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This third PEB Compendium features educational institutions from 20 countries selected by an international jury for their exemplary facilities. This work shows how the design, use and management of physical infrastructure can contribute to the quality of education. With full-colour photographs, plans and descriptions, the Compendium focuses on the functionality of 65 recently completed or refurbished buildings or grounds, chosen for their innovation in the areas of safety, sustainability, alternative financing, community and flexibility. In addition to schools and universities, this third edition of the PEB Compendium covers pre-schools and gives special attention to how effectively the facilities meet the needs of their users: students, teachers, parents and the community at large.
The computer code system PENELOPE (version 2011) performs Monte Carlo simulation of coupled electron-photon transport in arbitrary materials for a wide energy range, from a few hundred eV to about 1 GeV. Photon transport is simulated by means of the standard, detailed simulation scheme. Electron and positron histories are generated on the basis of a mixed procedure, which combines detailed simulation of hard events with condensed simulation of soft interactions. A geometry package called PENGEOM permits the generation of random electron-photon showers in material systems consisting of homogeneous bodies limited by quadric surfaces, i.e. planes, spheres, cylinders, etc. This report is intended not only to serve as a manual of the PENELOPE code system, but also to provide the user with the necessary information to understand the details of the Monte Carlo algorithm.
The computer code system PENELOPE (version 2014) performs Monte Carlo simulation of coupled electron-photon transport in arbitrary materials for a wide energy range, from a few hundred eV to about 1 GeV. Photon transport is simulated by means of the standard, detailed simulation scheme. Electron and positron histories are generated on the basis of a mixed procedure, which combines detailed simulation of hard events with condensed simulation of soft interactions. A geometry package called PENGEOM permits the generation of random electron-photon showers in material systems consisting of homogeneous bodies limited by quadric surfaces, i.e., planes, spheres, cylinders, etc. This report is intended not only to serve as a manual of the PENELOPE code system, but also to provide the user with the necessary information to understand the details of the Monte Carlo algorithm.
The computer code system PENELOPE (version 2018) performs Monte Carlo simulation of coupled electron-photon transport in arbitrary materials for a wide energy range, from a few hundred eV to about 1 GeV. Photon transport is simulated by means of the standard, detailed simulation scheme. Electron and positron histories are generated on the basis of a mixed procedure, which combines detailed simulation of hard events with condensed simulation of soft interactions. A geometry package called PENGEOM permits the generation of random electron-photon showers in material systems consisting of homogeneous bodies limited by quadric surfaces, i.e., planes, spheres, cylinders, cones, etc. This report is intended not only to serve as a manual of the PENELOPE code system, but also to provide the user with the necessary information to understand the details of the Monte Carlo algorithm.
This publication provides all the information required to understand the PISA 2003 educational performance database and perform analyses in accordance with the complex methodologies used to collect and process the data. It enables researchers to both reproduce the initial results and to undertake further analyses. The publication includes introductory chapters explaining the statistical theories and concepts required to analyse the PISA data, including full chapters on how to apply replicate weights and undertake analyses using plausible values; worked examples providing full syntax in SPSS®; and a comprehensive description of the OECD PISA 2003 international database.
The PISA 2003 database includes micro-level data on student educational performance for 41 countries collected in 2003, together with students’ responses to the PISA 2003 questionnaires and the test questions. A similar manual is available for SAS users.
This publication provides all the information required to understand the PISA 2003 educational performance database and perform analyses in accordance with the complex methodologies used to collect and process the data. It enables researchers to both reproduce the initial results and to undertake further analyses. The publication includes introductory chapters explaining the statistical theories and concepts required to analyse the PISA data, including full chapters on how to apply replicate weights and undertake analyses using plausible values; worked examples providing full syntax in SAS®; and a comprehensive description of the OECD PISA 2003 international database.
The PISA 2003 database includes micro-level data on student educational performance for 41 countries collected in 2003, together with students’ responses to the PISA 2003 questionnaires and the test questions. A similar manual is available for SPSS users.
The PISA 2003 Technical Report describes the complex methodology underlying PISA 2003, along with additional features related to the implementation of the project at a level of detail that allows researchers to understand and replicate its analyses. It presents information on the test and sample design, methodologies used to analyse the data, technical features of the project and quality control mechanisms.
