PISA in Focus

Are 15-Year-Olds Creative Problem-solvers?
ISSN: 
2226-0919 (online)
http://dx.doi.org/10.1787/22260919
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PISA in Focus is a series of monthly education policy-oriented notes designed to describe a PISA topic in a concise, user-friendly way.
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  N° 38   01 Apr 2014
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    http://oecd.metastore.ingenta.com/content/5jz6zgzq6vd8-en.pdf
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Are 15-Year-Olds Creative Problem-solvers?
OECD
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 well in core school...
  N° 12   01 Jan 2012
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    http://oecd.metastore.ingenta.com/content/5k9gzj7398bw-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/are-boys-and-girls-ready-for-the-digital-age_5k9gzj7398bw-en
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Are Boys and Girls Ready for the Digital Age?
OECD
Information and communication technologies revolutionise not only the speed at which information can be transmitted, but also how information is conveyed and received. Technological innovations have a profound effect on the types of skills that are...
  N° 25   01 Feb 2013
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    http://oecd.metastore.ingenta.com/content/5k4bwpbqrz9s-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/are-countries-moving-towards-more-equitable-education-systems_5k4bwpbqrz9s-en
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Are Countries Moving Towards More Equitable Education Systems?
OECD
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 equity can be achieved at the...
  N° 43   01 Sep 2014
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    http://oecd.metastore.ingenta.com/content/5jxwwfp1ngr7-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/are-disadvantaged-students-more-likely-to-repeat-grades_5jxwwfp1ngr7-en
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Are Disadvantaged Students more Likely to Repeat Grades?
OECD
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 repeated a grade. Even among...
  N° 39   01 May 2014
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    http://oecd.metastore.ingenta.com/content/5jz5hlpb6nxw-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/are-grouping-and-selecting-students-for-different-schools-related-to-students-motivation-to-learn_5jz5hlpb6nxw-en
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Are Grouping and Selecting Students for Different Schools Related to Students' Motivation to Learn?
OECD
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 students who are not highly...
  N° 17   01 June 2012
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    http://oecd.metastore.ingenta.com/content/5k962hdqjflr-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/are-large-cities-educational-assets-or-liabilities_5k962hdqjflr-en
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Are Large Cities Educational Assets or Liabilities?
OECD
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 Belgium, Slovenia, the United...
  N° 20   01 Sep 2012
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    http://oecd.metastore.ingenta.com/content/5k91d4jp42s7-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/are-school-vouchers-associated-with-equity-in-education_5k91d4jp42s7-en
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Are School Vouchers Associated with Equity in Education?
OECD
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 levels of public funding.The...
  N° 18   01 July 2012
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    http://oecd.metastore.ingenta.com/content/5k961l4ccczt-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/are-students-more-engaged-when-schools-offer-extracurricular-activities_5k961l4ccczt-en
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Are Students More Engaged When Schools Offer Extracurricular Activities?
OECD
Science project. The very phrase is nearly synonymous with hands-on learning, learning-by-doing, collaboration. Are students more engaged and do they perform better in science if their school encourages them to work on science projects, participate...
  N° 63   20 June 2016
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    http://oecd.metastore.ingenta.com/content/5jlwpxwblzjf-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/are-disadvantaged-students-given-equal-opportunities-to-learn-mathematics_5jlwpxwblzjf-en
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Are disadvantaged students given equal opportunities to learn mathematics?
OECD
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. On average across OECD...
  N° 62   24 May 2016
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    http://oecd.metastore.ingenta.com/content/5jlz6r8lvwwc-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/are-low-performers-missing-learning-opportunities_5jlz6r8lvwwc-en
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Are low performers missing learning opportunities?
OECD
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 easily compared to only 13%...
  N° 71   19 Apr 2017
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    http://oecd.metastore.ingenta.com/content/3512d7ae-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/are-students-happy_3512d7ae-en
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Are students happy?
OECD
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 in students’ well-being,...
  N° 64   12 July 2016
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    http://oecd.metastore.ingenta.com/content/5jlv8zq6hw43-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/are-there-differences-in-how-advantaged-and-disadvantaged-students-use-the-internet_5jlv8zq6hw43-en
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Are there differences in how advantaged and disadvantaged students use the Internet?
OECD
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 well as in Hong Kong-China,...
  N° 57   16 Nov 2015
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    http://oecd.metastore.ingenta.com/content/5jrqj7vk0jhk-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/can-schools-help-to-integrate-immigrants_5jrqj7vk0jhk-en
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Can schools help to integrate immigrants?
