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Author : Ina V. S. Mullis
Publisher : Unknown
Page : 361 pages
File Size : 50,8 Mb
Release : 2012-12
Category : Electronic
ISBN : 9079549169
Author : Ina V. S. Mullis,Michael O. Martin,Pierre Foy,Kathleen T. Drucker
Publisher : Unknown
Page : 361 pages
File Size : 48,7 Mb
Release : 2012
Category : Education and state
ISBN : 1889938653
Author : Ina V. S. Mullis
Publisher : Unknown
Page : 516 pages
File Size : 46,6 Mb
Release : 2012-12
Category : Electronic
ISBN : 9079549177
Author : Council of Ministers of Education (Canada),Melanie Labrecque,Maria Chuy,Pierre Brochu,Koffi Houme
Publisher : Unknown
Page : 159 pages
File Size : 47,5 Mb
Release : 2012
Category : Electronic
ISBN : 0889872236
Author : Anonim
Publisher : Unknown
Page : 0 pages
File Size : 53,8 Mb
Release : 2013
Category : Literacy
ISBN : OCLC:1313909726
This report presents the first Canadian results of the Progress in International Reading Literacy Study 2011. It provides information on the reading skills for Grade 4 students and describes home and school supports for literacy in Canada. Results are reported at both Canadian and international levels with comparisons across Canadian provinces, as well as with participating countries.
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 : Michael O. Martin
Publisher : Unknown
Page : 517 pages
File Size : 43,9 Mb
Release : 2012-12
Category : Electronic
ISBN : 9079549185
Author : Kajsa Yang Hansen,Jan-Eric Gustafsson,Monica Rosén,Sari Sulkunen,Kari Nissinen,Pekka Kupari,Ragnar F. Ólafsson,Júlíus K. Björnsson,Liv Sissel Grønmo,Louise Rønberg,Jan Mejding
Publisher : Nordic Council of Ministers
Page : 173 pages
File Size : 55,9 Mb
Release : 2014-05-23
Category : Electronic
ISBN : 9789289327725
How is reading literacy taught in Nordic classrooms, and how is this influenced by the curricula? How can we improve mathematics teaching in Nordic classrooms? What is the relationship between school performance and policy variations? How do teachers’ attitudes, beliefs and practices influence pupils’ learning outcomes? What characterizes the top performing pupils, and how can we stimulate more pupils to perform at the highest levels? These are some of the questions that are discussed in this collection of articles that are based on the results of the IEA studies TIMSS and PIRLS 2011. The articles aim to provide input for policy discussions and further policy development within the Nordic countries. Therefore, the main target groups are educational ministers and policymakers at all levels. These analyses will also provide input to the joint Nordic initiatives on educational development.
Author : Hans Wagemaker
Publisher : Unknown
Page : 153 pages
File Size : 51,5 Mb
Release : 2009
Category : Electronic
ISBN : 188993853X
Author : Jenny Lenkeit,Knut Schwippert
Publisher : Routledge
Page : 140 pages
File Size : 53,8 Mb
Release : 2020-05-21
Category : Education
ISBN : 9781000001761
This book brings together contributions from different scholarly contexts that address a diverse range of focused topics, as well as empirical and conceptual perspectives, on research with international studies. Some chapters focus on technical aspects, exploring opportunities for drawing causal inferences from the data, and investigating biases originating in distributional scale properties. Others are of a more conceptual nature, addressing changes in the relevance of socio-economic indicators across time and countries, examining the exposure of mother-tongue and English instruction on performance and investigating the effects of test construction on gender difference. The discussion takes a much-needed meta-perspective on the usefulness of international large-scale assessments for educational research and allows reflection upon possibilities and opportunities for their improvement. This book was originally published as a special issue of Assessment in Education.
Author : Leslie Rutkowski,Matthias von Davier,David Rutkowski
Publisher : CRC Press
Page : 623 pages
File Size : 55,7 Mb
Release : 2013-11-12
Category : Mathematics
ISBN : 9781439895146
Winner of the 2017 AERA Division D Significant Contribution to Educational Measurement and Research Methodology Award! Technological and statistical advances, along with a strong interest in gathering more information about the state of our educational systems, have made it possible to assess more students, in more countries, more often, and in more subject domains. The Handbook of International Large-Scale Assessment: Background, Technical Issues, and Methods of Data Analysis brings together recognized scholars in the field of ILSA, behavioral statistics, and policy to develop a detailed guide that goes beyond database user manuals. After highlighting the importance of ILSA data to policy and research, the book reviews methodological aspects and features of the studies based on operational considerations, analytics, and reporting. The book then describes methods of interest to advanced graduate students, researchers, and policy analysts who have a good grounding in quantitative methods, but who are not necessarily quantitative methodologists. In addition, it provides a detailed exposition of the technical details behind these assessments, including the test design, the sampling framework, and estimation methods, with a focus on how these issues impact analysis choices.
