Browsing by Author "OECD. Organisation for Economic Cooperation and Development"

Now showing items 101-120 of 148

    • ¿Los profesores nuevos se sienten preparados para la enseñanza? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2017-05)
      En los países y regiones de TALIS 2013, los profesores nuevos, con un máximo de tres años de experiencia profesional, suponen, como media, el 10 % de la población total de profesores. Es más probable que los profesores ...

    • ¿Qué se puede hacer para ayudar a los profesores noveles? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2012-09)
      Los centros educativos facilitan ayuda a los profesores noveles mediante programas de tutorías y de iniciación a la docencia, pero casi un tercio de los nuevos docentes afirman tener una gran necesidad de formación en ...

    • ¿Qué subyace bajo la desigualdad de género en educación? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2015-03)
      Aunque PISA hace notar las grandes diferencias existentes entre chicos y chicas en Lectura, a favor de éstas, la distancia se reduce cuando la prueba es digital. Además, el estudio PIAAC sugiere que no hay diferencias ...

    • ¿Reciben los profesores el reconocimiento que merecen? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2012-05)
      Según los 24 países encuestados en el Estudio Internacional sobre la Enseñanza y el Aprendizaje (TALIS), por término medio, los profesores que son objeto de evaluaciones revelan que llevan a cabo cambios positivos en su ...

    • School autonomy and accountability : Are they related to student performance? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2011-10)
      In countries where schools have greater autonomy over what is taught and how students are assessed, students tend to perform better. In countries where schools account for their results by posting achievement data publicly, ...

    • School Improvement Through Strong Leadership 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2014-11)
      According to the OECD Teaching and Learning International Survey (TALIS), principals, on average, report frequently engaging in a number of activities that are consistent with instructional leadership. However, this is not ...

    • School leadership for developing professional learning communities 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2016-09)
      Instructional leadership is the set of practices that principals use in relation to the improvement of teaching and learning. It is a strong predictor of how teachers collaborate and engage in a reflective dialogue about ...

    • ¿Se ha deteriorado la disciplina en los centros? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2011-05)
      Los alumnos que afirman que hay pocos problemas disciplinarios en sus clases tienen un rendimiento superior en PISA que los que afirman que una falta de disciplina en sus clases perturba el aprendizaje. Entre 2000 y 2009, ...

    • Should all students be taught complex mathematics? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2016-09)
      Exposure to complex mathematics concepts and tasks is related to higher performance in PISA among all students, including socio-economically disadvantaged students. Working on complex problems without individualised support ...

    • ¿Son felices los alumnos? Resultados de PISA 2015 : el bienestar de los estudiantes 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2017)
      De media en los países de la OCDE, los estudiantes de 15 años están satisfechos con la vida que llevan: la puntúan con un 7,3 en una escala de satisfacción vital de 0 a 10. Pero cerca del 12% de los estudiantes, de media, ...

    • Students, Computers and Learning : Making the Connection 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2015-10)
      This report provides a first-of-its-kind internationally comparative analysis of the digital skills that students have acquired, and of the learning environments designed to develop these skills. This analysis shows that ...

    • Subnational variations in educational attainment and labour market outcomes 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2016-07)
      Levels of educational attainment do not only vary among countries, but also within them. In many countries, people with tertiary education – usually the most skilled people – are more highly represented in the capital ...

    • Supporting new teachers 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2015-05)
      In many countries, less experienced teachers (those with less than five years’ teaching experience) are more likely to work in challenging schools and less likely to report confidence in their teaching abilities than more ...

    • TALIS 2008 Technical Report 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2010)
      This report describes the development of the TALIS instruments and the methods used in sampling, data collection, scaling and data analysis, for those wishing to review and replicate the procedures used. Furthermore, it ...

    • Teacher Professionalism 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2016-02)
      A new OECD report, Supporting Teacher Professionalism, based on the Teaching and Learning International Survey (TALIS), conceptualises teacher professionalism as being comprised of: knowledge base, defined as necessary ...

    • Teaching beliefs and practice 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2015-09)
      Most teachers participating in the Teaching and Learning International Survey (TALIS) report that they see themselves as facilitators to students’ own enquiry (94%) and that students should think of their own solutions to ...

    • Teaching Strategies for Instructional Quality : Insights from the TALIS-PISA Link Data 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2016-11)
      This report explores the relationships between mathematics teachers’ teaching strategies and student learning outcomes in eight countries, using information from the TALIS-PISA link database. First, the study seeks to ...

    • Teaching with technology 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2015-07)
      Information and communication technology (ICT) use has been identified as one of the more active teaching practices, which promote skills students need for success. And yet, less than 40% of teachers across Teaching and ...

    • Ten Questions for Mathematics Teachers… and How PISA Can Help Answer Them 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2016)
      The PISA student background questionnaire sought information about students’ experiences in their mathematics classes, including their learning strategies and the teaching practices they said their teachers used. This ...

    • The ABC of Gender Equality in Education : Aptitude, Behaviour, Confidence 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2015)
      Tries to determine why 15-year-old boys are more likely than girls, on average, to fail to attain a baseline level of proficiency in reading, mathematics and science, and why high-performing 15-year-old girls still ...