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  • Nusche, Deborah  (14)
  • Paris : OECD Publishing  (14)
  • [Erscheinungsort nicht ermittelbar] : Springer Nature
  • Education  (14)
  • 1
    Online-Ressource
    Online-Ressource
    Not enough hours in the day : Policies that shape teachers’ use of time (2021)
    Paris : OECD Publishing
    Details
    Sprache: Englisch
    Seiten: 1 Online-Ressource (94 p.)
    Serie: OECD Education Working Papers no.245
    Schlagwort(e): Education
    Kurzfassung: Teachers’ time is a critical resource for education systems and a key input for student learning. Like any type of resource, teachers’ time can be used more or less effectively to promote a range of outcomes such as student learning, equity and well-being. Whether teachers are given an additional hour in the classroom, an hour to prepare their lessons or an hour to engage in professional learning can affect both the cost and the quality of education. Based on OECD survey data and indicators, this paper provides a systematic overview of how teachers across the OECD report using their time and how their time use is regulated in national policy frameworks. Building on the findings from the OECD School Resources Review series, the paper then explores human resource policies that can support education stakeholders in rethinking priorities, roles and responsibilities in school education and promote an effective use of teachers’ time.
    DOI: 10.1787/15990b42-en
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  • 2
    Online-Ressource
    Online-Ressource
    Policies to support teachers’ continuing professional learning : A conceptual framework and mapping of OECD data (2020)
    Paris : OECD Publishing
    Details
    Sprache: Englisch
    Seiten: 1 Online-Ressource (79 p.)
    Serie: OECD Education Working Papers no.235
    Schlagwort(e): Education
    Kurzfassung: While teachers’ initial education is key to ensuring that new teachers are prepared for their work, it is only one piece in the continuum of teachers’ professional growth. Continuing professional learning is vital for teachers to broaden and deepen their knowledge, keep up with new research, tools and practices and respond to their students’ changing needs. It also plays a key role in building collaborative school cultures and supporting the collective improvement of the teaching profession. While the importance of continuing teacher learning is widely recognised, building efficient, equitable and sustainable professional learning systems is far from trivial. The OECD Teachers’ Professional Learning (TPL) study seeks to support the development of effective TPL policies and practices in schools and school systems. This paper proposes a theoretical and analytical framework for the study, systematically maps available OECD indicators to this framework and identifies information gaps and areas for future comparative work.
    DOI: 10.1787/247b7c4d-en
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  • 3
    Online-Ressource
    Online-Ressource
    OECD Reviews of School Resources: Austria 2016 (2016)
    Paris : OECD Publishing
    Details
    ISBN: 9789264294196 , 9789264256729 , 9789264257719
    Sprache: Englisch
    Seiten: 1 Online-Ressource (200 p.) , 21 x 28cm.
    Serie: OECD Reviews of School Resources
    Paralleltitel: Erscheint auch als Nusche, Deborah OECD reviews of school resources
    Schlagwort(e): Schule ; Schulfinanzierung ; Lehrkräfte ; Schulpolitik ; Österreich ; Education ; Austria ; Österreich ; Schule ; Schulfinanzierung ; Schulpolitik ; Lehrer
    Kurzfassung: The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education. The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders and education administrators; physical resources, such as location, buildings and equipment; and other resources, such as learning time. This series offers timely policy advice to both governments and the education community. It includes both country reports and thematic studies.
    DOI: 10.1787/9789264256729-en
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  • 4
    Online-Ressource
    Online-Ressource
    OECD Reviews of Evaluation and Assessment in Education: Czech Republic 2012 (2012)
    Paris : OECD Publishing
    Details
    ISBN: 9789264116788
    Sprache: Englisch
    Seiten: Online-Ressource (162 p.)
    Serie: OECD Reviews of Evaluation and Assessment in Education
    Schlagwort(e): Education ; Czech Republic
    Kurzfassung: This review provides analysis and policy advice to the Czech Republic on how the different assessment and evaluation procedures – student assessment, teacher appraisal, school evaluation and system evaluation – can be embedded within a consistent framework to bring about real gains in performance across the school system. The review focuses on primary and secondary education. The country review reports provide, from an international perspective, an independent analysis of major issues facing the evaluation and assessment framework, current policy initiatives, and possible future approaches.