Presents the full data set underlying PISA 2006 Volume 1: Analysis. Includes data on student performance in science, student engagement in science, quality and equity in schools, school and system characteristics, and student performance in reading and mathematics.
This book presents the theory behind the development of the 2009 PISA survey. The re-worked and expanded framework for reading literacy includes not only the assessment of reading and understanding printed texts, but also an innovative component to assess how well students read, navigate and understand electronic texts. Additionally, this publication provides the basis for measuring mathematical and scientific competencies. Finally, it presents the theory behind the questionnaires used to gather information from students, schools and parents on students’ home backgrounds, students’ approaches to learning and school learning environments.
Volume III of PISA 2009 results examines 15-year-olds’ motivation, their engagement with reading and their use of effective learning strategies. The book opens with an introduction to PISA and a reader's guide to help user's understand the findings. Chapter 1 examines how engaging in reading activities and approaching learning positively relates to reading proficiency. Chapter 2 examines how much students read for enjoyment, what they read, and how much they enjoy reading. Chapter 3 examines the extent to which reading and learning habits relate to performance differences between boys and girls. The final chapter discusses the policy implications of the findings. Annexes provide detailed statistical data and technical information.
This first volume of PISA 2009 survey results provides comparable data on 15-year-olds' performance on reading, mathematics and science across 65 countries. The volume opens with an introduction explaining what PISA is and how PISA 2009 is different from previous PISA surveys. The introduction also explains what PISA 2009 measures and how. A reader's guide provides information needed to interpret the data. Chapter 2 provides a summary of the findings related to performance in reading, the focus of the 2009 survey. Chapter 3 provides a summary of the findings related to performance in mathematics and science. A final chapter explores policy implications in five areas: low performance, pursuing excellence, strengths and weaknesses in different kinds of reading, student performance in math and science, and the potential to improve performance across the world. Annexes provide detailed statistical data and technical information.
The PISA 2009 Technical Report describes the methodology underlying the PISA 2009 survey. It examines additional features related to the implementation of the project at a level of detail that allows researchers to understand and replicate its analyses. The reader will find a wealth of information on the test and sample design, methodologies used to analyse the data, technical features of the project and quality control mechanisms.
PISA 2009 at a Glance is a companion publication to PISA 2009 Results, the six-volume report on the 2009 survey conducted by the OECD’s Programme for International Student Assessment (PISA). PISA assesses the extent to which students near the end of compulsory education have acquired some of the knowledge and skills that are essential for full participation in modern societies. Its triennial assessments of 15-year-olds focus on reading, mathematics and science.
PISA 2009 at a Glance provides easily accessible data on the some of the main issues analysed in the full report:
- What students know and can do: How do students compare in the knowledge and skills they show at school? Which countries are the best performers? Which perform poorly?
- Overcoming social background: Does a student’s socio-economic background affect his or her performance in school?
- Learning to learn: Are there some types of reading, and some ways of learning, that are better for students than others?
- What makes a school successful?: What traits do high-performing schools have in common?
Each issue is presented on a two-page spread. The left-hand page explains what the issue means both for students and for participating countries and economies, discusses the main findings and provides readers with a roadmap for finding out more in other OECD publications and databases. The right-hand page contains clearly presented charts and tables, accompanied by dynamic hyperlinks (StatLinks) that direct readers to the corresponding data in Excel™ format.
PISA 2009 at a Glance is an ideal introduction to PISA and to the OECD’s rich trove of internationally comparable data on education and learning.
Are students well prepared to meet the challenges of the future? Can they analyse, reason and communicate their ideas effectively? Have they found the kinds of interests they can pursue throughout their lives as productive members of the economy and society?
The OECD Programme for International Student Assessment (PISA) seeks to answer these questions through the most comprehensive and rigorous international assessment of student knowledge and skills. PISA 2012 Assessment and Analytical Framework presents the conceptual framework underlying the fifth cycle of PISA. Similar to the previous cycles, the 2012 assessment covers reading, mathematics and science, with the major focus on mathematical literacy. Two other domains are evaluated: problem solving and financial literacy. Students respond to a background questionnaire and, as an option, to an educational career questionnaire as well as another questionnaire about Information and Communication Technologies (ICTs). Additional supporting information is gathered from the school authorities through the school questionnaire and from the parents through a third optional questionnaire. Sixty-six countries and economies, including all 34 OECD member countries, are taking part in the PISA 2012 assessment.