OECD
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. Immigrant students from...
  N° 53   09 July 2015
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    http://oecd.metastore.ingenta.com/content/5jrxqs8mv327-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/can-the-performance-gap-between-immigrant-and-non-immigrant-students-be-closed_5jrxqs8mv327-en
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Can the performance gap between immigrant and non-immigrant students be closed?
OECD
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 decreased, on average,...
  N° 78   21 Nov 2017
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    http://oecd.metastore.ingenta.com/content/cdae6d2e-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/collaborative-problem-solving_cdae6d2e-en
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Collaborative problem solving
OECD
On the 21st of November 2017, PISA releases its report on the first-ever international collaborative problem solving assessment. The report examines students’ ability to work in groups to solve problems and explores the role of education in building...
  N° 30   01 June 2013
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    http://oecd.metastore.ingenta.com/content/5k4220w36z25-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/could-learning-strategies-reduce-the-performance-gap-between-advantaged-and-disadvantaged-students_5k4220w36z25-en
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Could Learning Strategies Reduce the Performance Gap Between Advantaged and Disadvantaged Students?
OECD
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 gap between the two...
  N° 41   01 July 2014
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    http://oecd.metastore.ingenta.com/content/5jz159737gd7-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/do-15-year-olds-know-how-to-manage-money_5jz159737gd7-en
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Do 15-year-olds Know How to Manage Money?
OECD
On average across the 13 OECD countries and economies that participated in the PISA financial literacy assessment, 10% of students can analyse complex financial products and solve non-routine financial problems, while 15% can, at best, make simple...
  N° 45   01 Nov 2014
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    http://oecd.metastore.ingenta.com/content/5jxszm0bzxnn-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/do-countries-with-high-mean-performance-in-pisa-maintain-their-lead-as-students-age_5jxszm0bzxnn-en
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Do Countries with High Mean Performance in PISA Maintain their Lead as Students Age?
OECD
Countries where 15-year-old students perform at high standards internationally tend to be the same countries where these young adults tend to perform well at the age of 26 to 28. School systems need to ensure that their students perform at a high...
  N° 29   01 May 2013
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    http://oecd.metastore.ingenta.com/content/5k44zcpqn5q4-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/do-immigrant-students-reading-skills-depend-on-how-long-they-have-been-in-their-new-country_5k44zcpqn5q4-en
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Do Immigrant Students' Reading Skills Depend on How Long they Have Been in their New Country?
OECD
In most OECD countries, newly arrived 15-year-old immigrant students show poorer reading performance than immigrant students who arrived in their new country when they were younger than five. Students who emigrated from less-developed countries where...
  N° 36   01 Feb 2014
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    http://oecd.metastore.ingenta.com/content/5jz8mr7kp026-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/do-parents-occupations-have-an-impact-on-student-performance_5jz8mr7kp026-en
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Do Parents' Occupations Have an Impact on Student Performance?
OECD
Students whose parents work in professional occupations generally outperform other students in mathematics, while students whose parents work in elementary occupations tend to underachieve compared to their peers. The strength of the relationship...
  N° 37   01 Mar 2014
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    http://oecd.metastore.ingenta.com/content/5jz777gcd0vj-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/do-students-have-the-drive-to-succeed_5jz777gcd0vj-en
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Do Students Have the Drive to Succeed?
OECD
When students believe that investing effort in learning will make a difference, they score significantly higher in mathematics. The fact that large proportions of students in most countries consistently believe that student achievement is mainly a...
  N° 32   01 Sep 2013
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    http://oecd.metastore.ingenta.com/content/5k40d63gcd44-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/do-students-perform-better-in-schools-with-orderly-classrooms_5k40d63gcd44-en
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Do Students Perform Better in Schools with Orderly Classrooms?
OECD
Most students enjoy orderly classrooms for their language-of-instruction lessons. Socio-economically disadvantaged students are less likely to enjoy orderly classrooms than advantaged students. Orderly classrooms – regardless of the school’s overall...
  N° 8   01 Sep 2011
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    http://oecd.metastore.ingenta.com/content/5k9h362lhw32-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/do-students-today-read-for-pleasure_5k9h362lhw32-en
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Do Students Today Read for Pleasure?
OECD
Students who are highly engaged in a wide range of reading activities are more likely than other students to be effective learners and to perform well at school. Research also documents a strong link between reading practices, motivation and...
