Your email was sent successfully. Check your inbox.

An error occurred while sending the email. Please try again.

Proceed reservation?

Export
Filter
  • Mostafa, Tarek  (13)
  • Paris : OECD Publishing  (13)
  • London [u.a.] : Routledge
  • Education  (13)
  • Finance and Investment
Datasource
Material
Language
Years
Author, Corporation
Publisher
  • Paris : OECD Publishing  (13)
  • London [u.a.] : Routledge
Keywords
  • Education  (13)
  • Finance and Investment
  • 1
    Online Resource
    Online Resource
    Do girls and boys engage with global and intercultural issues differently? (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (7 p.)
    Series Statement: PISA in Focus no.111
    Keywords: Education
    Abstract: In recent years, more attention has been paid to the way gender interacts with intercultural and global learning opportunities. While evidence shows that schools are shaping a gendered citizenry, the notions of citizenship in this research has been notably local with limited focus on global conceptions of citizenship. PISA 2018 asked students a series of questions about their global and intercultural attitudes and dispositions. Those questions focused on the four dimensions of global competence: students’ ability to examine local and global issues, their capacity to understand and appreciate the perspectives of others, their ability to engage in effective communication across cultures, and their willingness to take action for collective well-being and sustainable development. Findings show some important gender differences discussed in this paper.
    DOI: 10.1787/9a52e7dd-en
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 2
    Online Resource
    Online Resource
    Do all students have equal opportunities to learn global and intercultural skills at school? (2020)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (8 p.)
    Series Statement: PISA in Focus no.109
    Keywords: Education
    Abstract: Many education systems seek to create an open, diverse and tolerant society, as education can play a significant role in countering racial, ethnic and national prejudice among children and adolescents. Education for living in an interconnected and diverse world could also contribute to forming generations of citizens who care about global and intercultural issues and who are able and willing to take action for sustainable development and collective well-being. In its 2018 assessment, PISA assessed the competences needed to live in an interconnected and diverse world. Global competence is defined in PISA 2018 as a multi-dimensional capacity that encompasses the ability to: 1) examine issues of local, global and cultural significance; 2) understand and appreciate the perspectives and worldviews of others; 3) engage in open, appropriate and effective interactions across cultures; and 4) take action for collective well-being and sustainable development. This PISA in Focus examines the equity of the learning opportunities for global and intercultural skills.
    DOI: 10.1787/2fdce668-en
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 3
    Online Resource
    Online Resource
    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
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 4
    Online Resource
    Online Resource
    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
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 5
    Online Resource
    Online Resource
    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
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 6
    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
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 7
    Online Resource
    Online Resource
    How do science teachers teach science - and does it matter? (2018)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (8 p.)
    Series Statement: PISA in Focus no.90
    Parallel Title: Parallele Sprachausgabe Comment les professeurs de sciences enseignent-ils leur discipline – et cela fait-il une différence ?
    Keywords: Education
    Abstract: Much ink has been spilled debating the merits of different science-teaching practices. Proponents of enquiry-based science teaching argue that this approach exposes students to the procedures used by professional scientists, while the proponents of traditional practices emphasise the role of teachers in transmitting knowledge about science and in guiding students’ learning. So what is the best practice to use and is success contingent on the school environment? PISA 2015 asked students about the teaching practices they are exposed to at school. The analysis of these data reveals interesting findings about the effectiveness of certain teaching practices, particularly enquiry-based science activities and teacher-directed science instruction.
    DOI: 10.1787/f3ac3fd6-en
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    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
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 9
    Online Resource
    Online Resource
    L’excès de tests est-il préjudiciable à la performance et au bien-être des élèves? (2018)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA à la loupe no.79
    Parallel Title: Parallele Sprachausgabe Is too much testing bad for student performance and well-being?
    Keywords: Education
