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Author : Council of Ministers of Education (Canada),Melanie Labrecque,Maria Chuy,Pierre Brochu,Koffi Houme
Publisher : Unknown
Page : 159 pages
File Size : 52,8 Mb
Release : 2012
Category : Electronic
ISBN : 0889872236
Author : Louis Volante
Publisher : Routledge
Page : 223 pages
File Size : 46,9 Mb
Release : 2016-06-10
Category : Education
ISBN : 9781317386179
Educational systems around the world look to student assessment programs as they initiate reforms and revise educational policies to increase student achievement. This edited volume examines the intersection of international achievement testing and education policy development in key countries around the world, exploring how assessments can inform curriculum, pedagogy, strategic planning, and ultimately determine large-scale education policy and governance. Noted chapter contributors explore how educational leadership and governance issues have been influenced by assessment programs across a range of political, economic, cultural, and educational contexts. The Intersection of International Achievement Testing and Education Policy provides educators, academics, and policymakers with cultural insights, historical contexts, and a framework for negotiating and understanding the consequences of educational policy decisions in schools.
Author : IMOGEN FELD.
Publisher : Waxmann Verlag
Page : 247 pages
File Size : 52,6 Mb
Release : 2018
Category : Education
ISBN : 9783830989127
Results of the Progress in International Reading Literacy Study 2011 (PIRLS 2011) illustrate yet again that the association between reading achievement of fourth graders and social background in Germany is high compared to the OECD-country mean. This relation is less pronounced for the Canadian Provinces that are participating in PIRLS 2011. The present study conducts a comparative analysis between Germany and the participating Canadian Provinces concerning the association between parental involvement, social background, and reading achievement. This direct country comparison is extended by conducting analyses on performance groups as well as on differences between the Canadian provinces Quebec and Ontario. The approach of the current study is to use general results of large-scale assessment data to identify differences between countries and groups and to provide a more in-depth analysis of the data. A broad literature review helps to interpret the results more accurately taking additional information about the country contexts into account. Dr. Imogen Feld, Studium der Soziologie an der Philipps-Universität Marburg; 2016 Promotion an der Universität Hamburg, seit 2012 wissenschaftliche Mitarbeiterin im Arbeitsbereich Evaluation von Bildungssystemen in der Fakultät Erziehungswissenschaft an der Universität Hamburg Forschungsschwerpunkte: Soziale Disparitäten, elterliche Eingebundenheit im Schulkontext, Citizenship Education und international vergleichende Erziehungswissenschaft Imogen Feld studied sociology at the Philipps-University Marburg. She received her PhD from the Faculty of Education of the University of Hamburg. She worked for several years in the working group >Evaluation of Educational Systems
Author : Christine D. Tippett,Todd M. Milford
Publisher : Springer
Page : 354 pages
File Size : 52,5 Mb
Release : 2019-07-01
Category : Science
ISBN : 9783030061913
This book offers a meso-level description of demographics, science education, and science teacher education. Representing all 13 Canadian jurisdictions, the book provides local insights that serve as the basis for exploring the Canadian system as a whole and function as a common starting point from which to identify causal relationships that may be associated with Canada’s successes. The book highlights commonalities, consistencies, and distinctions across the provinces and territories in a thematic analysis of the 13 jurisdiction-specific chapters. Although the analysis indicates a network of policy and practice issues warranting further consideration, the diverse nature of Canadian science education makes simple identification of causal relationships elusive. Canada has a reputation for strong science achievement. However, there is currently limited literature on science education in Canada at the general level or in specific areas such as Canadian science curriculum or science teacher education. This book fills that gap by presenting a thorough description of science education at the provincial/territorial level, as well as a more holistic description of pressing issues for Canadian science education.
Author : Pierre Brochu
Publisher : Unknown
Page : 127 pages
File Size : 53,9 Mb
Release : 2018
Category : Electronic books
ISBN : 0889875065
Author : Helene Ärlestig,Christopher Day,Olof Johansson
Publisher : Springer
Page : 543 pages
File Size : 46,6 Mb
Release : 2015-11-13
Category : Education
ISBN : 9783319230276
This book provides a unique map of the focus and directions of contemporary research on school leadership since 2000 in 24 countries. Each of these directions has its own particular cultural, educational and policy history. Taken together, the various chapters in the volume provide a rich and varied mosaic of what is currently known and what is yet to be discovered about the roles and practices of principals, and their contributions to the improvement of teaching and the learning and achievement of students. The particular foci and methodological emphases of the research reported illustrate the different phases in the development of educational policies and provision in each country. This collection is an important addition to existing international research that has shown beyond any reasonable doubt that the influence of school principals is second only to that of teachers in their capacity to impact students’ progress and achievement and to promote equity and social justice.
Author : Ina V. S. Mullis
Publisher : Unknown
Page : 361 pages
File Size : 46,9 Mb
Release : 2012-12
Category : Electronic
ISBN : 9079549169
Author : Lawrence, Salika A.
