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  • MPI Ethno. Forsch.  (2,232)
  • HeBIS  (241)
  • 2015-2019  (2,386)
  • Education  (2,088)
  • Electronic books.
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  • 1
    Online Resource
    Online Resource
    The Nexus among Place, Conflict and Communication in a Globalising World (2019)
    Singapore : Springer Nature Singapore | Cham : Springer International Publishing AG
    Details
    ISBN: 9789811359255 , 9811359253
    Language: English
    Pages: 1 Online-Ressource (XXV, 281 Seiten) , 9 illus., 8 illus. in color.
    Edition: 1st ed. 2019
    Parallel Title: Erscheint auch als The Nexus among Place, Conflict and Communication in a Globalising World
    DDC: 304.2
    Keywords: Human geography ; Political sociology ; Peace ; Communication in politics ; Education ; Human Geography ; Political Sociology ; Peace and Conflict Studies ; Political Communication ; Education
    DOI: 10.1007/978-981-13-5925-5
    URL: https://doi.org/10.1007/978-981-13-5925-5
    URL: Inhaltsverzeichnis
    URL: Ausführliche Beschreibung
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    Online Resource
    HeBIS
  • 2
    Online Resource
    Online Resource
    Narratives in Research and Interventions on Cyberbullying among Young People (2019)
    Cham : Springer International Publishing | Cham : Springer International Publishing AG
    Details
    ISBN: 9783030049607 , 3030049604
    Language: English
    Pages: 1 Online-Ressource (VI, 243 Seiten) , 10 illus., 4 illus. in color.
    Edition: 1st ed. 2019
    Parallel Title: Erscheint auch als Narratives in Research and Interventions on Cyberbullying among Young People
    DDC: 302.2
    Keywords: Kind ; Jugend ; Cyber-Mobbing ; Erzählen ; Forschungsmethode ; Intervention ; Communication ; School Psychology ; Education ; Children ; Media and Communication ; School Psychology ; Childhood Education ; Aufsatzsammlung
    DOI: 10.1007/978-3-030-04960-7
    URL: https://doi.org/10.1007/978-3-030-04960-7
    URL: Inhaltsverzeichnis
    URL: Ausführliche Beschreibung
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    Online Resource
    HeBIS
  • 3
    Online Resource
    Online Resource
    Implementing Ethics in Educational Ethnography : Regulation and Practice (2019)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis | The Hague : OAPEN FOUNDATION
    Details
    ISBN: 9781138580251
    Language: English
    DDC: 306.43
    Keywords: Ethical issues & debates ; Education ; Ethics ; educational ethnograpy
    Abstract: Providing theoretical grounding, case studies and practical solutions, Implementing Ethics in Educational Ethnography examines how researchers can overcome ethical dilemmas associated with and encountered during ethnographic research. From the initial stages of research design such as consideration from regulatory bodies, through research occurring in the field to project completion and reporting, it explores many of the factors associated with ensuring culturally sensitive and ethical studies. The book covers key questions including: What can researchers expect of ethical review boards? Where and with whom should dialogue take place about ethicality within research? What effect does a research focus have on regulation and research practice? What is the effect of context on ethical practices? Does the positionality of a researcher have an effect on ethical practices? How do we ensure that ethicality supports the trustworthiness of research projects? Using a range of international case studies, Implementing Ethics in Educational Ethnography provides researchers and students with invaluable details about how to navigate the field, ensuring that they can sustain good ethical practice throughout the life of a research project.
    URL: kostenfrei
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    Online Resource
    HeBIS
  • 4
    Online Resource
    Online Resource
    Thanks for watching : an anthropological study of video sharing on YouTube (2019)
    Louisville :University Press of Colorado,
    Details
    ISBN: 9781607329558 , 1607329557 , 1646420098 , 9781646420094
    Language: English
    Pages: 1 online resource
    Parallel Title: Print version: Lange, Patricia G.. Thanks for watching
    DDC: 302.30285
    Keywords: YouTube (Electronic resource) ; YouTube (Electronic resource) ; Online social networks Social aspects. ; Internet videos Social aspects. ; Mass media and anthropology. ; Mass media and culture. ; Réseaux sociaux (Internet) Aspect social. ; Vidéos sur Internet Aspect social. ; Médias et anthropologie. ; Médias et culture. ; Social & cultural anthropology, ethnography. ; Social Science / Anthropology / Cultural. ; SOCIAL SCIENCE / General ; Mass media and anthropology. ; Mass media and culture. ; Online social networks Social aspects. ; Electronic books. ; Electronic books.
    Abstract: "YouTube hosts one billion visitors monthly and sees more than 400 hours of video uploaded every minute. An anthropological perspective on this mediated social environment, demonstrating how core concepts from anthropology-participant-observation, reciprocity, and community-apply to sociality and how to reconceptualize and update these concepts"--
    Description / Table of Contents: YouTube initiation : participating through a camera -- Growing closer : sharing time and space -- Synching up through reciprocity -- What defines a community? -- Portals to the posthuman -- Living with arrhythmia : prospects for renewal.
    URL: https://openresearchlibrary.org/content/894f1df4-5f69-4002-8743-10d8918a5555
    URL: EBSCOhost
    URL: JSTOR
    URL: Image
    URL: Image
    URL: Click here to view book
    URL: kostenfrei
    URL: http://www.oapen.org/record/1007718
    URL: Volltext  (kostenfrei)
    URL: Volltext  (kostenfrei)
    URL: Volltext  (kostenfrei)
    URL: Volltext  (kostenfrei)
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    Online Resource
    BSZ
    GBV
    KOBV
    HeBIS
    MPI Ethno. Forsch.
  • 5
    Online Resource
    Online Resource
    A task for Sisyphus : why Europe's Roma policies fail (2019)
    Budapest : Central European University Press
    Details
    ISBN: 9789633863206
    Language: English
    Pages: 1 Online-Ressource (XIV, 295 Seiten)
    Parallel Title: Erscheint auch als Rostas, Iulius A task for Sisyphus
    DDC: 323.11914/9704
    Keywords: Romanies Politics and government 21st century ; Romanies Case studies Ethnic identity ; Romanies Case studies Cultural assimilation ; Romanies Case studies Government policy ; Romanies ; Romanies ; Romanies ; Education ; Ethnic relations ; Political aspects ; Romanies ; Romanies ; Ethnic identity ; Romanies ; Government policy ; Romanies ; Politics and government ; Czech Republic ; Europe ; European Union countries ; Hungary ; Romania ; Case studies ; Education / Educational Policy & Reform ; Czech Republic Ethnic relations ; Political aspects ; Hungary Ethnic relations ; Political aspects ; Romania Ethnic relations ; Political aspects ; Electronic books ; Europäische Union ; Ungarn ; Tschechien ; Rumänien ; Minderheitenpolitik ; Roma
    Abstract: Ethnic Identity as a social category and as a process -- Policy-making, policy models, and the Roma -- Policies towards Roma in the Czech Republic, Hungary, and Romania -- The EU framework for national Roma integration strategies-soft governance of complex issues -- Conclusion: failure, data, and what comes next.
    Abstract: "The book provides answers to the big question that few scholars dare to ask: why policies towards Roma in Europe are failing. After three rounds of policy-making specifically targeting Roma in Europe, it is the time for the academic community to explore the causes of the failure to effectively address the Roma predicament, requiring an interdisciplinary approach. The book analyses the issue from multiple perspectives and disciplines using policy analysis, discourse analysis, and legal analysis. In providing answers to the big question - why policies towards Roma are failing - the author focuses on the policy making process, the construction and categorization of Roma by different actors within this process. Rostas also analyses the policy concepts employed by policy makers over the last twenty-five years, the policy instruments used, and the institutional arrangements that govern the Roma-related issues"--
    Note: Includes bibliographical references and index
    URL: Volltext  (View this content on Open Research Library)
    URL: Cover  (Thumbnail cover image)
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    MPI Ethno. Forsch.
  • 6
    Online Resource
    Online Resource
    Social mobility and education in Britain : research, politics and policy (2019)
    Cambridge :Cambridge University Press,
    Details
    ISBN: 978-1-10856-740-4
    Language: English
    Pages: 1 Online-Ressource (xii, 249 Seiten) : , Illustrationen.
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    DDC: 305.5130941
    RVK:
    MS 1530
    RVK:
    MG 42010
    Keywords: Social mobility / Great Britain ; Education / Great Britain ; Education / Social aspects / Great Britain ; Education ; Education / Social aspects ; Soziale Mobilität. ; Bildung. ; Großbritannien. ; Soziale Mobilität ; Bildung
    DOI: 10.1017/9781108567404
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: https://doi.org/10.1017/9781108567404
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    Online Resource
    HU Berlin
    München BSB
    HeBIS
    BVB
  • 7
    Online Resource
    Online Resource
    Figurations of the feminine : in the early French women's press, 1758-1848 (2019)
    Liverpool : Liverpool University Press
    Details
    ISBN: 9781786949936
    Language: English
    Pages: 1 Online-Ressource (vii, 270 Seiten)
    Edition: 1st published
    Series Statement: Eighteenth-century worlds
    Parallel Title: Erscheint auch als McIlvanney, Siobhán Figurations of the feminine
    DDC: 305.42094409033
    Keywords: Geschlechterrolle ; Frauenliteratur ; Zeitschrift ; Frankreich ; Electronic books. ; History. ; Frankreich ; Frauenliteratur ; Geschlechterrolle ; Zeitschrift ; Geschichte 1758-1848
    Note: Literaturverzeichnis: Seite 247-260
    URL: Volltext  (kostenfrei)
    URL: Volltext  (kostenfrei)
    URL: Volltext  (kostenfrei)
    URL: Cambridge University Press
    URL: EBSCOhost
    URL: JSTOR
    URL: VLeBooks
    URL: Liverpool University Press
    URL: Volltext  (kostenfrei)
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    KOBV
    MPI Ethno. Forsch.
  • 8
    Book
    Book
    Diskursfeld Technik und Geschlecht : berufliche Identitätsentwürfe junger Frauen : im Spannungsfeld von Tradition, Transformation und Subversion (2019)
    Bielefeld :transcript,
    Details
    ISBN: 978-3-8376-4612-2 , 3-8376-4612-2
    Language: German
    Pages: 434 Seiten.
    Series Statement: Gender Studies
    Uniform Title: Zur Bedeutung normativer Anforderungen an berufliche Identitätsentwürfe junger Frauen im Diskursfeld Technik und Geschlecht 2018
    Parallel Title: Erscheint auch als
    Dissertation note: Dissertation Europa-Universität Flensburg 2018
    DDC: 305.436
    RVK:
    ZG 9055
    RVK:
    MS 3050
    RVK:
    DH 1000
    Keywords: Frau. ; Technischer Beruf. ; Weibliche Jugend. ; Berufsorientierung. ; Geschlechterrolle. ; Berufsbild. ; Geschlechtsidentität. ; Diskurs. ; Gender ; Technik ; Berufsorientierung ; Poststrukturalismus ; Sozialwissenschaft ; Lebensplanung ; Judith Butler ; Michel Foucault ; Geschlecht ; Bildung ; Arbeit ; Gender Studies ; Arbeits- und Industriesoziologie ; Bildungssoziologie ; Soziologie ; Technology ; Vocational Orientation ; Post-structuralism ; Social Science ; Life Planning ; Education ; Work ; Sociology of Work and Industry ; Sociology of Education ; Sociology ; Hochschulschrift ; Hochschulschrift ; Hochschulschrift ; Hochschulschrift ; Frau ; Technischer Beruf ; Weibliche Jugend ; Berufsorientierung ; Geschlechterrolle ; Technischer Beruf ; Berufsbild ; Geschlechtsidentität ; Diskurs
    URL: http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030864439&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
    URL: http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030864439&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA
    URL: http://www.transcript-verlag.de/978-3-8376-4612-2
    URL: Unbekannt
    URL: Inhaltsverzeichnis
    URL: http://www.transcript-verlag.de/978-3-8376-4612-2
    URL: Unbekannt
    URL: Inhaltsverzeichnis
    URL: http://www.transcript-verlag.de/978-3-8376-4612-2
    URL: Unbekannt
    URL: Inhaltsverzeichnis
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    Book
    HU Berlin
    BSZ
    GBV
    MPI Ethno. Forsch.
