Browsing by Title
Now showing items 9492-9511 of 9621
-
What works to improve teacher attendance in developing countries? : A systematic review
(EPPI-Centre, 2012-10)Previous studies have found national averages of teacher absenteeism in developing countries that range from 3 percent to 27 percent. However, within countries absenteeism is larger in poorer, more isolated schools, ... -
What's Stalling Learning? Using a Formative Assessment Tool to Address Critical Incidents in Class
(Georgia Southern University. Centers for Teaching & Technology, 2011-01)The article reports on the use of Brookfield’s (1995) formative assessment tool, the “Critical Incident Questionnaire” (CIQ) to help students and teachers identify and discuss key factors affecting learning. It offers ... -
When is competition between schools beneficial?
(OECD, 2014-08)In most school systems, over 50% of 15-year-olds students attend schools that compete with another school to attract students from the same residential area. Across countries and economies, performance is unrelated to ... -
Where Are the Global Rankings Leading Us? An Analysis of Recent Methodological Changes and New Developments
(John Wiley & Sons, 2014)This article is based on the analysis of the changes in global university rankings and the new ‘products’ based on rankings data in the period since mid-2011. It is a summary and continuation of the European University ... -
Where did equity in education improve over the past decade?
(OECD, 2017-01)The persistence of social inequities in education – the fact that children of wealthy and highly educated parents tend to do better in school than children from less privileged families – is often seen as a difficult-to-reverse ... -
Who are the academic all-rounders?
(OECD, 2013-08)On average across OECD countries, around 4% of students are top performers in reading, mathematics and science (all-rounders). Australia, Finland, Hong Kong-China, Japan, New Zealand, Shanghai-China and Singapore have ... -
Who are the best online readers?
(OECD, 2015-09)The top-performing country in the PISA assessment of digital reading was Singapore, followed by Korea, Hong Kong-China, Japan, Canada and Shanghai-China. Students in Australia, Canada, Ireland, Korea, Singapore and the ... -
Who are the low-performing students?
(OECD, 2016-02)No country or economy participating in PISA 2012 can claim that all of its 15-year-old students have achieved basic proficiency skills in mathematics, reading and science. Some 28% of students score below the baseline level ... -
Who are the school truants?
(OECD, 2014-01)Across OECD countries, 18% of students skipped classes at least once in the two weeks prior to the PISA test, and 15% of students skipped a day of school or more over the same period. Few students in high-performing school ... -
Who are the strong performers and successful reformers in education?
(OECD, 2013-11)Strong performers and successful reformers in education share some key characteristics: a belief in the potential of all their students, strong political will, and the capacity of all stakeholders to make sustained and ... -
Who Cares About Childcare? Estimations of Childcare Use in Latin America and the Caribbean
(BID, 2015-05)This technical note describes the methodological decisions for the estimation of comparable figures of participation rates in formal childcare in Latin America and the Caribbean, through data from available nationally ... -
Who pays for what in education? : the real costs revealed through national education accounts
(UNESCO, 2016)How much do countries spend on education? Where does the funding come from, and how is it spent? We have trouble answering these questions, simply because many countries lack sustainable systems for collecting, disseminating and ... -
Who wants to become a teacher?
(OECD, 2015-12)Across OECD countries, 5% of students expect to work as teachers: 3% of boys and 6% of girls. The academic profile of students who expect to work as teachers varies, but in many OECD countries, students who expect to work ... -
Whose Reality? A Meta-Analysis of Qualitative Research in International and Comparative Education
(Nova Southeastern University. College of Arts, Humanities and Social Science, 2016)This meta-analysis seeks to critically examine the qualitative research being published in influential journals in the field of international and comparative education in order to determine whether qualitative research has ... -
Why Are Teachers Absent? Probing Service Delivery in Peruvian Primary Schools
(Elsevier, 2006)A high rate of absence of teachers from their posts is a serious obstacle to delivery of education in many developing countries, but hard evidence on the problem has been scarce. This study, carried out as part of a new ... -
Why Assist People Living in Poverty? : The ethics of poverty reduction
(UNICEF. Office of Research-Innocenti, 2016-11)International discussion and debate on poverty and poverty reduction in low- and middle-income countries has been deservedly dominated by a focus on poverty trends and by concerns over the relative effectiveness of ... -
Why Do Countries Participate in International Large-Scale Assessments? : The Case of PISA
(World Bank, 2015-10)The number of countries that regularly participate in international large-scale assessments has increased sharply over the past 15 years, with the share of countries participating in the Programme for International ... -
Why Do students learn so little? Seeking answers inside Haiti’s classrooms
(World Bank, 2015-05)The Haitian education system made substantial improvements in access over the last decade, such that today the majority of Haiti’s children are in school. Despite improvements, the primary education system is highly ... -
Why don’t more girls choose to pursue a science career?
(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 ... -
Wijiai Unuimiarta : aprendamos juntos 4 años - Achuar
(Ministerio de Educación, 2017)Cuaderno de trabajo de Educación Intercultural Bilingüe para estudiantes de 4 años en educación inicial en Achuar.