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Educational equity and equality in the Nordic countries and beyond: The role of conceptualization, operationalization, and measurement in shaping the evidence with large-scale data
Oleksandra Mittal
Summary
The overarching agenda of my PhD-project is educational equity and equality in Nordic schools investigated from three levels: conceptual, methodological and analytical challenges in measuring equity and equality with the ILSA and other empirical data collected in schools; in-depth analyses of the measures of socioeconomic status available in international large-scale assessments (ILSAs); discovering mediating and moderating mechanisms that may mitigate socioeconomic inequalities. To pursue my research aims, I use the following methods and techniques: item response theory (IRT)-based methods; structural equation modelling and confirmatory factor analysis (single- and multilevel); systematic review.
Papers
- Mittal, O., Scherer, R. & Nilsen, T. (2022). Assessing the evidence for the comparability of socioeconomic status between students with and without immigrant background in Norway and Sweden. Large-scale Assessments in Education, 10, 13. doi.org/10.1186/s40536-022-00132-w
- Mittal, O., Nilsen, T., & Björnsson, J.K. (2020). Measuring equity across the Nordic education systems: Conceptual and methodological choices as implications for educational policies. In T. Stjern Frønes, A. Pettersen, J. Radišić, & N. Buchholtz (Eds.), Equity, Equality and Diversity in the Nordic Model of Education. Springer. (pp. 43–71). doi: 10.1007/978-3-030-61648-9_3
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Bergem, O.K., Nilsen, T., Mittal, O., & Ræder, H. (2020). Can teachers’ instruction increase low-SES students’ motivation to learn mathematics? In T. Stjern Frønes, A. Pettersen, J. Radišić, & N. Buchholtz (Eds.), Equity, Equality and Diversity in the Nordic Model of Education. Springer. (pp. 251–272. ). doi: 10.1007/978-3-030-61648-9_10
Published Apr. 26, 2022 11:53 AM
- Last modified Jan. 6, 2023 11:11 AM