    Abstract: Les tests standardisés aident à évaluer les progrès des élèves à l’école et permettent d’éclairer les politiques d’éducation sur les lacunes existantes. Toutefois, l’excès de tests pourrait faire peser une forte pression sur les élèves et les enseignants si l’apprentissage et l’enseignement sont orientés en fonction des épreuves, ce qui nuirait au final au plaisir d’apprendre. Nombre de parents et de professionnels de l’éducation ne connaissent que trop bien ce dilemme : tout en reconnaissant le potentiel d’amélioration inhérent aux bonnes évaluations, ils s’inquiètent souvent du fait que l’excès de tests puisse être anxiogène pour les élèves, sans pour autant les faire progresser dans leurs apprentissages. Les tests standardisés décisifs pour le parcours scolaire et personnel des élèves peuvent en particulier être sources d’anxiété et, s’ils sont administrés trop fréquemment, entraîner une diminution de la performance, une hausse de l’absentéisme et une baisse de la confiance en soi. Mais la prévalence des tests standardisés est-elle réellement si forte ? Et que nous apprennent les données sur la relation entre performance, anxiété et fréquence des tests ?
    DOI: 10.1787/1a7201fa-fr
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 10
    Online Resource
    Online Resource
    Science teachers’ satisfaction : Evidence from the PISA 2015 teacher survey (2018)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (135 p.)
    Series Statement: OECD Education Working Papers no.168
    Keywords: Education
    Abstract: In 2015, for the first time in its history, PISA (the Programme for International Student Assessment) asked teachers to describe the various aspects of their working environment and teaching practices. This paper examines how teacher, student and school characteristics are related to science teachers’ satisfaction in 19 PISA-participating countries and economies. The findings show that the most satisfied science teachers tend to be those who are initially motivated to become teachers. The results also highlight the positive relationship between science teachers’ satisfaction and teacher collaboration, good disciplinary climate in science classes, availability of school resources, and the opportunity to participate in professional-development activities.
    DOI: 10.1787/1ecdb4e3-en
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 11
    Online Resource
    Online Resource
    What do science teachers find most satisfying about their work? (2018)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (7 p.)
    Series Statement: PISA in Focus no.81
    Parallel Title: Parallele Sprachausgabe Quel(s) aspect(s) professionnel(s) apportent le plus de satisfaction aux professeurs de sciences ?
    Keywords: Education
    Abstract: Teachers play a vital role in the lives of their students. They impart knowledge, provide pastoral care, act as role models and, above all, create an environment that’s conducive to learning. But teaching is fraught with numerous challenges that could lead to dissatisfaction; some teachers might decide to leave the profession entirely. In fact, in many countries around the world, high attrition rates are considered to be the most important factor contributing to the shortage of qualified science teachers. So what is it that science teachers find satisfying about their work – satisfying enough that they want to keep teaching, despite any challenges they might face?
    DOI: 10.1787/3e711a23-en
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 12
    Online Resource
    Online Resource
    Quel(s) aspect(s) professionnel(s) apportent le plus de satisfaction aux professeurs de sciences ? (2018)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA à la loupe no.81
    Parallel Title: Parallele Sprachausgabe What do science teachers find most satisfying about their work?
    Keywords: Education
    Abstract: Les enseignants jouent un rôle déterminant dans la vie de leurs élèves. Ils leur transmettent le savoir, veillent sur eux, leur servent de modèles et, surtout, créent un environnement propice à l’apprentissage. L’enseignement comporte toutefois de nombreux défis susceptibles d’être source d’insatisfaction ; certains enseignants décident même parfois de quitter définitivement la profession. Dans de nombreux pays du monde entier, les taux élevés de départs de la profession s’avèrent en effet le premier facteur expliquant le manque de professeurs de sciences qualifiés. De quels aspects de leur travail les professeurs de sciences tirent-ils donc satisfaction, dans une mesure suffisante pour les motiver à poursuivre leur métier d’enseignant en dépit des défis qu’ils peuvent rencontrer ?
    DOI: 10.1787/71cce871-fr
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 13
    Online Resource
    Online Resource
    Is too much testing bad for student performance and well-being? (2017)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA in Focus no.79
    Parallel Title: Parallele Sprachausgabe L’excès de tests est-il préjudiciable à la performance et au bien-être des élèves?
    Keywords: Education
    Abstract: Standardised tests help measure student’s progress at school and can inform education policy about existing shortfalls. However, too much testing could lead to much pressure on students and teachers to learn and teach for a test, something that would take the joy out of the learning process. Many parents and educators are all too familiar with this quandary: they recognise that good measurement can drive improvement, but often argue that too much testing can make students anxious without improving their learning. In particular, standardised tests that determine the academic and life pathways of students may trigger anxiety, and if conducted too frequently might lead to poorer performance, absenteeism and lower self-confidence. But are standardised tests really used all that frequently? And what do PISA data show about the relationship between performance, anxiety and the frequency of testing?
    DOI: 10.1787/2109a667-en
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
Close ⊗
This website uses cookies and the analysis tool Matomo. More information can be found here...