    DOI: 10.1787/9789264116788-en
    URL: Volltext
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  • 5
    Online-Ressource
    Online-Ressource
    OECD Reviews of Evaluation and Assessment in Education: New Zealand 2011 (2012)
    Paris : OECD Publishing
    Details
    ISBN: 9789264116917
    Sprache: Englisch
    Seiten: Online-Ressource (160 p.)
    Serie: OECD Reviews of Evaluation and Assessment in Education
    Schlagwort(e): Education ; New Zealand
    Kurzfassung: This report on New Zealand provides, from an international perspective, an independent analysis of major issues facing the educational evaluation and assessment framework, current policy initiatives, and possible future approaches.
    DOI: 10.1787/9789264116917-en
    URL: Volltext
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  • 6
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    Online-Ressource
    OECD Reviews of Evaluation and Assessment in Education: School Evaluation in the Flemish Community of Belgium 2011 (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264116726
    Sprache: Englisch
    Seiten: Online-Ressource (143 p.)
    Serie: OECD Reviews of Evaluation and Assessment in Education
    Paralleltitel: Druckausg.
    Schlagwort(e): Education ; Belgium
    Kurzfassung: How can student assessment, teacher appraisal, school evaluation and system evaluation bring about real gains in performance across a country’s school system? The country reports in this series provide, from an international perspective, an independent analysis of major issues facing the evaluation and assessment framework, current policy initiatives, and possible future approaches. This series forms part of the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes.
    DOI: 10.1787/9789264116726-en
    URL: Volltext
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  • 7
    Online-Ressource
    Online-Ressource
    OECD Reviews of Evaluation and Assessment in Education: Norway 2011 (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264117006
    Sprache: Englisch
    Seiten: Online-Ressource (164 p.)
    Serie: OECD Reviews of Evaluation and Assessment in Education
    Paralleltitel: Druckausg.
    Schlagwort(e): Education ; Norway
    Kurzfassung: How can student assessment, teacher appraisal, school evaluation and system evaluation bring about real gains in performance across a country’s school system? This book provides, for Norway, an independent analysis from an international perspective of major issues facing the evaluation and assessment framework in education along with current policy initiatives and possible future approaches. This series forms part of the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes
    DOI: 10.1787/9789264117006-en
    URL: Volltext
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  • 8
    Online-Ressource
    Online-Ressource
    OECD Reviews of Evaluation and Assessment in Education: Sweden 2011 (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264116610
    Sprache: Englisch
    Seiten: Online-Ressource (140 p.)
    Serie: OECD Reviews of Evaluation and Assessment in Education
    Paralleltitel: Druckausg.
    Schlagwort(e): Education ; Sweden
    Kurzfassung: How can student assessment, teacher appraisal, school evaluation and system evaluation bring about real gains in performance across a country’s school system? This book provides, for Sweden, an independent analysis from an international perspective of major issues facing the evaluation and assessment framework in education along with current policy initiatives, and possible future approaches. This series forms part of the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes.
    DOI: 10.1787/9789264116610-en
    URL: Volltext
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  • 9
    Online-Ressource
    Online-Ressource
    OECD Reviews of Migrant Education: Denmark 2010 (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264086197
    Sprache: Englisch
    Seiten: Online-Ressource (79 p.)
    Serie: OECD Reviews of Migrant Education
    Schlagwort(e): Education ; Denmark
    Kurzfassung: The immigrant population in Denmark is one of the smallest in Western Europe but is made up of highly diverse groups coming from about 200 different countries. Compared to their native Danish peers, immigrant students, on average, leave compulsory education with significantly weaker performance levels in reading, mathematics and science. Immigrant students are more likely to go to the vocational education and training (VET) sector, which qualifies primarily for access to the labour market. There is scope to develop the capacities of leaders and teachers in schools and VET colleges; build on the existing framework for teaching Danish as a Second Language by standardising structure and mainstreaming the language support offered across all municipalities and school types; involve immigrants’ parents and communities as partners in children’s education; and strengthen monitoring and evaluation at all levels of the system to ensure migrant education policies are implemented and effective.
