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

Now showing items 121-140 of 148

    • The Experience of New Teachers : results from TALIS 2008 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2008)
      This report uses data from the TALIS 2008 survey, in which eight percent of the respondents were teachers with two years or less of teaching experience. Teachers and their principals reported on the teaching and learning ...

    • The Neuroscience of Mathematical Cognition and Learning 

      Looi, Chung Yen; Thompson, Jacqueline; Krause, Beatrix; Cohen Kadosh, Roi; OECD. Organisation for Economic Cooperation and Development (OECD, 2016-06)
      The synergistic potential of cognitive neuroscience and education for efficient learning has attracted considerable interest from the general public, teachers, parents, academics and policymakers alike. This review is aimed ...

    • ¿Tienen más probabilidades de repetir curso los estudiantes más desfavorecidos? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2014-09)
      Uno de cada ocho estudiantes en todos los países de la OCDE ha repetido curso al menos una vez antes de los 15 años. Muchos países redujeron la tasa de repetición de curso entre 2003 y 2012. Uno de cada cinco estudiantes ...

    • Unlocking the Potential of Teacher Feedback 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2014-10)
      Across countries and economies participating in the OECD Teaching and Learning International Survey (TALIS), a majority of teachers report receiving feedback on different aspects of their work in their schools. Teacher ...

    • ¿Vale la pena invertir en clases extraescolares? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2011-04)
      Los alumnos de los países con mejor rendimiento medio en PISA, emplean menos tiempo, como promedio, estudiando independientemente y en clases extraescolares y particulares y más tiempo en las clases normales del colegio ...

    • What are the benefits from early childhood education? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2016-05)
      Early childhood education and care programmes (ECEC) have become more accessible in recent years, with high enrolment rates in both early childhood educational development and preprimary education. The educational results ...

    • What are the benefits of ISCED 2011 classification for indicators on education? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2015-11)
      The International Standard Classification of Education (ISCED) is the reference framework used to classify education programmes and related qualifications by education levels and fields. The basic concepts and definitions ...

    • What can immigrant students tell us about education systems? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2013-10)
      Immigrant students who share a common country of origin, and therefore many cultural similarities, perform very differently across school systems. The difference in performance between immigrant students and non-immigrant ...

    • What can parents do to help their children succeed in school? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2011-11)
      Fifteen-year-old students whose parents often read books with them during their first year of primary school show markedly higher scores in PISA 2009 than students whose parents read with them infrequently or not at all. ...

    • What do parents look for in their child's school? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2015-05)
      When choosing a school for their child, parents in all participating countries value academic achievement highly; but they are often even more concerned about the safety and environment of the school and the school’s ...

    • What do students expect to do after finishing upper secondary school? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2012-12)
      The percentage of students who expect to complete university is highest in Korea (80%) and lowest in Latvia (25%). Many high-performing students do not expect to go to university, representing potentially lost talent to ...

    • What do students think about school? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2013-01)
      Most students think that what they learned in school is useful for them or their future. Students’ attitudes towards school are associated with their reading skills. Students who report that the climate at their school is ...

    • What do we know about teachers’ selection and professional development in high-performing countries? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2017-03)
      High-performing countries use various mechanisms to select the best candidates to the teaching profession. In Finland, Hong-Kong (China), Macao (China) and Chinese Taipei, students who wish to enter teacher-training ...

    • What helps teachers feel valued and satisfied with their jobs? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2014-09)
      Less than one in three teachers across countries participating in the Teaching and Learning International Survey (TALIS) 2013 believes that the teaching profession is valued by society. Nevertheless, the great majority of ...

    • What kind of careers in science do 15-year-old boys and girls expect for themselves? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2017-02)
      On average across OECD countries, almost one in four students – whether boy or girl – expects to work in an occupation that requires further science training beyond compulsory education. Boys are more than twice as likely ...

    • What kinds of careers do boys and girls expect for themselves? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2012-03)
      On average, girls are 11 percentage points more likely than boys to expect to work as legislators, senior officials, managers and professionals. nly 5% of girls in OECD countries, on average, expect a career in engineering ...

    • What Lies Behind Gender Inequality in Education? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2015-03)
      While PISA reveals large gender differences in reading, in favour of 15-year-old girls, the gap is narrower when digital reading skills are tested. Indeed, the Survey of Adult Skills suggests that there are no significant ...

    • What Makes a School a Learning Organisation? 

      Kools, Marco; Stoll, Louise; OECD. Organisation for Economic Cooperation and Development (OECD, 2016)
      What are the characteristics of a school as learning organisation? This paper should be seen as an attempt to work towards a common understanding of the school as a learning organisation concept that is both solidly founded ...

    • What makes urban schools different? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2013-05)
      In most countries and economies, students who attend schools in urban areas tend to perform at higher levels than other students. Socio-economic status explains only part of the performance difference between students who ...

    • What TALIS reveals about teachers across education levels 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2014-12)
      The report New insights from TALIS 2013: Teaching and Learning in Primary and Upper Secondary Education (OECD, 2014) presents an overview of teachers and teaching in primary and upper secondary education for a sample of ...