Catalina Lomos is a researcher in education, who obtained a Research Master degree and a PhD degree from University of Groningen, the Netherlands. Her research has been performed within the framework of the school effectiveness and school improvement, with a focus on school and teacher learning processes and their relationships with student success. Her PhD work defined and measured comprehensibly the concept of Teacher Professional Community (PC/PLC) and related its functioning with student achievement level in secondary schools.
Student success and its determines are her main research interests, being determinants at the school or teaching-process level, or at the level of the educational system. In this context, cross-cultural research and the large-data available offer interesting opportunities for investigating school and system-based predictors of inequalities in student achievement levels.
In addition to her research work, Catalina has been an assistant professor in the IMPALLA Master program starting 2011 and she has co-supervised more than 10 master theses in the field of education, social and policy-related issues. In addition, she has been co-teaching courses in applied statistics and methodology, multilevel data analysis, academic writing, institutional contexts and educational policies, or facilitating workshops and seminars.
Moreover, since 2013 she has been collaborating with the Ministry of Education, Chidlren and Youth in Luxembourg, in different national projects.
Main fields of research interest
- School effectiveness and school improvement research
- Teacher professional learning communities (PLCs) and student success
- Cross-cultural research and its methodological issues (theoretical relationships, measurement equivalence of latent concepts, etc)
- School-related predictors of student success, using the PISA, PIRLS, TIMSS, and ICCS datasets
Current research projects
- Teacher professional learning communities (PLCs) and student success across 36 countries. This project aims at investigating the role of PLCs and teachers’ work in determining student success in civic knowledge across 36 countries, using the ICCS (International Civic and Citizenship Education Study, 2009). A first step is to establish measurement equivalence of the latent concept across the 36 countries, in order to allow the comparison of relationships and average scores. In a second step, the relationship between PLCs and student achievement will be established across the 36 countries, considering also macro indicators of the educational systems, such as stratification, orientation, standardization or governance. And in a third step, models of effective schools will be tested for students’ civic knowledge level, but also for their civic attitudes. The work is also done only on the European countries, within the 36 countries in the study.
- MathemaTIC project
Member of the evaluation team of the project, in collaboration with the Ministry of Education, Children and Youth, Luxembourg. This innovative online learning environment is being developed to promote an adaptive and differentiated learning approach in mathematics for students in Cycle 4 of primary education. MathemaTIC is been piloted in 2015-2016 in 40 fundamental schools, involving more than 1000 students and 100 teachers who volunteered to participate, will also be generalized on a voluntary basis to all Cycle 4 students from September 2016 and gradually be proposed to teachers and students in the lower secondary schools, followed later on to those in Cycle 3. The MathemaTIC project brings in many value-added elements, especially through its adaptive character in terms of the students’ learning rhythm and progress in mathematics and languages used for learning. More specific, modules and items are developed following closely the national mathematics curriculum and are proposed to the students in an adaptive and progressive way. Moreover, the MathemaTIC learning environment is offered to the students in German, French, Portuguese, and English, giving them the opportunity to choose the language of practice for entire learning sessions, or to change the language only for a sentence or a word, in the written, audio or video material available on the platform. The multilingual influence of MathemaTIC will be explored by investigating the impact of language chosen and the length of use of a specific language in the MathemaTIC environment for student achievement level in mathematics. Considering that teachers will be able to follow the individual progress of each student working through the environment and in a later phase be able to use MathemaTIC to differentiate and support learning, the MathemaTIC evaluation team plans to report also on the contribution of the platform for teachers’ pedagogical and teaching practices. The projects sets a high focus on school support and professional development of teachers through common goals and vision of the project. (https://www.liser.lu/?type=news&id=358)
- ICILS Luxembourg 2018 - NRC - National Research Coordinator - The tasks of the NRC, including coordination of the sampling process and data management of the Luxembourg participation in the large scale study "ICILS - International Computer and Information Study / IEA" in 2017 (Field trial) and 2018 (Main test)
LOMOS Catalina. To what extent do teachers in European countries differ in their professional community practices? School Effectiveness and School Improvement, 2017, vol. 28, n°2, pp. 276-291.
- LOMOS Catalina. Quantifying teacher Professional Community in 36 countries - a test for measurement invariance using the Multiple-Group Confirmatory Factor Analysis (MGCFA) method. Journal of Educational Sciences, 2016, vol. 33, n°1, pp. 3-15. (Published July 2017). MACKONYTE Greta, LOMOS Catalina, VAN OORSCHOT Wim. Perceived magnitude of unemployment: a dark horse in the literature on public attitudes towards governmental responsabilities to the unemployed? Baltic Journal of Political Science, 2014, n°3, pp. 27-49 (Published in January 2015).
- COLLADO Diego, LOMOS Catalina, NICAISE Ides. The effect of classroom socioeconomic composition on student’s civic knowledge in Chile. School Effectiveness and School Improvement, 2014 (Online first: 14 October 2014).
- LOMOS Catalina, HOFMAN Roelande H., BOSKER Roel J. The relationship between departments as professional communities and student achievement in secondary schools. Teaching and Teacher Education, 2011, vol. 27, n°4, pp. 722-731.
- LOMOS Catalina, HOFMAN Roelande H., BOSKER Roel J. Professional community and student achievement – a meta-analysis. School Effectiveness and School Improvement, 2011, vol. 22, n°2, pp. 121-148.
- SALAGEAN Ioana, LOMOS Catalina, HARTUNG Anne. The Young and the Elderly at Risk. Individual Outcomes and Contemporary Policy Challenges in European Societies. Éditions Intersentia, 2015, coll. Social Europe Series, vol. 34, 258 p.
- LOMOS Catalina, HOFMAN Roelande H., BOSKER Roel J. The concept of professional community and its relationship with student learning. In: HUBER S. G., AHLGRIMM F. Kooperation. Aktuelle Forschung zur Kooperation in und zwischen Schulen sowie mit anderen Partnern. Berlin: Waxmann, 2012, pp. 51-68.