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

Now showing items 1-20 of 148

    • Are 15-year-olds creative problem-solvers? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2014-04)
      To do well on PISA’s first assessment of creative problem-solving skills, students need to be open to novelty, tolerate doubt and uncertainty, and dare to use intuition to initiate a solution. Just because a student performs ...

    • Are boys and girls ready for the digital age? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2012-01)
      More than 17% of students in Australia, Korea and New Zealand are top performers in digital reading, while fewer than 3% of students in Austria, Chile and Poland are. On average, girls outperform boys in digital reading; ...

    • Are countries moving towards more equitable education systems? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2013-02)
      PISA results show that no country or economy has reached the goal of creating a completely equitable education system, but some are much closer than others. Some countries and economies have shown that improvements in ...

    • Are disadvantaged students given equal opportunities to learn mathematics? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2016-06)
      Some 65% of socio-economically advantaged students reported that they know well or have often heard of the concept of quadratic function, on average across OECD countries; but only 43% of disadvantaged students so reported. ...

    • Are disadvantaged students more likely to repeat grades? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2015-02)
      One in eight students across OECD countries has repeated a grade at least once before the age of 15. Many countries reduced the rate of grade repetition between 2003 and 2012. One in five disadvantaged 15-year-olds has ...

    • Are grouping and selecting students for different schools related to students’ motivation to learn? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2014-05)
      On average across OECD countries, students who are highly motivated to learn mathematics because they believe it will help them later on score better in mathematics – by the equivalent of half a year of schooling – than ...

    • Are large cities educational assets or liabilities? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2012-06)
      Large cities are generally educational assets: in most countries, performance improves dramatically when only the scores of students in urban areas are considered, although this is not the case in some countries, such as ...

    • Are low performers missing learning opportunities? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2016-05)
      In almost every country and economy that participated in PISA 2012, low performers showed less perseverance than better-performing students. For instance, about 32% of low performers said they give up on solving problems ...

    • Are school vouchers associated with equity in education? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2012-09)
      Privately managed schools tend to attract more advantaged student populations; but the difference between the socio-economic profiles of public and private schools is narrowed when privately managed schools receive higher ...

    • Are students happy? PISA 2015 results : students’ well-being 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2017-04)
      Schools are not only places where students acquire academic skills; they are also social environments where children can develop the social and emotional competencies that they need to thrive. Yet despite the global interest ...

    • Are students more engaged when schools offer extracurricular activities? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2012-07)
      Around 90% of students in OECD countries attend schools that offer field trips to places where students can learn about scientific principles and concepts. In most countries, science-related extracurricular activities at ...

    • Are there differences in how advantaged and disadvantaged students use the Internet? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2016-07)
      Even when all students, including the most disadvantaged, have easy access to the Internet, a digital divide, based on socio-economic status, still persists in how students use technology. In the five Nordic countries, as ...

    • ¿La asistencia a educación infantil se traduce en mejores resultados en el aprendizaje escolar? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2011-01)
      Los alumnos de quince años que asistieron a educación infantil tienen mejores resultados en el estudio PISA que aquellos que no lo hicieron, incluso teniendo en cuenta su contexto socioeconómico. Los alumnos menos aventajados ...

    • Avanzando hacia una mejor educación para Perú 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2016)
      Este estudio revisa y saluda las recientes políticas adoptadas e implementadas en el campo de la educación en el Perú. La revalorización de la carrera docente, la mejora en la calidad del aprendizaje, la modernización de ...

    • Can schools help to integrate immigrants? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2015-11)
      Only in some countries is a larger proportion of immigrant students in schools related to lower student performance – and this relationship is mostly explained by the concentration of disadvantaged students in these schools. ...

    • Can the performance gap between immigrant and non-immigrant students be closed? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2015-07)
      The share of students with an immigrant background increased between 2003 and 2012, both in traditional and new destination countries. The performance difference in mathematics between immigrant and non-immigrant students ...

    • Centros privados : ¿A quién benefician? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2011-08)
      Los alumnos que asisten a centros privados suelen tener un mejor rendimiento en las evaluaciones PISA que los alumnos que asisten a centros públicos; pero los alumnos de los centros públicos que están inmersos en un contexto ...

    • Collaborative problem solving 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2017-11)
      Students in Singapore score higher in collaborative problem solving than students in all other participating countries and economies, followed by students in Japan. On average across OECD countries, 28% of students are ...

    • La comprensión del cerebro : el nacimiento de una ciencia del aprendizaje 

      OECD. Organisation for Economic Cooperation and Development (Universidad Católica Silva Henríquez, 2009)
      Después de dos décadas de trabajo pionero en la investigación del cerebro, la comunidad educacional ha comenzado a darse cuenta de que “comprender el cerebro” puede ayudar a abrir nuevos caminos para mejorar la investigación, ...

    • Could learning strategies reduce the performance gap between advantaged and disadvantaged students? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2013-07)
      Students who know how to summarise information tend to perform better in reading. If disadvantaged students used effective learning strategies to the same extent as students from more advantaged backgrounds do, the performance ...