Browsing by Author "01e7a795-46b3-4e12-b986-5742e91e150f"

Now showing items 1-10 of 10

    • Changing interests and sustained knowledge in the TALIS 2018 framework 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2018-11)
      TALIS 2018 is the third cycle of this international survey of teachers and school leaders. The main data were collected in late 2017/early 2018, and initial results and data are expected to be published in June 2019. The ...

    • Does attending a rural school make a difference in how and what you learn? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2019-03)
      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 ...

    • Estudiantes de bajo rendimiento : por qué se quedan atrás y como ayudarles a tener éxito. Resultados principales 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2016)
      Demasiados alumnos en todo el mundo están atrapados en un círculo vicioso de bajo rendimiento y desmotivación, que los hace seguir sacando malas notas y perder aún más su compromiso con su escuela. Lo que es peor, un ...

    • How are school performance and school climate related to teachers’ experience? 

      OECD. Organisation for Economic Cooperation and Development, / (OECD, 2018-09)
      Students in the best-performing schools achieve significantly higher PISA scores on average than students in the lowest-performing schools. Some aspects of school climate, such as the disciplinary climate in science lessons, ...

    • How do science teachers teach science - and does it matter? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2018-11)
      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, ...

    • How is students’ motivation related to their performance and anxiety? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2019-01)
      In almost all participating education systems, 15-year-old students who report greater motivation to achieve also perform better in the PISA assessment. Students in socio-economically advantaged environments perform better ...

    • How teachers and schools innovate : New measures in TALIS 2018 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2019-04)
      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’ ...

    • PISA for Development : Results in Focus 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2018-12)
      Building on the experience of working with middle-income countries in PISA since 2000, and in an effort to respond to the emerging demand for PISA to cater to a wider range of countries, the OECD launched the PISA for ...

    • Teaching students with special needs : Are teachers well-prepared? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2018-09)
      TALIS 2013 results show that 20% of teachers across 25 OECD participating countries express a high need for professional development in teaching students with special needs. On average across 25 OECD countries in TALIS, ...

    • Why don’t more girls choose to pursue a science career? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2019-02)
      Boys outperform girls in science in 22 PISA-participating countries, and girls outperform boys in 19. However, boys have a relative strength in science in 65 out of the 67 participating countries, meaning that they score ...