Author : IMOGEN FELD.
Publisher : Waxmann Verlag
Page : 247 pages
File Size : 48,5 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 : Nusche Deborah,Radinger Thomas,Busemeyer Marius R.,Theisens Henno
Publisher : OECD Publishing
Page : 200 pages
File Size : 47,5 Mb
Release : 2016-06-09
Category : Electronic
ISBN : 9789264256729
The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education.
Author : 謝錫⾦,林葦葉,吳鴻偉
Publisher : 謝錫金
Page : 267 pages
File Size : 41,5 Mb
Release : 2021-07-12
Category : Education
ISBN : 8210379456XXX
《兒童閱讀能力進展》第一版於2004年出版，此書對亞洲地區的中文和閱讀教育， 有深遠的影響。事緣香港學生參加PIRLS 2006年研究，全球排名第二；PIRLS 2011 年全球排名第一，所以許多國家的教育當局都十分關注香港的成績，希望了解香港學 生閱讀成績表現卓越的成功因素。很多國家和地區的教育當局的要員（包括教育部副 部⻑和課程部門的總主任等），均曾到訪香港大學，跟我們會談討論香港閱讀課程、 教學法、教材和評估，以及家⻑培養子女閱讀的情況。亦有國家派出一整團教育專 家，來港與我們和伙伴學校交流和觀課，深入了解香港的閱讀教學實況和校本課程的 施行。 本書的另一個特點，是一個實證性研究，有大量的數據作為基礎，本研究所蒐集 的數據，具有非常高的研究效度和信度。本書在中國語文教育和閱讀教學領域上，率 先結合大數據（歷屆的閱讀數據，以及學校、教師和家⻑的問卷資料）和學生眞實閱 讀測試樣本，讓語文教育的研究成果，以科學化、非直觀的形式呈現出來。 本書出版以來，對各地中國語文教育工作者影響至鉅。很多中國內地、新加坡、 台灣、澳門和香港等地的語文工作者，均以本書作為閱讀教學的師資培訓課本；各地 很多從事中文教育研究的碩士、博士論文，亦以本書作為研究的起點。更重要的是， 各地的小學中文評估和公開考試，以PIRLS閱讀研究作參考模版，從閱讀研究的框 架、評估設計、施行程序、測試工具、擬定題目和評分方法借鑑。 我們根據PIRLS 2011和2016兩屆的數據和分析結果，重新修訂《兒童閱讀能力 進展：香港與國際比較》一書。本書以PIRLS 2011的研究成果為主，因為香港的兒童 閱讀能力達到世界的頂峰，希望香港教育界以此為典範；PIRLS2016的結果於2018年 公佈，成績稍遜於2011年，正正提示香港的教育界不能放輕腳步，必須繼續努力。 最後，我們希書本書能繼續為各地的閱讀教育，提供發展的能量！
Author : Trude Nilsen,Jan-Eric Gustafsson
Publisher : Springer
Page : 167 pages
File Size : 48,5 Mb
Release : 2016-09-19
Category : Education
ISBN : 9783319412528
This volume offers insights from modeling relations between teacher quality, instructional quality and student outcomes in mathematics across countries. The relations explored take the educational context, such as school climate, into account. The International Association for the Evaluation of Educational Achievement’s Trends in Mathematics and Science Study (TIMSS) is the only international large-scale study possessing a design framework that enables investigation of relations between teachers, their teaching, and student outcomes in mathematics. TIMSS provides both student achievement data and contextual background data from schools, teachers, students and parents, for over 60 countries. This book makes a major contribution to the field of educational effectiveness, especially teaching effectiveness, where cross-cultural comparisons are scarce. For readers interested in teacher quality, instructional quality, and student achievement and motivation in mathematics, the comparisons across cultures, grades, and time are insightful and thought-provoking. For readers interested in methodology, the advanced analytical methods, combined with application of methods new to educational research, illustrate interesting novel directions in methodology and the secondary analysis of international large-scale assessment (ILSA).