  • 9
    Online Resource
    Online Resource
    How's Life in the Province of Córdoba, Argentina? (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264704541 , 9789264980709 , 9789264779822
    Language: English
    Pages: 1 Online-Ressource (120 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe ¿Cómo va la vida en la provincia de Córdoba, Argentina?
    Parallel Title: Erscheint auch als How's life in the province of Córdoba, Argentina?
    Keywords: Lebensqualität ; Sozialer Indikator ; Regionalökonomik ; Stadtökonomik ; Cordoba (Argentinien, Provinz) ; Education ; Employment ; Social Issues/Migration/Health ; Urban, Rural and Regional Development ; Science and Technology ; Argentina
    Abstract: This report assesses well-being in the four largest urban agglomerations of the province of Córdoba and provides policy recommendations to strengthen regional development practices, and ultimately improve people’s well-being. Using around 30 statistical indicators, the report analyses the performance of Córdoba’s agglomerations in 12 well-being dimensions in comparison with 391 regions of 36 OECD countries and 98 regions of Brazil, Peru, Colombia and Costa Rica. The report also documents the well-being inequalities between Córdoba’s four agglomerations and suggests three priorities areas which the province should focus on to tackle well-being challenges: i) Ensure that well-being indicators guide future decision-making; ii) Continue strengthening and modernising the provincial statistical system to expand the evidence-base; and, iii) Strengthen governance arrangements for more effective, efficient and inclusive regional development policy outcomes.
    DOI: 10.1787/97f189b1-en
    URL: lizenzpflichtig
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    MPI Ethno. Forsch.
  • 10
    Online Resource
    Online Resource
    OECD Skills Strategy 2019 : Skills to Shape a Better Future (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264313835 , 9789264613645 , 9789264546431
    Language: English
    Pages: 1 Online-Ressource (228 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe Stratégie 2019 de l'OCDE sur les compétences : Des compétences pour construire un avenir meilleur
    Parallel Title: Parallele Sprachausgabe Estrategia de Competencias de la OCDE 2019 : Competencias para construir un futuro mejor
    Parallel Title: Erscheint auch als OECD OECD skills strategy 2019
    Keywords: Bildungspolitik ; Qualifikation ; Erwachsenenbildung ; OECD-Staaten ; Education ; Employment ; Economics
    Abstract: The OECD Skills Strategy provides a strategic and comprehensive approach for ensuring that people and countries have the skills to thrive in a complex, interconnected and rapidly changing world. The updated 2019 OECD Skills Strategy takes account of the lessons learned from applying the original skills strategy in 11 countries since 2012, while also incorporating new OECD evidence about the skills implications of megatrends, such as globalisation, digitalisation, population ageing, and migration. The Strategy also incorporates new learning from across the OECD about skills policies that work in these three broad components: developing relevant skills over the life course, using skills effectively in work and society, and strengthening the governance of skills systems.
    DOI: 10.1787/9789264313835-en
    URL: lizenzpflichtig
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  • 11
    Online Resource
    Online Resource
    Means, ends and meaning in accountability for strategic education governance (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (90 p.)
    Series Statement: OECD Education Working Papers no.204
    Keywords: Education
    Abstract: Recent decades have revealed a gap between promises and realities of accountability in education governance, as well as further afield. Despite efforts identifying and analysing cautionary tales of accountability interventions, a systematic approach to support progressive improvements for managing accountability in complex education systems is yet to be widely adopted. This review of the interdisciplinary literature leverages the complexity paradigm to address the extant lack of clarity in theory and practice surrounding accountability. Central to this are recent research efforts that embrace accountability’s foundations as a relational exchange of accounts. The approach enables distancing accountability from misconceptions arising from its patchy track record in practice and the rhetorical usage of the term. The review discusses implications for understanding and managing accountability within contemporary strategic governance. In such an environment, this means rethinking the management of accountability stresses by practitioners as a new normal to be grappled with – and where possible attenuated – rather than the object of tractable solutions, as has been mistakenly conceived in the past.
    DOI: 10.1787/1d516b5c-en
    URL: lizenzpflichtig
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  • 12
    Online Resource
    Online Resource
    Strength through diversity : Country spotlight report for Chile (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (115 p.)
    Series Statement: OECD Education Working Papers no.210
    Keywords: Education ; Chile
    Abstract: Chile is now working to develop stronger integration processes after being largely unprepared for the influx of immigrants who arrived in recent years. In the education sector, evidence suggests important differences in the academic and well-being outcomes between students with an immigrant background and native Chilean students. While available data on immigrant students in Chile is limited, these disparities highlight the need to reflect on the types of policies that can reverse emerging gaps, advance the educational and long-term success of students and promote social cohesion. As such, the Ministry of Education invited the OECD Strength through Diversity project to develop this Spotlight Report, which examines four policy priorities regarding the inclusion of immigrant and refugee students in the country: (1) School choice and segregation; (2) Language training; (3) Capacity building; and (4) Inclusive education. The findings of this report reflect existing OECD work on education policy in Chile and in the area of migration policy. The report also draws on national data, questionnaire results on policies and practices implemented in Chile to support the educational achievement and socio emotional well-being of immigrant students and examples of policies and practices in peer-learner countries and regions that were collected through desk based research (notably from Australia, Canada, the Netherlands, Sweden and the United States). Finally, interviews conducted by the OECD Strength through Diversity team during a review mission and a stakeholder workshop that took place in Santiago in June 2018 help inform the report.
    DOI: 10.1787/058bc849-en
    URL: lizenzpflichtig
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    MPI Ethno. Forsch.
  • 13
    Online Resource
    Online Resource
    Strength through diversity’s Spotlight Report for Sweden (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (146 p.)
    Series Statement: OECD Education Working Papers no.194
    Keywords: Education ; Sweden
    Abstract: Within OECD countries, Sweden has historically welcomed large numbers of migrants, in particular migrants seeking humanitarian protection. Since 2015, this large influx of new arrivals with multiple disadvantages has put a well-developed integration system under great pressure and highlighted a number of challenges for education policy given current institutional frameworks. PISA 2015 shows that immigrant students fare considerably worse than native students in terms of academic and well-being outcomes also after accounting for differences in social-economic background. The OECD has identified four priority areas for Sweden for closing the gap between immigrant and native students: (1) Facilitating the access of immigrants to school choice, (2) Building teaching capacity, (3) Providing language training and (4) Strengthening the management of diversity. The findings in this Spotlight Report are based on existing OECD work in the area of immigrant integration in education, OECD and national data, a questionnaire on the range of policies and practices in Sweden and good practice examples for the integration in the education system in peer-learner countries and regions [Austria, Germany, the Netherlands and North America (Canada and the United States)], which were identified of particular relevance for Sweden. The report also includes policy pointers on what policies and practices Sweden could adopt to respond to the current integration challenges in the four priority areas.
    DOI: 10.1787/059ce467-en
    URL: lizenzpflichtig
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  • 14
    Online Resource
    Online Resource
    Moving towards more school autonomy in Austria : Refocusing the role of school supervision (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (32 p.)
    Series Statement: OECD Education Working Papers no.200
    Keywords: Education ; Austria
    Abstract: Prepared for a CERI (Centre for Educational Research and Innovation) Strategic Education Governance Learning Seminar, this working paper analyses an ongoing reform in Austria to change the traditional sector-specific “supervision” of different school types to a system of quality management of all schools in the region and to introduce a new external school evaluation body. The paper identifies four pertinent areas for lasting success of the reform: a new focus on quality management and monitoring; a restructuring of existing sector-specific school supervision bodies; creating a shared vision of quality and educational goals; and ensuring reliable and useful knowledge. Employing a complexity perspective to governance, the paper highlights that long-term sustainability of the reform requires a compelling narrative clarifying how school supervision supports education improvement and how supervision fits into wider education policy. The analysis further underlines the principle of co-creation in developing quality frameworks and establishing the methodology for the new external school evaluation body; and also for school leaders and school supervisors to drive the development of their new professional identities. Finally, to provide useful knowledge for schools and the system, the new external evaluation body should focus on the improvement of teaching and learning.
    DOI: 10.1787/9c49eebe-en
    URL: lizenzpflichtig
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  • 15
    Online Resource
    Online Resource
    Quel lien entre la motivation des élèves, leur performance et leur anxiété ? (2019)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA à la loupe no.92
    Parallel Title: Parallele Sprachausgabe How is students’ motivation related to their performance and anxiety?
    Keywords: Education
    Abstract: Depuis plus de 15 ans, l’enquête PISA s’attache à mesurer la performance des élèves. Mais cette performance cognitive ne constitue que l’un des aspects de la réussite à l’école ; le bien-être global en est un autre. Le questionnaire de l’édition 2015 de l’enquête consacrait une section complète au bien-être des élèves, afin de mieux appréhender leur santé mentale, leur satisfaction à l’égard de la vie, leurs aspirations et leurs modes de socialisation. Ce numéro de la série PISA à la loupe se penche plus particulièrement sur deux de ces dimensions : la motivation et l’anxiété.
    DOI: 10.1787/ff64c4ad-fr
    URL: lizenzpflichtig
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  • 16
    Online Resource
    Online Resource
    Enquête internationale sur l’enseignement et l’apprentissage (TALIS) : Cadre conceptuel (2019)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (124 p.)
    Series Statement: OECD Education Working Papers no.187
    Parallel Title: Parallele Sprachausgabe Teaching and Learning International Survey (TALIS) 2018 Conceptual Framework
    Keywords: Education
    Abstract: L’Enquête internationale sur l'enseignement et l'apprentissage (TALIS) est une enquête en cours et à grande échelle sur les enseignants, les chefs d'établissement et leurs environnements d'apprentissage. La première enquête s'est déroulée en 2008. L’Enquête est administrée dans le premier cycle de l'enseignement secondaire (niveau 2 de la CITÉ). Le niveau primaire et le second cycle de l’enseignement secondaire (les niveaux 1 et 3 de la CITÉ) sont en option. La mise en oeuvre de l'enquête se fait de manière optionnelle dans les écoles échantillonnées du PISA (lien TALIS-PISA). Ainsi, ce cadre conceptuel TALIS 2018 se fonde sur les deux cycles précédents de 2008 et 2013 et met l'accent sur les conditions pédagogiques et institutionnelles efficaces qui favorisent l'apprentissage des élèves, qui sont au coeur de l’enquête, tout en décrivant leur variation au sein des pays et entre eux, et dans le temps. Le cadre de 2018 aborde des thèmes et des priorités durables liés aux caractéristiques professionnelles et aux pratiques pédagogiques aux niveaux institutionnel et individuel : les antécédents scolaires des enseignants et leur préparation initiale ; leur développement professionnel, les pratiques pédagogiques et professionnelles ; l'auto-efficacité et la satisfaction au travail ; et les problèmes de direction d’établissement, des systèmes de rétroaction et de climat scolaire. Il aborde également les intérêts émergents en matière de politiques et de recherche liés à l'innovation et à l'enseignement dans divers environnements et contextes. Ce document fournit une base scientifique à chaque domaine, ainsi que les principales influences de la recherche connexe en lien avec l’éducation à l'OCDE et au-delà. Enfin, le cadre conceptuel fournit un aperçu général des opérations de l'enquête et de son processus de mise en oeuvre à travers ses différentes étapes.
