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Horizonte normativo para una educación justa en sociedades democráticas. Una reflexión desde América Latina
(GISE, 2012)El texto revisa la situación actual de la educación en la región y los momentos históricos en los cuales se fundaron determinados horizontes normativos, que orientaron los diseños y constitución de los actuales sistemas ... -
Horizontes de uma escola : delineando possibilidades de identificação/diferenciação de processos inclusivos e qualidade em educação
(Universidade Federal do Rio Grande do Sul, 2008)Esta tese apresenta a análise de um estudo de caso de tipo etnográfico realizado em uma escola da Rede Municipal de Ensino de Pelotas – RS. Objetiva acessar as características que identificam/diferenciam essa escola e a ... -
Household Education Spending in Latin America and the Caribbean : Evidence from Income and Expenditure Surveys
(BID, 2017-03)This paper characterizes household spending in education using microdata from income and expenditure surveys for 12 Latin American and Caribbean countries and the United States. Bahamas, Chile and Mexico have the highest ... -
Housing Costs, Zoning, and Access to High-Scoring Schools
(Brookings Institution, 2012-04)Huge inequalities in educational attainment persist across income and racial/ethnic groups. Blacks aged 25 and older are twice as likely, and Hispanics four times as likely, as whites to have not completed high school. ... -
How are health and life satisfaction related to education?
(OECD, 2016-12)Since 2009, Education at a Glance (EAG) has included an indicator on education and social outcomes using data from different surveys. The OECD Programme for the International Assessment of Adult Competencies (PIAAC) develops ... -
How are school performance and school climate related to teachers’ experience?
(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 are school systems adapting to increasing numbers of immigrants students?
(OECD, 2011-12)On average among OECD countries, the percentage of students with an immigrant background grew by two percentage points between 2000 and 2009. Immigrant students represent more than 5% of the student population in 13 OECD ... -
How are university students changing?
(OCDE, 2013)This year, more than 23 million people across the OECD and other G20 countries will start university for the first time. They are about to commit themselves to years of study, expecting to gain not just a diploma but also ... -
How can professional development enhance teachers’ classroom practices?
(OECD, 2017-04)Teacher professional development is deemed to be high quality when it includes opportunities for active learning methods, an extended time period, a group of colleagues, and collective learning activities or research with ... -
How come educational inequality in Cuba is much higher than in Chile?
(CIAE, 2012)La inequidad educativa, definida como la variación en rendimiento académico que existe entre las escuelas de una región o país, es mucho mayor en Cuba que en Chile, de acuerdo a un reciente estudio de la UNESCO. Este hecho ... -
How confident are students in their ability to solve mathematics problems?
(OECD, 2015-10)On average across OECD countries, students’ belief that they can solve mathematics problems (mathematics self-efficacy) is associated with a difference of 49 score points in mathematics – the equivalent of one year of ... -
How do immigrant students fare in disadvantaged schools?
(OECD, 2012-11)Immigrant students often have to overcome multiple barriers at once in order to succeed at school. Across most OECD countries, poor performance among immigrant students relative to other students is strongly related to ... -
How do Latin American migrants in the U.S. stand on schooling premium? What does it reveal about education quality in their home countries?
(Grupo de Análisis para el Desarrollo, 2017)Indicators for quality of schooling are not only relatively new in the world but also unavailable for a sizable share of the world’s population. In their absence, some proxy measures have been devised. One simple but ... -
How do schools compensate for socio-economic disadvantage?
(OECD, 2017-09)As educators know well, there are many barriers to learning that originate outside of school, such as those that arise from socio-economic disadvantage. In many education systems, the concentration of disadvantaged students ... -
How do science teachers teach science - and does it matter?
(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 do teachers become knowledgeable and confident in classroom management : Insights from a pilot study
(OECD, 2017-11)The Innovative Teaching for Effective Learning (ITEL) Teacher Knowledge Survey is the first international study to explore the nature, function and development of teachers’ pedagogical knowledge, i.e. what teachers know ... -
How do teachers teach? : Insights from teachers and students
(OECD, 2017)Almost all mathematics teachers across participating countries use clear and structured teaching practices, according to both teachers and students. A vast majority of teachers also use student-oriented practices and ... -
How does class size vary around the world?
(OECD, 2012-11)In OECD countries, the average class size at the lower secondary level is 23 students, but there are significant differences between countries, ranging from over 32 in Japan and Korea to 19 or below in Estonia, Iceland, ... -
How does PISA assess science literacy?
(OECD, 2016-11)Every three years, in December, it’s PISA time around the world. The education community in participating economies eagerly awaits the latest results from the OECD Programme for International Student Assessment (coming out ... -
How does PISA measure students’ ability to collaborate?
(OECD, 2017-10)Every three years, PISA measures students’ competencies in science, reading and mathematics. Mastering the core school subjects and applying one’s knowledge to familiar settings, however, is not sufficient to thrive in life. ...