    DOI: 10.1787/9789264086197-en
    URL: Volltext
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  • 10
    Online-Ressource
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    OECD Reviews of Migrant Education: Austria 2010 (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264086180
    Sprache: Englisch
    Seiten: Online-Ressource (76 p.)
    Serie: OECD Reviews of Migrant Education
    Schlagwort(e): Education ; Austria
    Kurzfassung: OECD's comprehensive review of migrant education in Austria. It finds that compared to their native Austrian peers, immigrant students, on average, have weaker education outcomes at all levels of education. Austria has introduced measures to promote equity and support the language development of immigrant students in German and their mother tongues. There is scope to improve the quality of the educational and language support offered in early childhood education and care; strengthen and structure the language support offered in compulsory education; provide diversity training to teachers and school leaders; and reinforce co-operation between schools and immigrant parents and communities. For migrant education policies to be effective and sustainable, it is essential to clarify responsibilities for implementation of national strategies and ensure that the different levels of education co-operate; increase the inclusiveness of the education system by overcoming the early sorting of students; and further develop the culture of evaluation in the education system to monitor student progress.
    DOI: 10.1787/9789264086180-en
    URL: Volltext
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  • 11
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    Online-Ressource
    What Works in Migrant Education? : A Review of Evidence and Policy Options (2009)
    Paris : OECD Publishing
    Details
    Sprache: Englisch
    Seiten: 50 p. , 21 x 29.7cm
    Serie: OECD Education Working Papers no.22
    Schlagwort(e): Education
    Kurzfassung: Education plays an essential role in preparing the children of immigrants for participation in the labour market and society. Giving these children opportunities to fully develop their potential is vital for future economic growth and social cohesion in OECD countries. But migrant students in most OECD countries tend to have lower education outcomes than their native peers. Extensive previous research has described the system level, school level and individual level factors that influence the education outcomes of migrant students. Building on such previous research, this paper looks at the ways in which education policies can influence these factors to help provide better educational opportunities for migrant students.
    DOI: 10.1787/227131784531
    URL: Volltext
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  • 12
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    Mejorar el liderazgo escolar, Volumen 1 : política y práctica (2009)
    Paris : OECD Publishing
    Details
    ISBN: 9789264074026
    Sprache: Spanisch
    Seiten: Online-Ressource (200 p.)
    Paralleltitel: Parallelausg. Improving School Leadership, Volume 1; Policy and Practice
    Paralleltitel: Parallelausg. Améliorer la direction des établissements scolaires, Volume 1 ; Politiques et pratiques
    Paralleltitel: Parallelausg. Improving School Leadership, Volume 1 (Estonian version); Policy and Practice
    Paralleltitel: Parallelausg. Improving School Leadership, Volume 1; Policy and Practice (Lithuanian version)
    Paralleltitel: Parallelausg. Improving School Leadership, Volume 1: Policy and Practice
    Paralleltitel: Parallelausg. Améliorer la direction des établissements scolaires, Volume 1 : Politiques et pratiques
    Paralleltitel: Parallelausg. Improving School Leadership, Volume 1 (Estonian version): Policy and Practice
    Paralleltitel: Parallelausg. Improving School Leadership, Volume 1: Policy and Practice (Lithuanian version)
    Schlagwort(e): Education
    Kurzfassung: A medida que los países se esfuerzan por reformar sus sistemas educativos y mejorar los resultados de los estudiantes, el liderazgo escolar se ha convertido en una prioridad de política educativa. Pero en muchos países, los hombres y mujeres que dirigen las escuelas están sobrecargados de trabajo, reciben salarios bajos y se acercan a su retiro. Y hay pocas personas que aspiran a ser los futuros directores escolares. ¿Cuáles son las funciones de dirección más eficaces para mejorar el aprendizaje de los alumnos? ¿Cómo asignar y distribuir mejor las distintas tareas de liderazgo? ¿Cómo desarrollar las habilidades apropiadas para un liderazgo eficaz? ¿Cómo hacer la profesión atractiva para candidatos de alta calidad? Este libro está basado en un estudio de la OCDE sobre políticas y prácticas de liderazgo escolar en el mundo. Ofrece una valiosa perspectiva internacional, identifica cuatro áreas específicas de acción y una gama de opciones de política educativa para ayudar a los gobiernos a mejorar el liderazgo escolar ahora y desarrollar un liderazgo escolar sostenible para el futuro. Volúmenes complementarios Improving School Leadership Volume 2: Case Studies on System Leadership examina métodos innovadores para compartir el liderazgo entre las escuelas de Bélgica (Flandes), Finlandia y el Reino Unido (Inglaterra), así como los programas de desarrollo de liderazgo para la mejora del sistema en Australia y Austria. Mejorar el liderazgo escolar: herramientas de trabajo está diseñado para apoyar a los encargados de política educativa y a los practicantes en la planificación de procesos de reforma para escuelas y sistemas educativos en su contexto nacional. El liderazgo escolar eficaz es considerado como clave para la reforma educativa en el mundo. Estos libros serán de interés para encargados de política educativa, consejos escolares, administradores escolares, directores, maestros y padres de familia.
