
|
Notes: |
type/x-r-syntax |
|
Label: |
02_Rcode_Correlations.R |
|
Notes: |
type/x-r-syntax |
|
Label: |
03_DATA_COMBINEDALL.csv |
|
Notes: |
text/csv |
|
Label: |
03_DATA_COMBINEDPISA.csv |
|
Notes: |
text/csv |
|
Label: |
03_DATA_POLICYPISA.csv |
|
Notes: |
text/csv |
|
Label: |
04_A1_Cases_excluded_from_analysis.pdf |
|
Notes: |
application/pdf |
|
Label: |
05_A2_Socio-economic_factors.pdf |
|
Notes: |
application/pdf |
|
Label: |
06_A3_Culture_factors.pdf |
|
Notes: |
application/pdf |
|
Label: |
07_A4_Policy_variables.pdf |
|
Notes: |
application/pdf |
|
Label: |
08_A5_Results_by_HUMAN_DEVELOPMENT.pdf |
|
Notes: |
application/pdf |
|
Label: |
09_A6_Results_by_INCOME_EQUALITY.pdf |
|
Notes: |
application/pdf |
|
Label: |
10_A7_Results_by_INDIVIDUALISM.pdf |
|
Notes: |
application/pdf |