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  • English  (9)
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  • Echazarra, Alfonso  (9)
  • Paris : OECD Publishing  (9)
  • Education  (9)
  • 1
    Online Resource
    Online Resource
    How socio-economics plays into students learning on their own : Clues to COVID-19 learning losses (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (8 p.)
    Series Statement: PISA in Focus no.114
    Keywords: Coronavirus ; Lernen ; Schüler ; Sozialer Status ; OECD-Staaten ; Education
    Abstract: Most students have the beliefs and dispositions to help them cope and learn in challenging situations. The current pandemic has been ongoing since early 2020. This has affected ways in which teaching and learning are organised. Schools have had to provide education in different ways from the past. A special survey conducted as a collaborative effort between the OECD, UNESCO, UNICEF and the World Bank showed that upper-secondary schools were fully closed for over 65 days in 2020 on average across OECD countries with available data. The special survey also showed that where school closures were needed many countries made major efforts to mitigate their impact on students, focusing especially on vulnerable students by providing remedial measures to reduce students’ learning gaps. Despite these efforts, recently released studies have shown that learning loss during the pandemic was most pronounced among socio-economically disadvantaged students and schools.
    DOI: 10.1787/2417eaa1-en
    URL: lizenzpflichtig
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    Online Resource
    MPI Ethno. Forsch.
  • 2
    Online Resource
    Online Resource
    Do students learn in co-operative or competitive environments (2020)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA in Focus no.107
    Keywords: Education
    Abstract: The benefits of co-operative behaviours have been broadly documented in various social contexts, including neighbourhoods, hospitals, companies and in education. In education, when students, teachers, parents and the school principal know and trust each other, work together, and share information, ideas and goals, students – particularly disadvantaged students – can benefit. However, co-operation and teamwork come with potential drawbacks too. Tasks might not be divided fairly and efficiently; team members sometimes work on tasks for which they are unsuited or that they dislike; some group members may freeride on their teammates’ efforts; and co-ordinating tasks may be too complex and time-consuming. Evidence also suggests that competition can improve academic performance and speed in learning, if only because competition can be thrilling and enjoyable.
    DOI: 10.1787/e7a5f3e4-en
    URL: lizenzpflichtig
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    Online Resource
    MPI Ethno. Forsch.
  • 3
    Online Resource
    Online Resource
    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
    URL: lizenzpflichtig
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    Online Resource
    MPI Ethno. Forsch.
  • 4
    Online Resource
    Online Resource
    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
    URL: lizenzpflichtig
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    Online Resource
    MPI Ethno. Forsch.
  • 5
    Online Resource
    Online Resource
    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
    URL: lizenzpflichtig
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    Online Resource
    MPI Ethno. Forsch.
  • 6
    Online Resource
    Online Resource
    Have 15-year-olds become “greener” over the years? (2018)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA in Focus no.87
    Parallel Title: Parallele Sprachausgabe Les jeunes de 15 ans sont-ils devenus plus « verts » ?
    Keywords: Education
    Abstract: Many (bad) things have happened to our planet since PISA asked students about the environment more than a decade ago. The global temperature increased, glaciers continued to melt, coral reefs became increasingly endangered, sea levels rose about 3 centimeters, garbage continued piling up in oceans and man-made disasters, such as the Deepwater Horizon oil spill and the Fukushima nuclear disaster, have added more strains on our fragile planet’s health. Through national and international initiatives, such as the Paris Climate Conference and agreement – also known as COP21 – governments are trying to co-ordinate efforts to protect the environment; but until society is fully aware of the consequences of inaction, the cost of action may appear too high. So, are students increasingly aware of environmental problems? Have 15-year-olds became more optimistic about the future of Earth? And who are the environmentally aware students?
    DOI: 10.1787/6534cd38-en
    URL: lizenzpflichtig
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    Online Resource
    MPI Ethno. Forsch.
  • 7
    Online Resource
    Online Resource
    How has Internet use changed between 2012 and 2015? (2018)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (8 p.)
    Series Statement: PISA in Focus no.83
    Parallel Title: Parallele Sprachausgabe Comment l’utilisation d’Internet a-t’elle évolué entre 2012 et 2015 ?
    Keywords: Education
    Abstract: In the growing world of digital technology everything is about speed: computer processors have doubled their performance every two years for decades; the future 5G mobile phone generation is predicted to be about 100 times faster than the current 4G and 20 000 times faster than the “ancient” 3G; and, according to the International Telecommunication Union, the share of the world population using the Internet increased from 34% to 48% in just the past five years. Is this digital revolution changing adolescents’ lives at the same frenzied rate? Are 15-year-olds more and more connected to the Internet? And are these changes closing the digital divide?
    DOI: 10.1787/1e912a10-en
    URL: lizenzpflichtig
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    Online Resource
    MPI Ethno. Forsch.
  • 8
    Online Resource
    Online Resource
    The science of teaching science : An exploration of science teaching practices in PISA 2015 (2018)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (112 p.)
    Series Statement: OECD Education Working Papers no.188
    Keywords: Education
    Abstract: This paper explores the relationship between various science teaching strategies and students’ science-related outcomes. The focus is on enquiry-based science teaching, teacher-directed instruction, adaptive teaching and teacher feedback. The outcomes of interest include students’ science performance, and students’ dispositions and attitudes towards science. The findings show that the negative association between enquiry-based science teaching and science performance is greatly attenuated when lessons are delivered in disciplined science classes. This approach could help close the gender gap between girls and boys when it comes to attitudes towards science and to the decision to pursue a career in STEM-related fields. The results also show that teacher-directed instruction is a reliable strategy that is positively associated with students’ science outcomes regardless of school climate and resources. Adaptive teaching is positively correlated with science performance in the majority of countries, particularly in countries known for the use of personalised learning approaches, while teacher feedback is weakly but positively associated with science performance once students’ achievement in mathematics and reading is accounted for. In general, all teaching strategies have the potential to foster enjoyment of and interest in science, and students’ epistemic beliefs, self-efficacy in science and expectations of a career in science.
    DOI: 10.1787/f5bd9e57-en
    URL: lizenzpflichtig
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    Online Resource
    MPI Ethno. Forsch.
  • 9
    Online Resource
    Online Resource
    How teachers teach and students learn : Successful strategies for school (2016)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (110 p.) , 21 x 29.7cm.
    Series Statement: OECD Education Working Papers no.130
    Keywords: Education
    Abstract: This paper examines how particular teaching and learning strategies are related to student performance on specific PISA test questions, particularly mathematics questions. The report compares teacher-directed instruction and memorisation learning strategies, at the traditional ends of the teaching and learning spectrums, and student-oriented instruction and elaboration learning strategies, at the opposite ends. Other teaching strategies, such as formative assessment and cognitive activation, and learning approaches, such as control strategies, are also analysed. Our analyses suggest that to perform at the top, students cannot rely on memory alone; they need to approach mathematics strategically and creatively to succeed in the most complex problems. There is also some evidence that most teaching strategies have a role to play in the classroom. To varying degrees, students need to learn from teachers, be informed about their progress and work independently and collaboratively; above all, they need to be constantly challenged.
    DOI: 10.1787/5jm29kpt0xxx-en
    URL: lizenzpflichtig
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    MPI Ethno. Forsch.
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