    DOI: 10.1787/85ec78d8-fr
    URL: lizenzpflichtig
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  • 17
    Online Resource
    Online Resource
    Upgrading the ICT questionnaire items in PISA 2021 (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (49 p.)
    Series Statement: OECD Education Working Papers no.202
    Keywords: Education
    Abstract: This paper explains the rationale for updating the OECD Programme for International Student Assessment (PISA) 2021 questionnaire on Information and Communication Technology (ICT) and shows how it covers policy topics of current relevance. After presenting key findings based on previous ICT-related PISA data, the paper provides a summary of the PISA 2021 ICT framework guiding the development of the questionnaire. The paper then describes the process followed by the OECD/PISA secretariat for the development of the PISA 2021 ICT questionnaire items. The paper concludes by drawing some lessons that would inform future development of this instrument.
    DOI: 10.1787/d0f94dc7-en
    URL: lizenzpflichtig
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  • 18
    Online Resource
    Online Resource
    The relevance of general pedagogical knowledge for successful teaching : Systematic review and meta-analysis of the international evidence from primary to tertiary education (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (101 p.)
    Series Statement: OECD Education Working Papers no.212
    Keywords: Education
    Abstract: This systematic review investigates the relevance of general pedagogical knowledge for successful teaching. It synthesises the empirical evidence of 10 769 teaching professionals and 853 452 students from primary to tertiary education in 21 countries. The meta-analysis of 20 quantitative studies revealed significant effects for teaching quality and student outcomes (Cohen’s d = .64 and .26), indicating that more knowledgeable teachers achieve a three-month additional progress for students. The three themes emerging from 31 qualitative studies underline that general pedagogical knowledge is a crucial resource for teaching. Results also show that teaching requires knowledge about a range of topics, specific skills and other competences to transform knowledge into practice. Teachers need training and practical experience to acquire knowledge, which they apply according to the pedagogical situation at hand. The results allow for important conclusions for policy, practice and research.
    DOI: 10.1787/ede8feb6-en
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    Niveau de formation et résultats sur le marché du travail : Comment se situent les adultes nés à l’étranger par rapport à leurs pairs nés dans le pays ? (2019)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Les indicateurs de l'éducation à la loupe no.65
    Parallel Title: Parallele Sprachausgabe How do the educational attainment and labour market outcomes of foreign-born adults compare to their native-born peers?
    Keywords: Education
    Abstract: Dans tous les pays de l’OCDE, les adultes migrants forment un groupe hétérogène, aux profils et niveaux de formation variés. Même lorsqu’ils sont diplômés de l’enseignement tertiaire, ils sont plus susceptibles d’avoir de moins bons résultats sur le marché du travail, notamment des revenus plus faibles. La participation au marché du travail est plus difficile pour les adultes nés à l’étranger arrivés plus âgés dans leur pays d’accueil et ayant acquis leurs qualifications dans un autre pays. Il est important pour les pays d’accueil de concevoir et de mettre en oeuvre des politiques qui aideront les immigrés à améliorer leurs chances sur le marché du travail, au bénéfice des individus comme du pays dans son ensemble.
    DOI: 10.1787/b952a74a-fr
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  • 20
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    What characterises upper secondary vocational education and training? (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Education Indicators in Focus no.68
    Parallel Title: Parallele Sprachausgabe Caractéristiques de la filière professionnelle du deuxième cycle de l’enseignement secondaire
    Keywords: Education
    Abstract: Vocational education and training can play a central role in preparing young people for work and responding to the labour market needs of the economy. While often neglected in the past, an increasing number of countries are recognising that high-quality vocational education and training can make a major contribution to economic competitiveness. In an unpredictable future where jobs will either disappear or transform, vocational education and training, together with work-based learning, can respond to this challenge by offering an excellent opportunity to nurture the skills employers require.
    DOI: 10.1787/a1a7e2f1-en
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  • 21
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    Why does the Sustainable Development Goal on Education (SDG 4) matter for OECD countries? (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (7 p.)
    Series Statement: Education Indicators in Focus no.67
    Parallel Title: Parallele Sprachausgabe L’importance de l’Objectif de développement durable relatif à l’éducation (ODD 4) pour les pays de l’OCDE
    Keywords: Education
    Abstract: The Sustainable Development Agenda is a universal and ambitious agenda that challenges every single country in the world to achieve the Sustainable Development Goals by 2030 – and this is why it matters for OECD countries. In this context, Sustainable Development Goal 4 sheds light on education policy issues which were not traditionally included in the international development agenda and which remain highly relevant for OECD member and partner countries. In particular, Sustainable Development Goal 4 stresses the importance of providing equitable access to education and lifelong learning opportunities that lead to effective learning outcomes. It also emphasises the need to adapt the content of education to include relevant topics such as human rights and gender equality. The challenge, however, remains to collect quality and comparable data to monitor the wide range of Sustainable Development Goal 4 indicators. With the 2030 deadline in view, OECD countries can play an important role in pushing strongly for the collection of more and better quality data and developing the methodologies to assess education systems in OECD countries and beyond.
    DOI: 10.1787/cdc2482b-en
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  • 22
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    Introduction of multistage adaptive testing design in PISA 2018 (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (29 p.)
    Series Statement: OECD Education Working Papers no.209
    Keywords: Education
    Abstract: This paper describes and evaluates a multistage adaptive testing (MSAT) design that was implemented for the Programme for International Student Assessment (PISA) 2018 main survey for the major domain of Reading. Through a simulation study, recovery of item-response theory model parameters and measurement precision were examined. The PISA 2018 MSAT design resulted in a parameter recovery as good as the operational benchmark, and measurement precision was improved by 4 to 5% with gains up to 10% at the extreme performance levels.
    DOI: 10.1787/b9435d4b-en
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  • 23
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    How teachers update their teaching skills to cope with the rapidly changing world (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Teaching in Focus no.28
    Parallel Title: Parallele Sprachausgabe Comment les enseignants maintiennent-ils leurs compétences pédagogiques à jour face à monde en rapide mutation?
    Keywords: Education
    Abstract: Continuous professional development (CPD) is crucial for teacher’s professionalism, and affects teaching practices in the classroom. In addition, teachers’ self-efficacy and job satisfaction are higher when professional development has a positive impact on their work. Lifting barriers to participation in professional development by providing incentives and support structures, such as allocated time, as well as offering relevant professional development opportunities that meet teachers’ needs, are crucial for making CPD accessible and purposeful for teachers. Education systems could also build on effective forms of professional development, such as active learning and collaborative approaches, to improve the overall quality of professional development offered to the teaching workforce. These efforts can help teachers become lifelong learners and grow in their profession.
    DOI: 10.1787/282b9edd-en
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  • 24
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    Table ronde de l’Observateur de l’OCDE sur la Finlande (2019)
    Paris : OECD Publishing
    In:  L'Observateur de l'OCDE
    Details
    Language: French
    Pages: 1 Online-Ressource (9 p.)
    Parallel Title: Parallele Sprachausgabe OECD Observer Roundtable on Finland
    Titel der Quelle: L'Observateur de l'OCDE
    Keywords: Education ; Environment ; Governance ; Social Issues/Migration/Health ; Economics ; Finland
    DOI: 10.1787/f763dd65-fr
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  • 25
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    La confiance, secret de l’éducation à la finlandaise (2019)
    Paris : OECD Publishing
    In:  L'Observateur de l'OCDE
    Details
    Language: French
    Pages: 1 Online-Ressource (3 p.)
    Parallel Title: Parallele Sprachausgabe The secret to Finnish education: Trust
    Titel der Quelle: L'Observateur de l'OCDE
    Keywords: Education ; Economics ; Finland
    DOI: 10.1787/36d8ae2d-fr
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  • 26
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    Education Database: Enrolment by type of institution (Edition 2019) (2019)
    Paris : OECD Publishing.
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: OECD Education Statistics
    Keywords: Education
    Abstract: This dataset contains the number of students for a given education programme in the reference period of the data collection, by type of institution, which they are attending, intensity of participation (full or part-time program) and sex . Each student is counted once only.
    DOI: 10.1787/cadf1fc5-en
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  • 27
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    Education at a glance: Share of international students enrolled by country of origin (Edition 2019/1) (2019)
    Paris : OECD Publishing.
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: OECD Education Statistics
    Keywords: Education
    Abstract: This dataset reports the percentage of people who have crossed an international border to study tertiary education, by country of origin and tertiary level.
    DOI: 10.1787/fc29d7d6-en
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  • 28
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    Education at a glance: Student-teacher ratio and average class size (Edition 2019) (2019)
    Paris : OECD Publishing.
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: OECD Education Statistics
    Keywords: Education
    Abstract: This dataset shows the ratio of full-time students to full-time teaching staff, as well as the average class size at a given level of education and type of institution.
    DOI: 10.1787/b46ebc9a-en
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  • 29
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    Education at a glance: Share of international students enrolled by field of education (Edition 2019) (2019)
    Paris : OECD Publishing.
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: OECD Education Statistics
    Keywords: Education
    Abstract: This dataset shows the percentage of people who have crossed an international border to study tertiary education, by field of education and tertiary level.
    DOI: 10.1787/2d717de4-en
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  • 30
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    Education Database: Population data (Edition 2019) (2019)
    Paris : OECD Publishing.
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: OECD Education Statistics
    Keywords: Education
    Abstract: This dataset contains the number of nationals by sex and age group.
    DOI: 10.1787/3cc0b105-en
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  • 31
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    Education Database: Enrolment data adjusted to financial year (Edition 2019) (2019)
    Paris : OECD Publishing.
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: OECD Education Statistics
    Keywords: Education
    Abstract: This dataset contains the number of students by level of education, adjusted to the financial year.
    DOI: 10.1787/667d95f4-en
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  • 32
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    Education at a glance: Enrolment by gender, programme orientation and mode of study (Edition 2019) (2019)
    Paris : OECD Publishing.
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: OECD Education Statistics
    Keywords: Education
    Abstract: This dataset examines the participation rate of students in different levels of education, by gender, age and time commitment to studies.
    DOI: 10.1787/8986285d-en
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  • 33
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    Stratégie 2019 de l'OCDE sur les compétences : Des compétences pour construire un avenir meilleur (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264313859 , 9789264762121 , 9789264487604
    Language: French
    Pages: 1 Online-Ressource (260 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe OECD Skills Strategy 2019: Skills to Shape a Better Future
    Parallel Title: Parallele Sprachausgabe Estrategia de Competencias de la OCDE 2019 : Competencias para construir un futuro mejor
    Keywords: Education ; Employment ; Economics
    Abstract: La Stratégie de l’OCDE sur les compétences propose une approche stratégique et globale afin que les peuples et les pays puissent se doter de compétences leur permettant de s’épanouir dans un monde complexe, interconnecté et en pleine évolution. La nouvelle Stratégie 2019 de l’OCDE sur les compétences tient compte depuis 2012 des enseignements tirés de la mise en œuvre initiale de la stratégie des compétences de l’OCDE dans 11 pays, et intègre également es récentes constatations des effets des mégatendances sur les compétences, telles que la mondialisation, la transformation numérique, le vieillissement de la population et les migrations. La Stratégie tient également compte des nouvelles connaissances de l’OCDE sur les politiques en matière de compétences efficacesqui reposent sur ces trois grands axes: acquérir des compétences utiles tout au long de la vie, utiliser efficacement les compétences dans le cadre professionnel et social et, renforcer la gouvernance des systèmes de compétences.
    DOI: 10.1787/9789264313859-fr
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  • 34
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    How is students’ motivation related to their performance and anxiety? (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA in Focus no.92
    Parallel Title: Parallele Sprachausgabe Quel lien entre la motivation des élèves, leur performance et leur anxiété ?