Publisher : IGI Global
Page : 317 pages
File Size : 52,9 Mb
Release : 2014-01-31
Category : Education
ISBN : 9781466650602
"This book presents a framework for teaching that empowers students, fosters literacy development, and explains the underlying factors that influence pedagogy, highlighting practices from around the globe"--
Author : Knut Schwippert,Jenny Lenkeit
Publisher : Waxmann Verlag
Page : 268 pages
File Size : 45,6 Mb
Release : 2012
Category : Education
ISBN : 3830976666
Since 2001, the International Association for the Evaluation of Educational Achievement (IEA) has been conducting, in cycles of five years, the Progress in International Reading Literacy Study (PIRLS). The PIRLS program encompasses trend studies designed to monitor progress in reading achievement in an internationally comparative context. PIRLS 2001 and PIRLS 2006 both assessed primary school students in their fourth year of schooling (Grade 4 in the majority of countries). Progress in Reading Literacy in National and International Context is the second book to explore the influence of findings from the PIRLS surveys on different education systems. It presents a compilation of insights from 12 of the 35 countries that participated in PIRLS 2006. These insights relate to the impact of PIRLS on the systemic, governmental, administrative, and school-level aspects of the education systems featured and exemplify how PIRLS has influenced research initiatives, policy development, and national capacity-building. The primary aim of this book and its predecessor (Progress in Reading Literacy: The Impact of PIRLS 2001 in 13 Countries, edited by Knut Schwippert and published in 2007) has been to explore the opportunities that PIRLS’ findings hold for the development of education systems. Five of the 12 countries participating in the current impact of PIRLS project contributed to the 2001 project. For these countries, the current book provided opportunity to view, from a longitudinal perspective, the transformative processes initiated in response to the findings of both surveys. The book thus provides in-depth information on the various aspects of the national education systems represented herein that have originated, been restructured, or otherwise been modified as a direct or an indirect consequence of the results of the 2001 and 2006 PIRLS surveys. The book also gives a brief overview of the design, implementation, and main international findings of PIRLS 2001 and 2006. These introductory chapters are followed by country chapters, each of which is written by authors with unique insider perspectives gained from their work in their home institutions within their national contexts. Findings from these chapters are assembled in a comparative summary.
Author : Ina V. S. Mullis,Michael O. Martin,Pierre Foy,Kathleen T. Drucker
Publisher : Unknown
Page : 361 pages
File Size : 49,8 Mb
Release : 2012
Category : Education and state
ISBN : 1889938653
Author : Ludo Verhoeven,Sonali Nag,Charles Perfetti,Kenneth Pugh
Publisher : Cambridge University Press
Page : 491 pages
File Size : 41,8 Mb
Release : 2023-10-31
Category : Language Arts & Disciplines
ISBN : 9781009242578
Bringing together an international team of scholars, this book provides the first truly systematic, multidisciplinary and multi-language view of factors that affect global variation in literacy development. It is essential reading for researchers and advanced students in child literacy development and literacy teaching and learning.
Author : Daniel McGrath
Publisher : DIANE Publishing
Page : 56 pages
File Size : 45,9 Mb
Release : 2009-12
Category : Language Arts & Disciplines
ISBN : 9781437916294
The Progress in Internat. Reading Literacy Study (PIRLS) is an assessment of the reading comprehension of students in 4th grade. In 2006, PIRLS was admin. to a nationally representative sample of 4th-grade students in the U.S., as well as to students in 44 other jurisdictions around the world. This report compares the performance of U.S. students with their peers around the world and also examines how the reading literacy of U.S. 4th-grade students has changed since 2001. Results are presented by student background characteristics (sex and race/ethnicity) and by contextual factors that may be associated with reading proficiency (school characteristics, instructional practices and teacher preparation, and the home environment for reading). Illus
Author : Justin Baer
Publisher : New York
Page : 0 pages
File Size : 46,8 Mb
Release : 2009
Category : Fourth grade (Education)
ISBN : 1607411385
The Progress in International Reading Literacy Study (PIRLS) is an assessment of the reading comprehension of students in their fourth year of schooling. In 2006, PIRLS was administered to a nationally representative sample of fourth-grade students in the United States, as well as to students in 44 other jurisdictions around the world. The PIRLS assessment measures student performance on a combined reading literacy scale and on a literary subscale and informational subscale. This book compares the performance of U.S. students with their peers around the world and also examines how the reading literacy of U.S. fourth-grade students has changed since the first administration of PIRLS in 2001. Results are presented by student background characteristics (sex and race/ethnicity) and by contextual factors that may be associated with reading proficiency (school characteristics, instructional practices and teacher preparation, and the home environment for reading).
Author : Jenny Lenkeit
Publisher : Unknown
Page : 128 pages
File Size : 42,6 Mb
Release : 2014
Category : Electronic
ISBN : 1910008346
Author : Anonim
Publisher : Unknown
Page : 42 pages
File Size : 47,8 Mb
Release : 2007
Category : Fourth grade (Education)
ISBN : OCLC:694504894
"The Progress in International Reading Literacy Study (PIRLS) is an assessment of the reading comprehension of students in their fourth year of schooling. In 2006, PIRLS was administered to a nationally representative sample of fourth-grade students in the United States, as well as to students in 44 other jurisdictions around the world. The PIRLS assessment measures student performance on a combined reading literacy scale and on a literary subscale and informational subscale. The literary subscale assessed performance in reading for literary experience and the informational subscale in acquiring and using information. This report compares the performance of U.S. students with their peers around the world and also examines how the reading literacy of U.S. fourth-grade students has changed since the first administration of PIRLS in 2001. Results are presented by student background characteristics (sex and race/ethnicity) and by contextual factors that may be associated with reading proficiency (school characteristics, instructional practices and teacher preparation, and the home environment for reading)."--Page iii.