    DOI: 10.1787/9789264074026-es
    URL: Volltext
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  • 13
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    Assessment of Learning Outcomes in Higher Education : a comparative review of selected practices (2008)
    Paris : OECD Publishing
    Details
    Sprache: Englisch
    Seiten: 50 p. , 21 x 29.7cm
    Serie: OECD Education Working Papers no.15
    Schlagwort(e): Education
    Kurzfassung: Higher education institutions (HEIs) have experienced increasing pressures to provide accountability data and consumer information on the quality of teaching and learning. But existing ratings and rankings of HEIs tend to neglect information on student learning outcomes. Instead, they focus on inputs, activities and research outputs, such as resources used, classes taught, and articles published. Such indicators provide no indication of the degree to which HEIs actually develop the knowledge and skills of their students. In most countries, hardly any comparable information is available on the educational quality of different programmes and institutions. In some countries, approaches to assess higher education learning outcomes have been developed, but little cross-country information is available on the characteristics of the instruments used. This paper provides an overview of experience gained in this domain across OECD and partner countries. Based on illustrative evidence collected for 18 assessment instruments, it examines conceptual, organizational and methodological aspects of existing assessments. It proposes a typology of higher education learning outcomes and reviews the ways in which these have been assessed across countries. Examples are drawn from Australia, Brazil, Mexico, the United Kingdom and the United States.
    DOI: 10.1787/244257272573
    URL: Volltext
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  • 14
    Online-Ressource
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    Improving School Leadership, Volume 1 : Policy and Practice (2008)
    Paris : OECD Publishing
    Details
    ISBN: 9789264044715
    Sprache: Englisch
    Seiten: Online-Ressource (196 p.)
    Paralleltitel: Druckausg.
    Paralleltitel: Parallelausg. Améliorer la direction des établissements scolaires, Volume 1 ; Politiques et pratiques
    Paralleltitel: Parallelausg. Mejorar el liderazgo escolar, Volumen 1 ; política y práctica
    Paralleltitel: Parallelausg. Improving School Leadership, Volume 1 (Estonian version); Policy and Practice
    Paralleltitel: Parallelausg. Improving School Leadership, Volume 1; Policy and Practice (Lithuanian version)
    Paralleltitel: Erscheint auch als Pont, Beatriz Improving school leadership ; Vol. 1: Policy and practice
    DDC: 371.2
    RVK:
    DK 1000
    Schlagwort(e): Education
    Kurzfassung: As countries strive to reform education systems and improve student results, school leadership is high on education policy agendas. But in many countries, the men and women who run schools are overburdened, underpaid and near retirement. And few people are lining up for their jobs. Based on an OECD study of school leadership practices and policies around the world, and offering a unique cross country perspective, this book identifies four policy levers and a range of policy options to help governments improve school leadership now and build sustainable leadership for the future.
    DOI: 10.1787/9789264044715-en
    URL: Volltext
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