    Keywords: Education
    Abstract: PISA has extensively measured student achievement for over 15 years. But cognitive performance is only one aspect of success at school; another is general well-being. The PISA 2015 questionnaire included a comprehensive section on student well-being designed to understand students’ mental health, satisfaction with life, aspirations and socialisation. This PISA in Focus examines two of these aspects: motivation and anxiety.
    DOI: 10.1787/d7c28431-en
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  • 35
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    Is there a generational divide in environmental optimism? (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA in Focus no.95
    Keywords: Education
    Abstract: Problems associated with the environment loom large over the future well-being of young generations. A previous issue of PISA in Focus (PISA in Focus 87) shows that in 2015 many 15-year-old students believed that the future – their future – was going to be worse, environmentally, than the present. In particular, only a minority of students (fewer than one in five, on average across OECD countries) believed that problems related to air pollution, the extinction of plants and animals, clearing forests for land use, water shortages and nuclear waste would improve over the next 20 years. But are teenagers more or less pessimistic than their parents?
    DOI: 10.1787/04677bea-en
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  • 36
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    Policy approaches to integration of newly arrived immigrant children in schools : The case of the Netherlands (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (49 p.)
    Series Statement: OECD Education Working Papers no.206
    Keywords: Education ; Netherlands
    Abstract: This research paper has the objective of providing a comprehensive overview of Dutch education policy approaches to the integration of children with a migration background, with a particular focus on those who have recently arrived in the country. After mapping the current population characteristics of children with a migration background and their educational performance and socio-emotional well-being, the research paper summarises the Dutch education system and the opportunities it provides for newcomer children. The remainder of the paper focuses on three key policy issues that are crucial for promoting the academic and social resilience of children with a migration background: promoting social cohesion and multiculturalism in schools, capacity building in the education system and language acquisition for newcomers. The paper concludes with pointers for the short and long-term policy debates to enhance the successful integration of students with a migration background in the education system as well as the wider society.
    DOI: 10.1787/f19de900-en
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  • 37
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    Leadership for quality early childhood education and care (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (31 p.)
    Series Statement: OECD Education Working Papers no.211
    Keywords: Education
    Abstract: This literature review examines the research on early childhood education and care (ECEC) leadership and how leaders impact process quality in ECEC settings. Process quality refers to interactions and relationships between and among children and ECEC staff, and is a strong predictor of children’s learning, development and well-being. Research suggests that leadership plays a central role in improving and sustaining process quality in ECEC settings. This literature review presents findings about: 1) the functions, roles and structures of leadership in ECEC settings, 2) factors that may support or hinder leadership and its effectiveness, 3) working conditions and professional development for staff, and 4) how these factors might impact process quality. The results suggest that supports for ECEC leadership may be needed to strengthen areas such as leadership recruitment, preparation and professional development, credentialing and compensation, job design and further research.
    DOI: 10.1787/6e563bae-en
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  • 38
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    New insights on teaching and learning : Contributions from TALIS 2018 (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Teaching in Focus no.27
    Parallel Title: Parallele Sprachausgabe Nouvelles perspectives sur l'enseignement et l'apprentissage : Contributions de l'Enquête TALIS 2018
    Keywords: Education
    Abstract: TALIS has been conducted every five years since 2008, with TALIS 2018 being the third cycle. The study has given teachers and school leaders the opportunity to voice their opinions on their working conditions, learning environments and practices. The perspective of teachers and school leaders is vital for education systems to understand what is taking place in their schools and classrooms, and to guide the development of policy. This Teaching in Focus brief introduces the research scope and design of TALIS 2018. It also describes the content covered in Volume I of the results and the main research questions that the study attempts to answer.
    DOI: 10.1787/72dfe982-en
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  • 39
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    Learning in rural schools : Insights from PISA, TALIS and the literature (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (77 p.)
    Series Statement: OECD Education Working Papers no.196
    Keywords: Education
    Abstract: Based on a review of previous research, the paper describes the distinctive characteristics of rural areas and communities and the factors typically associated with shaping students’ learning experience in rural contexts. Data from the OECD Programme for International Student Assessment (PISA) 2015 and the Teaching and Learning International Survey (TALIS) 2013 are analysed to examine differences in learning outcomes and education expectations between rural and urban students and to assess the extent to which challenges and opportunities in the provision of rural education are commonplace across OECD member and partner countries. To our surprise, some of the perceived challenges of providing rural education, such as an inadequate infrastructure or a lack of quality teachers, are far from universal. Rural-urban gaps in academic performance generally disappear after accounting for socio-economic status and rural students are less likely to expect completing a university degree than city students, but this gap in expectations persists even when rural students have a similar socio economic status, on average across OECD countries. This highlights the importance of raising aspirations and creating opportunities for rural students. The paper concludes with ideas for policy and country experiences that governments may consider to ensure high quality learning for students in rural contexts.
    DOI: 10.1787/8b1a5cb9-en
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  • 40
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    Impacts of technology use on children : Exploring literature on the brain, cognition and well-being (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (45 p.)
    Series Statement: OECD Education Working Papers no.195
    Keywords: Education ; Science and Technology
    Abstract: Children in the 21st century are avid users of technology - more so than generations past. This rise in use has led to much attention on the consequences of technology use, and how this impacts children’s brains and their socio-emotional, cognitive and physical development. Much of the research in these fields, especially brain-based research, is in its infancy. Furthermore, it often shows very small correlations between technology use and child outcomes; whether technology causes these outcomes is unclear, and small effect sizes bring questions about real-life implications for children. Despite these issues, policy-makers in various countries have set guidelines for technology use in children, which are often restriction-focused. This paper explores some of the literature on the effects of technology use on children in terms of their brain, cognitive, socio-emotional and physical development, and summarises what is clearly demonstrated in the literature. It also highlights where more quality research is needed to better understand the impact of technology on children, and support the development of effective, evidence-based guidelines.
    DOI: 10.1787/8296464e-en
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  • 41
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    How do young people’s educational attainment and labour-market outcomes differ across regions? (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Education Indicators in Focus no.71
    Parallel Title: Parallele Sprachausgabe En quoi le niveau de formation des jeunes et leur situation sur le marché du travail diffèrent-ils d’une entité infranationale à l’autre ?
    Keywords: Education
    Abstract: Different regions often display large differences in educational attainment and employment outcomes, highlighting the importance of monitoring regional as well as national indicators and the need for government to develop tailored policy responses to ensure the benefits of education reach the whole country.
    DOI: 10.1787/c9fcfd45-en
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  • 42
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    Investing in the skills of adult immigrants (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Adult Skills in Focus no.11
    Parallel Title: Parallele Sprachausgabe Investissements en faveur des compétences de la population adulte immigrée
    Keywords: Education
    Abstract: Lifelong learning is especially important for immigrants, who are often at a disadvantage in terms of the languages and skills that are valued in the labour market of their host country. Yet foreign-born adults are less likely to participate in training than native-born ones, and face higher financial and non-financial barriers to training. Policy efforts should focus not only on providing more training opportunities, but also on removing barriers to participation.
    DOI: 10.1787/79990b8c-en
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  • 43
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    Temps consacré par les adultes à l’évaluation PIAAC et importance de cette donnée (2019)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Les compétences des adultes à la loupe no.10
    Parallel Title: Parallele Sprachausgabe How much time do adults spend on the PIAAC assessment and why does it matter?
    Keywords: Education
    Abstract: Les fichiers journaux de l’évaluation informatisée peuvent contribuer à mieux comprendre les comportements des répondants et les stratégies cognitives qu’ils adoptent. L’analyse des données du PIAAC relatives au temps met en évidence d’importants écarts concernant le temps que consacrent les participants pour répondre aux items d’évaluation ainsi que des différences majeures au niveau des pays s’agissant du pourcentage de répondants qui consacrent le temps minimum nécessaire pour comprendre un item. Ces différences dans l’intensité des efforts déployés par les répondants offrent un complément utile à l’analyse des écarts de compétences à l’échelle internationale.
    DOI: 10.1787/4fdeb19b-fr
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  • 44
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    L’équité dans l’éducation : Où s’est-elle améliorée ces dix dernières années ? (2019)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA à la loupe no.68
    Parallel Title: Parallele Sprachausgabe Where did equity in education improve over the past decade?
    Keywords: Education
    Abstract: La persistance des inégalités sociales dans l’éducation – le fait que les enfants de parents riches et très instruits réussissent en général mieux à l’école que ceux venant de familles moins privilégiées – est souvent perçue comme une tendance des systèmes d’éducation difficile à inverser. Les pays du monde entier ont cependant tous à coeur de minimiser l’incidence négative du statut socio-économique des élèves sur leur performance à l’école. L’enquête PISA montre que, loin de l’idée qui voudrait que l’inégalité des chances soit un phénomène inéluctable, les systèmes d’éducation peuvent devenir plus équitables en relativement peu de temps.
    DOI: 10.1787/718e0e68-fr
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  • 45
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    Quel est le degré de décentralisation des systèmes d’éducation et son incidence pour les établissements d’enseignement ? (2019)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Les indicateurs de l'éducation à la loupe no.64
    Parallel Title: Parallele Sprachausgabe How decentralised are education systems, and what does it mean for schools?
    Keywords: Education
    Abstract: Le renforcement de l’autonomie des établissements d’enseignement est une mesure populaire, qui peut toutefois aussi s’avérer complexe et parfois même sujette à controverse. Nombre de systèmes d’éducation ont renforcé l’autonomie des établissements d’enseignement dans l’espoir de gagner en efficacité et de mieux répondre aux besoins locaux. Dans certains pays, toutefois, le renforcement de cette autonomie soumet les établissements d’enseignement et les acteurs locaux à une pression accrue. Pour porter ses fruits, le renforcement de l’autonomie des établissements d’enseignement doit se fonder sur un ensemble d’éléments clés : un cadre national solide et une vision stratégique claire ; des programmes de formation bien adaptés pour les chefs d’établissement et les enseignants ; de solides dispositifs de responsabilisation ; et l’instauration d’un climat de collaboration, tant entre les établissements d’enseignement qu’au sein de ceux-ci.
    DOI: 10.1787/b3b6fcc4-fr
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  • 46
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    Does attending a rural school make a difference in how and what you learn? (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA in Focus no.94
    Keywords: Education
    Abstract: The rural education landscape once consisted of one-room schools where a single teacher educated, took care of and supervised students of diverse ages. While multi-grade teaching is still common in many schools, particularly in primary education, increased government spending, better transport networks and higher social expectations have given way, in many instances, to larger schools with several classrooms, teachers and grades, and a greater variety of learning opportunities. Have these changes attenuated the traditional rural-urban gap in academic performance? Are students in rural schools still less likely to go into higher education than students in urban schools? And what makes rural schools different from urban schools more generally?
    DOI: 10.1787/d076ecc3-en
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  • 47
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    A healthy mind in a healthy body (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (12 p.)
    Series Statement: Trends Shaping Education Spotlights no.17
    Keywords: Education
    Abstract: Good health is a benefit in many domains, such as work, studies or social relationships. Fostering a sound knowledge on healthy habits and the implications of risk-taking behaviours is a key to shaping societies with healthier lifestyles.
    DOI: 10.1787/eb25b810-en
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  • 48
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    Starting Strong Teaching and Learning International Survey 2018 Conceptual Framework (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (117 p.)
    Series Statement: OECD Education Working Papers no.197
    Keywords: Education
    Abstract: The Starting Strong Teaching and Learning International Survey 2018 is an international survey of staff and centre leaders working in early childhood education and care (ECEC), administered in ECEC centres belonging to ISCED Level 0.2, and, as an option, centres providing services for children under the age of 3. The Conceptual Framework provides an integrated theoretical and analytical underpinning to the survey that articulates its research foci and links to existing knowledge and evidence and policy questions. The key themes include those mainly concerned with: ECEC staff-child interaction (process quality of staff-child interaction and monitoring and assessment of children’s development, well-being and learning); ECEC centre characteristics (structural quality characteristics, pedagogical and administrative leadership, climate, and stakeholder relations); ECEC leader and staff characteristics (background and initial preparation, professional development, well-being, professional beliefs about children’s development, well-being and learning, and self-efficacy); and the cross-cutting theme of equity and diversity in the child group.
    DOI: 10.1787/106b1c42-en
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  • 49
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    How teachers and schools innovate : New measures in TALIS 2018 (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Teaching in Focus no.26
    Parallel Title: Parallele Sprachausgabe L’innovation chez les enseignants et dans les établissements scolaires : Nouvelles données issues de l’Enquête TALIS 2018
    Keywords: Education
    Abstract: TALIS aims to measure two points of interest: the degree to which innovation is implemented in learning environments, and the conditions for innovation in schools and classrooms. The former is examined through teachers’ self-reports of how often they use specific practices in their teaching to help students build cross-curricular skills and think critically. Conditions for innovation are examined through indicators on how open teachers and schools are to innovation, as well as the need and participation in professional development activities that enable teachers to use innovative practices in their work. Information on both of these areas will be valuable to feed into evidence-based policy making for building teacher capacity to meet the demands of 21st century learning.
    DOI: 10.1787/71101b69-en
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  • 50
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    How can the comparability of early childhood education and care statistics be improved? (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Education Indicators in Focus no.70
    Parallel Title: Parallele Sprachausgabe Comment la comparabilité des statistiques relatives à l’éducation et à l’accueil des jeunes enfants peut-elle être améliorée ?
    Keywords: Education
    Abstract: The types of services available to children and their parents vary significantly across OECD countries. This makes international comparisons of ECEC more challenging. The revision of ISCED in 2011 was a significant first step towards better identifying the education component of ECEC programmes and capturing information about ECEC services designed for children under the age of 3. Extending this typology to ECEC services that are considered an integral part of countries’ ECEC provision but do not comply with all the ISCED 0 criteria, offers opportunities to better understand enrolment statistics. While much progress has been made in recent years, additional efforts are needed to pursue the development of ECEC indicators to take into account other characteristics that affect the interpretation and comparability of statistics across countries.
    DOI: 10.1787/9ac255e5-en
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  • 51
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    Constructive accountability, transparency and trust between government and highly autonomous schools in Flanders (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (35 p.)
    Series Statement: OECD Education Working Papers no.199
    Keywords: Education ; Belgium
    Abstract: Prepared for a Centre for Educational Research and Innovation (CERI) Strategic Education Governance Learning Seminar, this working paper analyses the functioning of accountability mechanisms in the Flemish school system from a complexity perspective, particularly accountability of equity funding in primary and secondary education. The paper shows that accountability mechanisms are not highly developed, specifically to the Flemish government and to the public. As a result, it proved hard to examine if resources were used effectively and efficiently. The paper argues that a long-term perspective and step-by-step approach is needed to create a culture of evaluation and accountability. It is emphasised that a long-term strategy should start with building horizontal and more specifically professional accountability mechanisms, based on a clear picture of how accountability relates to the overall aims and vision of education. The paper suggests furthermore to strengthen the use of knowledge, both tacit knowledge among others from students, as well as knowledge from research.
    DOI: 10.1787/c891abbf-en
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  • 52
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    Do parents of 15-year-olds know many of their child’s school friends and their parents? (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA in Focus no.98
    Parallel Title: Parallele Sprachausgabe Les parents de jeunes de 15 ans connaissent-ils les camarades d’école de leur enfant et leurs parents ?
    Keywords: Education
    Abstract: Parents often establish fruitful relationships with teachers, students and other parents at their child’s school. By doing so, they might gain new friends and help their child’s academic career; but more crucially, they may contribute indirectly to the common good of the school – by reinforcing the norms of behaviour at school, spreading important information, generating trust and/or connecting the school with the wider community. PISA asked parents from the 18 countries and economies that chose to distribute the parent questionnaire how many of their child’s school friends they know by name and how many of their parents they know. In schools where parents know their children’s friends and their families, students are more likely to develop their skills, improve their attitudes towards collaboration, and feel happier and safer at school.
    DOI: 10.1787/117d034c-en
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  • 53
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    How does PISA define and measure reading literacy? (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA in Focus no.101
    Keywords: Education
    Abstract: Every three years, the education community around the world eagerly awaits the release of the latest results from PISA. In addition to student proficiency in reading, mathematics and science, this December will see the publication of results on equity in education systems, school climate and students’ well-being. PISA rotates the main subject of assessment every three years, and the PISA 2018 assessment, like the PISA 2000 and 2009 assessments, focused on reading. The PISA definition of reading literacy has remained much the same over this period; in 2018, it can be summarised as understanding, using, evaluating, reflecting on and engaging with texts in order to achieve one’s goals, to develop one’s knowledge and potential, and to participate in society. But how people read has changed since 2009. Reading now involves not only the printed page but also electronic formats. This has led to a proliferation in the amount of text encountered every day, making it all the more important that students be able to discern between fact and opinion, and navigate through different sources of text in order to construct meaning.
    DOI: 10.1787/efc4d0fe-en
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  • 54
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    Quel type de professions scientifiques les garçons et les filles de 15 ans envisagent-ils d’exercer ? (2019)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA à la loupe no.69
    Parallel Title: Parallele Sprachausgabe What kind of careers in science do 15-year-old boys and girls expect for themselves?
    Keywords: Education
    Abstract: En moyenne, dans les pays de l’OCDE, près d’un élève sur quatre – garçons et filles confondus – envisage d’exercer une profession nécessitant de suivre une formation plus poussée en sciences après la scolarité obligatoire. Ce numéro de PISA à la loupe examine les différents types de carrières scientifiques envisagées par les jeunes de quinze ans.
    DOI: 10.1787/a612bcd1-fr
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  • 55
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    Education at a glance: Education, migration and labour market outcomes (Edition 2019) (2019)
    Paris : OECD Publishing.
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: OECD Education Statistics
    Keywords: Education
    DOI: 10.1787/5bc3ba0e-en
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  • 56
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    Education at a glance: Teachers' teaching and working time (Edition 2019) (2019)
    Paris : OECD Publishing.
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: OECD Education Statistics
    Keywords: Education
    Abstract: This dataset presents internationally comparable data on teaching and working time of (full-time) teachers in public institutions at pre-primary, primary and general (lower and upper) secondary education. Data refer to formal statutory requirements and also cover actual teaching time. Teaching and working time are displayed by level of education.
    DOI: 10.1787/3e391b00-en
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  • 57
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    Quelle école pour demain? : Bâtir un système scolaire pour le XXIe siècle (2019)
    Québec : Presses de l'Université du Québec
    Details
    ISBN: 9782760550636
    Language: French
    Pages: 1 Online-Ressource (XXVII, 311 Seiten)
    Parallel Title: Parallele Sprachausgabe Primera Clase : Cómo construir una escuela de calidad para el siglo XXI
    Parallel Title: Parallele Sprachausgabe World Class: How to Build a 21st-Century School System
    Parallel Title: Parallele Sprachausgabe Primeira Classe: Como construir uma escola de qualidade para o século XXI
    Parallel Title: Parallele Sprachausgabe Weltklasse: Schule für das 21. Jahrhundert gestalten
    Parallel Title: Erscheint auch als Schleicher, Andreas Quelle école pour demain?
    Keywords: Education
    Abstract: À une époque où ce qui est facile à enseigner et à évaluer est également facile à numériser et à automatiser, ce sont notre imagination, notre conscience et notre sens des responsabilités qui nous permettent de tirer profit des possibilités offertes par le xxie siècle pour façonner un monde meilleur. Demain, l’école devra encourager les élèves à penser par eux-mêmes et à aller à la rencontre des autres avec empathie, dans la sphère professionnelle comme dans la sphère citoyenne. Elle devra les aider à développer un sens aigu du bien et du mal et une sensibilité aux demandes d’autrui. Comment les établissements d’enseignement parviendront-ils à atteindre ces objectifs ? Andreas Schleicher a accompagné dans plus de 70 pays les responsables de ces questions dans leurs efforts pour concevoir et mettre en oeuvre des politiques et des pratiques tournées vers l’avenir. Alors que l’amélioration de l’éducation est bien plus facile à annoncer qu’à réaliser, il analyse de nombreuses réussites dont nous pouvons tirer des enseignements. Il ne s’agit pas de copier-coller les solutions adoptées par d’autres écoles ou d’autres pays, mais plutôt d’examiner de façon attentive et objective les bonnes pratiques afin de comprendre ce qui fonctionne et les circonstances de ces succès. Doté d’une formation en physique, l’auteur propose un point de vue unique sur la question de la réforme de l’éducation : il défend de manière convaincante l’idée qu’il faudrait appliquer une démarche plus scientifique à la réflexion éducative, sans pour autant la dénaturer. « Nul au monde n’en sait autant sur l’éducation qu’Andreas Schleicher. Point final. Pour la première fois, il a rassemblé dans le même ouvrage 20 années de savoir. La lecture de Quelle école pour demain ? devrait être obligatoire pour les décideurs, les responsables des politiques en éducation et quiconque souhaite savoir comment nos établissements d’enseignement peuvent s’adapter au monde moderne – et aider tous les enfants à apprendre à penser par eux-mêmes. » - Amanda Ripley, auteur de The Smartest Kids in the World, un bestseller du New York Times « [Schleicher] se saisit de toutes les questions-clés, et il le fait en restant attentif à la réalité du terrain et en élaborant des solutions en collaboration avec un grand nombre de dirigeants à tous les niveaux du système, et au sein de sociétés diverses. » - Michael Fullan, directeur du Global Leadership, New Pedagogies for Deep Learning « Tout leader visionnaire qui entend vraiment améliorer l’apprentissage des élèves devrait ajouter Quelle école pour demain ? Bâtir un système scolaire pour le XXIe siècle, fondé sur des données éclairantes, au premier rang de ses ouvrages à lire. » - Jeb Bush, 43e gouverneur de Floride, et fondateur et président de la Foundation for Excellence in Education « Un ouvrage incontournable pour ceux qui souhaitent créer un futur dans lequel les possibilités économiques pourront être partagées par tous. » - Klaus Schwab, fondateur et président exécutif du Forum économique mondial « Dans cet ouvrage avisé et tourné vers l’avenir, l’un des spécialistes de l’éducation les plus compétents au monde se fonde sur des données impressionnantes, des observations judicieuses et une grande sagesse pour indiquer les voies menant à une éducation performante pour tous les jeunes. » - Howard Gardner, directeur principal du Project Zero d’Harvard et auteur de Frames of Mind : The Theory of Multiple Intelligences
    Note: Literaturverzeichnis: Seite 307-311
    DOI: 10.1787/d35dc7b5-fr
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  • 58
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    How education systems respond to cultural diversity in schools : New measures in TALIS 2018 (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Teaching in Focus no.25
    Parallel Title: Parallele Sprachausgabe Diversité culturelle dans les établissements : Quelles sont les approches qui sont adoptées dans les systèmes d’éducation ?
    Keywords: Education
    Abstract: Today’s multicultural learning environments are both a challenge and an opportunity for countries. Education systems not only play a critical role in the integration of students from diverse cultural and ethnic backgrounds, but should also aim to have all students value diversity and contribute to the building of a diverse yet inclusive society as global citizens. TALIS 2018 survey questions on diversity are centred on the context of students’ experiences at both the school and classroom level. Therefore, this data is an opportunity to compare teachers’ and schools’ capacities to respond to these objectives, as well as to supplement the body of existing research on student outcomes and achievement. The insights from this data are one-of-a-kind, as they address a critical information gap in educational policy making.
    DOI: 10.1787/1baa285c-en
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  • 59
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    Le renforcement de la mixité sociale à l’école a-t-il un impact sur l’équité des résultats d’apprentissage ? (2019)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA à la loupe no.97
    Parallel Title: Parallele Sprachausgabe Does greater social diversity in schools have an impact on equity in learning outcomes?
    Keywords: Education
    Abstract: Les résultats scolaires des élèves sont influencés par leurs caractéristiques personnelles, mais aussi, entre autres facteurs, par celles des autres élèves de leur établissement. Les camarades d’école peuvent se motiver et s’entraider pour surmonter les difficultés d’apprentissage ; mais ils peuvent aussi perturber les cours, nécessiter une attention disproportionnée de la part des enseignants et devenir une source d’inquiétude. Les modalités d’affectation des élèves dans les établissements, et la mesure dans laquelle elles entraînent un creusement des différences socio-économiques ou académiques (stratification) entre les établissements, peuvent donc avoir une incidence sur les résultats d’apprentissage au niveau national. Parmi les pays et économies participant à l’enquête PISA, quels sont ceux où les élèves se concentrent particulièrement dans certains établissements en fonction de leurs niveaux scolaires ou de leur statut socio-économique ? Quel lien existe-t-il entre la ségrégation socio-économique entre les établissements et les écarts de performance entre les élèves de statuts socio-économiques différents ?
    DOI: 10.1787/1ce0ae6a-fr
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  • 60
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    Diversité culturelle dans les établissements : Quelles sont les approches qui sont adoptées dans les systèmes d’éducation ? (2019)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: L'enseignement à la loupe no.25
    Parallel Title: Parallele Sprachausgabe How education systems respond to cultural diversity in schools: New measures in TALIS 2018
    Keywords: Education
    Abstract: Dans le monde actuel, les environnements d’apprentissage multiculturels constituent à la fois un défi et une richesse pour les pays concernés. Les systèmes éducatifs jouent un rôle essentiel dans l’intégration des élèves issus de différents milieux culturels et ethniques, mais ils devraient également faire en sorte que tous les élèves accordent de l’importance à la diversité et contribuent à faire émerger une société diverse et inclusive en tant que citoyens du monde. Les questions de l’Enquête TALIS 2018 sur la diversité portent sur le contexte des expériences vécues par les élèves dans les établissements scolaires et les salles de classe. Par conséquent, ces données permettent de comparer les capacités dont disposent les enseignants et les établissements scolaires pour atteindre ces objectifs et compléter les travaux existants sur les résultats et les réussites des élèves. Les renseignements tirés de ces données sont uniques puisqu’ils permettent de combler des lacunes majeures dans l’élaboration des politiques d’enseignement.
    DOI: 10.1787/623dcbb7-fr
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  • 61
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    Assurer la continuité des connaissances malgré l’évolution des intérêts politiques dans TALIS 2018 (2019)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: L'enseignement à la loupe no.24
    Parallel Title: Parallele Sprachausgabe Changing interests and sustained knowledge in the TALIS 2018 framework
    Keywords: Education
    Abstract: La valeur de TALIS repose sur trois grands aspects, tous compris dans le cadre conceptuel : l’élaboration conceptuelle de TALIS repose sur des intérêts politiques tangibles, des besoins précis de données pouvant répondre à des questions complexes, et une forte volonté de partager ces informations de la part des enseignants et des chefs d’établissement des pays et économies participants ; le cadre conceptuel de TALIS fournit une base scientifique riche, des renseignements empiriques et des connexions conceptuelles qui orientent le développement des instruments d’enquête et des rapports pour TALIS 2018 et les cycles postérieurs. Comme pour les cycles précédents, TALIS 2018 a été élaboré dans le cadre d’un dialogue fructueux entre les gouvernements de près de 50 pays et économies, un consortium de recherche international (mené par l’International Association for the Evaluation of Educational Achievement [IEA], en partenariat avec l’Australian Council for Educational Research et Statistique Canada), des syndicats d’enseignants, la Commission européenne et le Secrétariat de l’OCDE.
    DOI: 10.1787/89d4aa9e-fr
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  • 62
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    Les parents de jeunes de 15 ans connaissent-ils les camarades d’école de leur enfant et leurs parents ? (2019)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA à la loupe no.98
    Parallel Title: Parallele Sprachausgabe Do parents of 15-year-olds know many of their child’s school friends and their parents?
    Keywords: Education
    Abstract: Les parents tissent souvent des relations enrichissantes avec les enseignants, les élèves et d’autres parents d’élèves dans les établissements scolaires de leur enfant. Ils peuvent ainsi nouer de nouvelles amitiés et contribuer au parcours scolaire de leur enfant, mais peuvent surtout contribuer indirectement à un environnement favorable dans l’établissement, en édifiant des normes de comportement plus strictes, en communiquant des informations importantes, en favorisant la confiance et en créant des passerelles entre l’établissement et la collectivité dans son ensemble. Lors de l’enquête PISA, il a été demandé aux parents des dix-huit pays et économies ayant administré le questionnaire « Parents » d’indiquer le nombre de camarades de leur enfant dont ils connaissent le nom et le nombre de parents de ces camarades qu’ils connaissent. Dans les établissements dans lesquels les parents connaissent les camarades de leur enfant et leur famille, les élèves sont davantage susceptibles de perfectionner leurs compétences, d’améliorer leurs attitudes en matière de collaboration et de se sentir plus heureux et plus en sécurité à l’école.
    DOI: 10.1787/df00852d-fr
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  • 63
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    How much would it cost to reduce class size by one student? (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (7 p.)
    Series Statement: Education Indicators in Focus no.66
    Keywords: Education
    Abstract: Decreasing class sizes, even by as little as one student, comes with a price tag. It is possible to “pay” for this increase by compensating with one of the other factors influencing the salary cost of teachers: lower teachers’ salaries, less required instruction time for students or more teaching time for teachers. Across OECD countries there seems to be a trade-off between smaller class sizes and higher teachers’ salaries, thus prompting the question of which policy leads to the best student outcomes. The evidence points to the importance of ensuring high-quality teaching above all else. Although higher salaries can help achieve that, several other factors will also influence the quality of the teaching force and of the country’s educational system as whole.
    DOI: 10.1787/d773f268-en
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  • 64
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    Quels liens entre les politiques de libre choix des établissements et la mixité sociale à l’école ? (2019)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA à la loupe no.96
    Parallel Title: Parallele Sprachausgabe How are school-choice policies related to social diversity in schools?
    Keywords: Education
    Abstract: Dans la quasi-totalité des systèmes scolaires, l’affectation des élèves dans les établissements d’enseignement publics se fait, au moins en partie, sur la base de leur lieu de résidence. Les élèves se voient ainsi en général affectés dans l’établissement d’enseignement le plus proche de leur domicile. L’objectif principal pourrait être d’éviter aux élèves des trajets longs et coûteux entre leur maison et l’école. Toutefois, ces dernières décennies, de nombreux pays ont adopté des réformes élargissant les possibilités de choix d’établissement à disposition des familles en assouplissant le lien entre lieu de résidence et affectation scolaire. Quel est l’impact de ces réformes sur la composition sociale des établissements d’enseignement ?
    DOI: 10.1787/943456f0-fr
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    Can academic performance help disadvantaged students to achieve upward educational mobility? (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA in Focus no.99
    Keywords: Education
    Abstract: During the past century, access to education increased in countries all over the world. Up until the early decades of the 20th century, people attended school for only a few years. Towards the end of the century, adults in high-income countries completed 12 years of schooling, on average. Today in OECD countries, a larger share of the population than ever before completes tertiary education. For many, especially socio-economically disadvantaged students whose parents had attained only low levels of education, this expanded access to education has led to upward educational mobility – attaining a higher level of education than their parents did. But just as economic growth does not necessarily reduce income inequality, so the expansion of access to education does not automatically result in greater equity in educational attainment. For that to happen, disadvantaged students need to benefit as much as or more than advantaged students. A recent PISA report, Equity in Education, explores how upward educational mobility has changed over recent decades. It finds that, despite the expansion of access, socioeconomic disparities in the completion of tertiary education remain large. However, the report also shows that when students with low-educated parents perform at high levels by age 15, as measured by PISA, their chances of completing tertiary education improve considerably.
    DOI: 10.1787/fd5356d0-en
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    Assessing students’ social and emotional skills through triangulation of assessment methods (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (66 p.) , 19 x 27cm.
    Series Statement: OECD Education Working Papers no.208
    Keywords: Education
    Abstract: Triangulation – a combined use of different assessment methods or sources to evaluate psychological constructs – is still a rarely used assessment approach in spite of its potential in overcoming inherent constraints of individual assessment methods. This paper uses field test data from a new OECD Study on Social and Emotional Skills to examine the triangulated assessment of 19 social and emotional skills of 10- and 15-year-old students across 11 cities and countries. This study assesses students’ social and emotional skills combining three sources of information: students’ self-reports and reports by parents and teachers. We examine convergent and divergent validities of the assessment scales and the analytical value of combining information from multiple informants. Findings show that students’, parents’ and teachers’ reports on students’ skills overlap to a substantial degree. In addition, a strong ‘common rater’ effect is identified for all three informants and seems to be reduced when we use the triangulation approach. Finally, triangulation provides skill estimates with stronger relations to various life outcomes compared with individual student, parent or teacher reports.
    DOI: 10.1787/717ad7f2-en
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  • 67
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    Comment les professeurs de sciences enseignent-ils leur discipline – et cela fait-il une différence ? (2019)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (8 p.)
    Series Statement: PISA à la loupe no.90
    Parallel Title: Parallele Sprachausgabe How do science teachers teach science - and does it matter?
    Keywords: Education
    Abstract: Le débat sur les mérites des différentes pratiques pédagogiques en sciences, qui s’inscrit dans le cadre d’une réflexion plus large sur la nature de l’apprentissage, a fait couler beaucoup d’encre et souvent suscité des réactions passionnées chez les différentes parties concernées. D’un côté, les partisans d’un enseignement des sciences fondé sur une démarche d’investigation mettent en avant que cette approche permet d’exposer les élèves aux procédures utilisées par les scientifiques professionnels, tandis que de l’autre, les défenseurs des pratiques pédagogiques traditionnelles rappellent le rôle des enseignants dans la transmission des connaissances scientifiques et l’encadrement de l’apprentissage des élèves. Quelles sont alors les meilleures pratiques à adopter ? Et la réussite dépend-elle du climat de l’établissement ? L’enquête PISA 2015 interrogeait les élèves sur les pratiques pédagogiques qu’ils rencontraient en classe. L’analyse de ces données met au jour des résultats intéressants concernant l’efficacité de certaines de ces pratiques, en particulier les activités de sciences fondées sur une démarche d’investigation et l’enseignement des sciences dirigé par l’enseignant.
    DOI: 10.1787/7a4bb061-fr
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  • 68
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    The lives of teachers in diverse classrooms (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (49 p.)
    Series Statement: OECD Education Working Papers no.198
    Keywords: Education
    Abstract: Recent migration patterns have brought major change to the experience of schooling for students, parents and teachers. This paper focuses on teachers, and explores their roles, functions and challenges in classrooms with diverse student populations. It examines initial and in-service teacher education and professional development programmes and approaches that can foster the teacher competencies called for in school settings characterised by migration-induced diversity, and offers policy pointers. The paper argues that in order to fulfil the growing expectations teachers face, they need to be equipped with relevant knowledge, capabilities, dispositions, values and skills, such as knowledge and understanding of diversity issues, reflectivity about identities, perspectives and practices, teacher agency and autonomy, empathy, and pedagogical judgement and tact. The paper suggests that responsive teacher education should integrate diversity into the curriculum, approach diversity as an asset, link theory and practice, create spaces for action, reflection, study and anticipation in handling diversity, and incorporate relevant technologies for innovative teaching.
    DOI: 10.1787/8c26fee5-en
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  • 69
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    Invariance analyses in large-scale studies (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (110 p.)
    Series Statement: OECD Education Working Papers no.201
    Keywords: Education
    Abstract: Large-scale surveys such as the Programme for International Student Assessment (PISA), the Teaching and Learning International Survey (TALIS), and the Programme for the International Assessment of Adult Competences (PIAAC) use advanced statistical models to estimate scores of latent traits from multiple observed responses. The comparison of such estimated scores across different groups of respondents is valid to the extent that the same set of estimated parameters holds in each group surveyed. This issue of invariance of parameter estimates is addressed in model fit indices which gauge the likelihood that one set of parameters can be used across all groups. Therefore, the problem of scale invariance across groups of respondents can typically be framed as the question of how well a single model fits the responses of all groups. However, the procedures used to evaluate the fit of these models pose a series of theoretical and practical problems. The most commonly applied procedures to establish invariance of cognitive and non-cognitive scales across countries in large-scale surveys are developed within the framework of confirmatory factor analysis and item response theory. The criteria that are commonly applied to evaluate the fit of such models, such as the decrement of the Comparative Fit Index in confirmatory factor analysis, work normally well in the comparison of a small number of countries or groups, but can perform poorly in large-scale surveys featuring a large number of countries. More specifically, the common criteria often result in the non-rejection of metric invariance; however, the step from metric invariance (i.e. identical factor loadings across countries) to scalar invariance (i.e. identical intercepts, in addition to identical factor loadings) appears to set overly restrictive standards for scalar invariance (i.e. identical intercepts). This report sets out to identify and apply novel procedures to evaluate model fit across a large number of groups, or novel scaling models that are more likely to pass common model fit criteria.
    DOI: 10.1787/254738dd-en
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  • 70
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    Assessment framework of the OECD Study on Social and Emotional Skills (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (109 p.)
    Series Statement: OECD Education Working Papers no.207
    Keywords: Education
    Abstract: The OECD’s new Study on Social and Emotional Skills aims to provide policy makers, educators, families and communities with a comprehensive set of tools to foster students’ social and emotional learning. The Study’s assessment framework – presented in this paper – is a result of an extensive literature review of previous research, existing frameworks and assessment approaches in the area of social and emotional skills. The framework, developed by a team of experts in various domains, incorporates evidence from psychology, education, organisational sciences, sociology, economy, and public policy. This framework describes the objectives, characteristics and expected outcomes of the Study. It presents the conceptual model of social and emotional skills assessed in the Study, their development, malleability and predictive value. The framework also discusses how factors in students’ family, school and peer environment influence their social and emotional skills’ development along with the contextual questionnaires designed to gather this information. The framework also presents the Study’s design, assessment approach, instrument development process, sampling procedures and data collection methods.
    DOI: 10.1787/5007adef-en
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  • 71
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    How are school-choice policies related to social diversity in schools? (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA in Focus no.96
    Parallel Title: Parallele Sprachausgabe Quels liens entre les politiques de libre choix des établissements et la mixité sociale à l’école ?
    Keywords: Education
    Abstract: In almost all school systems, students are assigned to public schools based, at least partly, on their home address. Through this policy, students are typically assigned to the school closest to their home. The main objective may be to avoid long and costly commutes to and from school. However, over the past few decades, many countries have implemented reforms that provide more school options to families by loosening the link between home address and school. How do these reforms affect the social composition of schools?
    DOI: 10.1787/2d448c77-en
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  • 72
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    Investissements en faveur des compétences de la population adulte immigrée (2019)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Les compétences des adultes à la loupe no.11
    Parallel Title: Parallele Sprachausgabe Investing in the skills of adult immigrants
    Keywords: Education
    Abstract: L’apprentissage tout au long de la vie est particulièrement important pour les immigrés, qui sont souvent défavorisés sur le plan de la langue et des compétences valorisées sur le marché du travail de leur pays d’accueil. Cependant, les adultes nés à l’étranger sont moins susceptibles, en comparaison avec leurs pairs autochtones, de participer à des formations et se heurtent à des obstacles financiers et non financiers plus importants pour prendre part à ces formations. Il convient de déployer des efforts politiques visant non seulement à multiplier les possibilités de formation mais aussi à éliminer les obstacles empêchant la participation à ces activités.
    DOI: 10.1787/8a0dcff5-fr
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  • 73
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    L’expérimentation sociale en Finlande (2019)
    Paris : OECD Publishing
    In:  L'Observateur de l'OCDE
    Details
    Language: French
    Pages: 1 Online-Ressource (4 p.)
    Parallel Title: Parallele Sprachausgabe Experimental Finland
    Titel der Quelle: L'Observateur de l'OCDE
    Keywords: Education ; Governance ; Science and Technology ; Economics ; Finland
    DOI: 10.1787/25c99df3-fr
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  • 74
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    Education Database: Educational personnel by age (Edition 2019) (2019)
    Paris : OECD Publishing.
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: OECD Education Statistics
    Keywords: Education
    Abstract: This dataset contains the number of classroom teachers and academic staff working at the time of the data collection, classified by age and sex.
    DOI: 10.1787/4da8ce7c-en
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  • 75
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    Education Database: Educational expenditure by source and destination (Edition 2019) (2019)
    Paris : OECD Publishing.
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: OECD Education Statistics
    Keywords: Education
    Abstract: All entities providing funds for education, initially or as final payers, are classified as either governmental (public) or non-governmental (private) sources, the sole exception being international agencies and other foreign sources, which are treated as a separate category. There are three types of financial transactions: direct expenditure on educational institutions, transfers to students or households and to other private entities, and households expenditure on education outside educational institutions.
    DOI: 10.1787/7cd42b36-en
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  • 76
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    Education Database: Entrants by field (Edition 2019) (2019)
    Paris : OECD Publishing.
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: OECD Education Statistics
    Keywords: Education
    Abstract: This dataset contains the number of students who during the course of the current reporting period, enter for the first time a given level of education by broad domain, branch or area of content covered by the education programme, course or module, and by sex.
    DOI: 10.1787/e4356ccf-en
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  • 77
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    Education at a glance: Teachers' statutory salaries (Edition 2019) (2019)
    Paris : OECD Publishing.
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: OECD Education Statistics
    Keywords: Education
    Abstract: This dataset presents internationally comparable data on (full-time) salaries of teachers in public institutions at pre-primary, primary and general (lower and upper) secondary education. Statutory salaries are displayed by level of education.
    DOI: 10.1787/1fb16cd7-en
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  • 78
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    Education at a glance: Transition from school to work (Edition 2019) (2019)
    Paris : OECD Publishing.
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: OECD Education Statistics
    Keywords: Education
    Abstract: This dataset shows labour force status and participation in formal education, by educational attainment, age and gender.
    DOI: 10.1787/07d0b739-en
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  • 79
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    Education Database: Management educational personnel and teacher aides (Edition 2019) (2019)
    Paris : OECD Publishing.
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: OECD Education Statistics
    Keywords: Education
    Abstract: This dataset contains the number of management personnel and teacher aides in educational institutions, by sex and intensity.
    DOI: 10.1787/85b1475d-en
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  • 80
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    Education at a glance: Share of enrolment by type of institution (Edition 2019) (2019)
    Paris : OECD Publishing.
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: OECD Education Statistics
    Keywords: Education
    DOI: 10.1787/e3f09b30-en
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  • 81
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    Education at a glance: Graduates and entrants by field (Edition 2019) (2019)
    Paris : OECD Publishing.
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: OECD Education Statistics
    Keywords: Education
    Abstract: This dataset comprises the percentage of individuals that has graduated or is likely to enter a specific level of education by gender, country of origin, level and category of education.
    DOI: 10.1787/4190d37d-en
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  • 82
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    The Space Economy in Figures : How Space Contributes to the Global Economy (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264987272 , 9789264805958 , 9789264550100
    Language: English
    Pages: 1 Online-Ressource (200 p.) , 21 x 28cm.
    Parallel Title: Erscheint auch als The space economy in figures
    Keywords: Raumfahrt ; Luftfahrtindustrie ; Welt ; Education ; Energy ; Environment ; Urban, Rural and Regional Development ; Development ; Science and Technology ; Raumfahrt ; Luft- und Raumfahrtindustrie
    Abstract: The space economy is expanding and becoming increasingly global, driven by the development of ever-more governmental space programmes around the world, the multiplication of commercial actors in value chains, durable digitalisation trends, and new space systems coming of age. This report describes these emerging trends using new and internationally comparable data and indicators. It highlights the growing importance of space activities for the economy, for developing country strategies (based on original official development assistance statistics), for the pursuit of knowledge and scientific discoveries, and for society in general. To get the most out of space investments and promote sustained socio-economic growth, this report provides some recommendations to countries in building up their statistical evidence on space actors and activities.
    DOI: 10.1787/c5996201-en
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    Curriculum alignment and progression between early childhood education and care and primary school : A brief review and case studies (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (91 p.)
    Series Statement: OECD Education Working Papers no.193
    Keywords: Education
    Abstract: Curriculum plays an important role in ensuring continuity and progression from early childhood education and care (ECEC) to primary education. The alignment of curricula and standards across these settings shapes children’s early experiences with education systems, with implications for children’s relationships and engagement in both ECEC and primary school, as well as longer-term learning and well-being outcomes. Governments can achieve curricular continuity in various ways, ranging from high-level alignment of goals across multiple curriculum documents to full integration of the curriculum into a single document that covers both ECEC and primary school. The broader contexts of education systems, such as organisation and governance, the training of staff and teachers who work in these settings, matter for curricular continuity – and an integrated curriculum alone does not guarantee a continuous experience for children. International data and in-depth case studies from seven jurisdictions (Japan, Luxembourg, New Jersey [United States], New Zealand, Norway, Scotland [United Kingdom] and Victoria [Australia]) provide insights to these different approaches to curricular alignment.
    DOI: 10.1787/d2821a65-en
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  • 84
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    Does greater social diversity in schools have an impact on equity in learning outcomes? (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA in Focus no.97
    Parallel Title: Parallele Sprachausgabe Le renforcement de la mixité sociale à l’école a-t-il un impact sur l’équité des résultats d’apprentissage ?
    Keywords: Education
    Abstract: A student’s performance in school is influenced by personal characteristics, but also, amongst other influences, by those of his or her schoolmates. Schoolmates can motivate and help each other overcome learning difficulties; but they can also disrupt instruction, require disproportionate attention from teachers, and be a source of anxiety. The way students are allocated to schools, and whether that results in greater socio-economic or academic differences across schools, may thus have an impact on education outcomes at the country level. In which PISA-participating countries and economies are students concentrated in certain schools, depending largely on their ability or socio-economic status? How is socio-economic segregation across schools related to the achievement gaps between students of different socio-economic status?
    DOI: 10.1787/35d2ab24-en
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  • 85
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    Supporting and guiding novice teachers : Evidence from TALIS 2018 (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Teaching in Focus no.29
    Parallel Title: Parallele Sprachausgabe Enseignants débutants : Comment les soutenir et les orienter? : Données tirées de l’Enquête TALIS 2018
    Keywords: Education
    Abstract: Novice teachers bring new energy and ideas to schools and classrooms that could improve the learning environment of students, if harnessed correctly. At the same time, novice teachers are, by definition, inexperienced in some aspects concerning classroom practices and schoolwork. As is the case for any other profession, novice teachers need time, support and guidance to improve their skills and adapt to the tasks they are confronted with on a regular basis. Thus, providing novice teachers with adequate support in their initial years is a key challenge of developing teaching as a profession.
    DOI: 10.1787/fe6c9c0c-en
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  • 86
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    Play! (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (12 p.)
    Series Statement: Trends Shaping Education Spotlights no.18
    Keywords: Education
    Abstract: Playful experiences provide us with the opportunity to engage with others and learn in enjoyable ways. Recognising and building on the power of playfulness and play can be a way to support more meaningful educational experiences for all, life-wide and lifelong.
    DOI: 10.1787/a4115284-en
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  • 87
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    Pourquoi les filles ne sont-elles pas plus nombreuses à choisir une carrière scientifique ? (2019)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA à la loupe no.93
    Parallel Title: Parallele Sprachausgabe Why don’t more girls choose to pursue a science career?
    Keywords: Education
    Abstract: Chaque nouvelle publication de données PISA est l’occasion pour des chercheurs du monde entier de se lancer dans de nouvelles analyses afin d’apporter un nouvel éclairage sur des questions de toutes sortes. Parmi celles-ci, l’une reste pour l’instant sans réponse : comment expliquer la sous-représentation des femmes dans les professions en rapport avec les sciences, la technologie, l’ingénierie et les mathématiques (STIM) ? À partir des données du Programme international pour le suivi des acquis des élèves (PISA), Gijsbert Stoet et David Geary se sont intéressés à la nature des écarts entre les sexes dans les domaines des STIM. Ils ont analysé les données de 67 pays et économies ayant participé au cycle 2015 de l’enquête PISA, analyse que sont venus compléter des indicateurs nationaux d’égalité entre les sexes (indice global d’égalité entre les sexes) et le pourcentage de femmes diplômées en STIM. Et leurs travaux se sont avérés des plus fructueux…
    DOI: 10.1787/7870e927-fr
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  • 88
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    L’innovation chez les enseignants et dans les établissements scolaires : Nouvelles données issues de l’Enquête TALIS 2018 (2019)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: L'enseignement à la loupe no.26
    Parallel Title: Parallele Sprachausgabe How teachers and schools innovate: New measures in TALIS 2018
    Keywords: Education
    Abstract: L’Enquête TALIS vise à mesurer deux aspects majeurs : la mesure dans laquelle l’innovation est mise en œuvre dans les environnements d’apprentissage et les conditions propices à l’innovation en classe et dans les établissements scolaires. Le premier de ces aspects est étudié à partir des déclarations des enseignants concernant leur fréquence d’utilisation de pratiques pédagogiques spécifiques en vue d’aider leurs élèves à acquérir des compétences transversales et à exercer leur pensée critique. L’examen du deuxième s’appuie sur les indicateurs relatifs au degré d’ouverture à l’innovation des enseignants et des établissements ainsi qu’au besoin en matière de perfectionnement professionnel et à la participation à ce type d’activités qui permettent aux enseignants d’utiliser des pratiques innovantes dans le cadre professionnel. Les informations relatives à ces deux domaines seront précieuses pour enrichir l’élaboration de politiques fondées sur des données probantes afin de renforcer la capacité des enseignants à répondre aux exigences de l’apprentissage du XXIe siècle.
    DOI: 10.1787/abd47f90-fr
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  • 89
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    How are PISA results related to adult life outcomes? (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA in Focus no.102
    Keywords: Education
    Abstract: Every three years, the release of the PISA results provides a snapshot of the state of education around the world. For some countries, these results are a wake-up call, challenging policy makers to rethink their strategies and invest more in education. PISA also gives a glimpse into the future by providing reliable measures of the extent to which young adults are ready to participate fully in society. What can the performance of 15-years-old students in 2018 tell us about the world in 2030? Will the high-performing countries have a competitive advantage over the low-performing countries? And does performance in PISA predict the life chances of individual students?
    DOI: 10.1787/7b60595e-en
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  • 90
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    Refugee education : Integration models and practices in OECD countries (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (73 p.)
    Series Statement: OECD Education Working Papers no.203
    Keywords: Education
    Abstract: The recent refugee crisis has put many OECD countries under considerable pressure to accommodate and integrate large numbers of refugees. Refugee students are a particularly vulnerable group due to their forced displacement, but their needs are not always met by education systems, which can hinder the integration potential of these students. This poses considerable challenges as the integration of refugee students in education systems is important for their academic outcomes as well as their social and emotional well-being. The success (or lack of) integration in schools can also affect the future labour market and social integration potential of these children and youth. While there is a growing body of research on the integration of immigrants, policy-relevant research on refugee children and youth from an educational perspective is rather limited, fragmented and case specific. Detailed surveys and research projects focusing on the current wave of refugees that allow for cross-country comparisons are not yet available. Drawing on research from previous refugee waves, the paper examines key needs of refugee students and factors that promote their integration. It proposes a holistic model of integration in education that responds to the learning, social and emotional needs of refugee students. Furthermore, the paper examines what type of policies and practices are in place in OECD countries that support the integration of refugee students. Nonetheless, evaluations of practices and policies are often missing, which makes it difficult to assess whether they are successful. The paper finishes with some policy pointers on how to promote the integration of refugee students.
    DOI: 10.1787/a3251a00-en
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  • 91
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    Have students’ feelings of belonging at school waned over time? (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA in Focus no.100
    Keywords: Education
    Abstract: Most adolescents desire strong social ties and value acceptance, care and support from others. Many adolescents find friends and caring adults among members of the school community. As students go through a decisive period of their lives, discovering and redefining their identity, a strong sense of belonging at school can help them feel secure, and can support their academic and social development. Adolescents who feel that they are part of a school community are also more motivated to learn and, as a result, more likely to perform well at school. But in recent years, many traditional communities formed around shared physical spaces – neighbourhoods, workplaces or schools – have been profoundly affected by advances in technology. How did students’ feelings of belonging at school change over a period in which online friendships and social networks were growing in importance?
    DOI: 10.1787/bdde89fb-en
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  • 92
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    How does socio-economic status influence entry into tertiary education? (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Education Indicators in Focus no.69
    Parallel Title: Parallele Sprachausgabe Influence du milieu socio-économique sur l’accès à l’enseignement tertiaire
    Keywords: Education
    Abstract: Across OECD countries, individuals without tertiary-educated parents tend to be considerably under-represented among entrants to tertiary education. However, inequalities tend to accumulate throughout an individual’s educational career. In particular, the period from starting upper secondary to entering tertiary education is critical in determining students’ future career and education choices. Understanding how socio-economic disparities at earlier levels may influence entry rates to tertiary education will be essential if policy makers are to design better policies to improve equity.
    DOI: 10.1787/b541bfcd-en
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  • 93
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    Sélection et développement professionnel des enseignants : Que nous apprennent les pays très performants ? (2019)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA à la loupe no.70
    Parallel Title: Parallele Sprachausgabe What do we know about teachers’ selection and professional development in high-performing countries?
    Keywords: Education
    Abstract: Les pays très performants utilisent différents mécanismes pour la sélection des meilleurs candidats à la profession d’enseignant. En Finlande, à Hong-Kong (Chine), à Macao (Chine) et au Taipei chinois, les étudiants souhaitant suivre une formation d’enseignant doivent au préalable passer un concours d’entrée. Au Japon, à l’issue de leur formation initiale d’enseignant, les diplômés doivent passer un concours d’habilitation à la pratique de l’enseignement, tandis qu’à Singapour, ils doivent réussir une période probatoire. Ces conditions se retrouvent néanmoins également dans certains pays peu performants, ce qui semble indiquer qu’une sélection précoce, même si elle joue un rôle important, ne suffit pas à garantir la qualité du corps enseignant. Dans les pays de l’OCDE, il existe une relation positive, bien que modérée, entre le pourcentage d’enseignants pleinement certifiés et la performance des élèves aux épreuves PISA. Dans les pays dont la performance en sciences est supérieure à la moyenne de l’OCDE, au moins 80 % des élèves sont scolarisés dans des établissements où les enseignants coopèrent ou ont accès à des formations dispensées par des spécialistes ou à des ateliers sur leur lieu de travail. Ce pourcentage est en moyenne supérieur à celui observé dans les autres pays.
    DOI: 10.1787/ce48d272-fr
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  • 94
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    How much time do adults spend on the PIAAC assessment and why does it matter? (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Adult Skills in Focus no.10
    Parallel Title: Parallele Sprachausgabe Temps consacré par les adultes à l’évaluation PIAAC et importance de cette donnée
    Keywords: Education
    Abstract: Log files from computer-based assessment can help better understand respondents’ behaviours and cognitive strategies. Analysis of timing information from PIAAC reveals large differences in the time participants take to answer assessment items, as well as large country differences in the share of respondents that spent the minimum amount of time necessary to understand an item. These differences in the degree of effort exerted by respondents provide a useful complement to the analysis of international skills differences.
    DOI: 10.1787/11a4be1d-en
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  • 95
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    Using process data to understand adults’ problem-solving behaviour in the Programme for the International Assessment of Adult Competencies (PIAAC) : Identifying generalised patterns across multiple tasks with sequence mining (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (50 p.)
    Series Statement: OECD Education Working Papers no.205
    Keywords: Education
    Abstract: The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), used computers as the main assessment deliver platform. This enabled the Programme to collect data not only on whether respondents were able to solve specific tasks, but also on how they approached the problems at hand and how much time they spent on them. This paper draws on this information to characterise individuals’ problem-solving strategies using the longest common subsequence (LCS) method, a sequence-mining technique commonly used in natural language processing and biostatistics. The LCS is used to compare the action sequences followed by PIAAC respondents to a set of “optimal” predefined sequences identified by test developers and subject matter experts. This approach allows studying problem-solving behaviours across multiple assessment items.
    DOI: 10.1787/650918f2-en
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  • 96
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    Why don’t more girls choose to pursue a science career? (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA in Focus no.93
    Parallel Title: Parallele Sprachausgabe Pourquoi les filles ne sont-elles pas plus nombreuses à choisir une carrière scientifique ?
    Keywords: Education
    Abstract: When new PISA data are published, many researchers around the world analyse them with the aim of shedding light on all sorts of questions. One question in search of an answer: why are women under-represented in science, technology, engineering and mathematics (STEM) professions? Using data from the Program for International Student Assessment (PISA), Gijsbert Stoet and David Geary examined the nature of the gender gap in STEM fields. The authors analysed data from 67 countries and economies participating in the 2015 cycle of PISA; these data were supplemented by country-level indicators on gender equality (the Global Gender Equality Index) and the proportion of women graduating in a STEM field. Their analysis yielded an interesting result.
    DOI: 10.1787/02bd2b68-en
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  • 97
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    Experimental Finland (2019)
    Paris : OECD Publishing
    In:  OECD Observer
    Details
    Language: English
    Titel der Quelle: OECD Observer
    Keywords: Education ; Governance ; Science and Technology ; Economics ; Finland
    DOI: 10.1787/336216c4-en
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  • 98
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    The secret to Finnish education: Trust (2019)
    Paris : OECD Publishing
    In:  OECD Observer
    Details
    Language: English
    Titel der Quelle: OECD Observer
    Keywords: Education ; Economics ; Finland
    DOI: 10.1787/e83bbb41-en
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  • 99
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    OECD Observer Roundtable on Finland (2019)
    Paris : OECD Publishing
    In:  OECD Observer
    Details
    Language: English
    Titel der Quelle: OECD Observer
    Keywords: Education ; Environment ; Governance ; Social Issues/Migration/Health ; Economics ; Finland
    DOI: 10.1787/9c798742-en
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  • 100
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    Three reasons why Finland can stay on top (2019)
    Paris : OECD Publishing
    In:  OECD Observer
    Details
    Language: English
    Parallel Title: Parallele Sprachausgabe Trois atouts qui doivent permettre à la Finlande de garder une longueur d’avance
    Titel der Quelle: OECD Observer
    Keywords: Education ; Governance ; Social Issues/Migration/Health ; Development ; Science and Technology ; Economics ; Industry and Services ; Finland
    DOI: 10.1787/0c8b59ac-en
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