  N° 21   01 Oct 2012
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    http://oecd.metastore.ingenta.com/content/5k918xhzk88t-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/do-today-s-15-year-olds-feel-environmentally-responsible_5k918xhzk88t-en
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Do Today's 15-Year-Olds Feel Environmentally Responsible?
OECD
Most 15-year-olds in OECD countries have some understanding of environmental issues and feel that threats to the environment are a serious concern for them and/or for other people in their country.Scientific understanding of the environment is key if...
  N° 73   20 June 2017
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    http://oecd.metastore.ingenta.com/content/744d881a-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/do-students-spend-enough-time-learning_744d881a-en
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Do students spend enough time learning?
OECD
In some countries and economies, such as Beijing-Shanghai-Jiangsu-Guangdong (China), Qatar,Thailand, Tunisia and the United Arab Emirates, students spend at least 54 hours per week learning at and outside of school combined, whereas in others, like...
  N° 50   01 Apr 2015
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    http://oecd.metastore.ingenta.com/content/5js391zxjjf1-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/do-teacher-student-relations-affect-students-well-being-at-school_5js391zxjjf1-en
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Do teacher-student relations affect students' well-being at school?
OECD
Children spend about a third of their waking hours in school during most weeks in the year. Thus, schools have a significant impact on children’s quality of life – including their relationships with peers and adults, and their dispositions towards...
  N° 46   01 Dec 2014
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    http://oecd.metastore.ingenta.com/content/5jxrhqhtx2xt-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/does-homework-perpetuate-inequities-in-education_5jxrhqhtx2xt-en
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Does Homework Perpetuate Inequities in Education?
OECD
While most 15-year-old students spend part of their after-school time doing homework, the amount of time they spend on it shrank between 2003 and 2012. Socio-economically advantaged students and students who attend socio-economically advantaged...
  N° 3   01 Apr 2011
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    http://oecd.metastore.ingenta.com/content/5k9h362rftmq-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/does-investing-in-after-school-classes-pay-off_5k9h362rftmq-en
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Does Investing in After-School Classes Pay Off?
OECD
With all the competition to get into the right universities to secure the best jobs, secondary school students are often encouraged to take after-school classes in subjects already taught in school to help them improve their performance – even if...
  N° 48   01 Feb 2015
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    http://oecd.metastore.ingenta.com/content/5js6b2579tnx-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/does-math-make-you-anxious_5js6b2579tnx-en
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Does Math Make You Anxious?
OECD
Greater anxiety towards mathematics is associated with lower scores in mathematics, both between and within countries. The better a student’s schoolmates perform in mathematics, the greater the student’s anxiety towards mathematics. Teachers’ use of...
  N° 13   01 Feb 2012
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    http://oecd.metastore.ingenta.com/content/5k9fhmfzc4xx-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/does-money-buy-strong-performance-in-pisa_5k9fhmfzc4xx-en
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Does Money Buy Strong Performance in PISA?
OECD
This issue will show that strong performers do not invest scarce resources in smaller classes, but in higher teachers' salaries. They are neither the countries that spend the most on education, nor are they the wealthiest countries; rather they are...
  N° 1   01 Feb 2011
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    http://oecd.metastore.ingenta.com/content/5k9h362tpvxp-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/does-participation-in-pre-primary-education-translate-into-better-learning-outcomes-at-school_5k9h362tpvxp-en
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Does Participation in Pre-Primary Education Translate into Better Learning Outcomes at School?
OECD
It’s elementary: students benefit from pre-primary education. The OECD’s PISA 2009 results show that in practically all OECD countries 15-year-old students who had attended some pre-primary school outperformed students who had not. In fact, the...
  N° 16   01 May 2012
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    http://oecd.metastore.ingenta.com/content/5k98q27r2stb-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/does-performance-based-pay-improve-teaching_5k98q27r2stb-en
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Does Performance-Based Pay Improve Teaching?
OECD
PISA has long established that high-performing education systems tend to pay their teachers more. They also often prioritise the quality of teaching over other choices, including class size. But in the current budgetary climate, paying everybody more...
  N° 40   01 June 2014
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    http://oecd.metastore.ingenta.com/content/5jz15974pzvg-en.pdf
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Does Pre-primary Education Reach Those Who Need it Most?
OECD
Attendance in pre-primary education is associated with better student performance later on. Fifteen-year-old students in 2012 were more likely than 15-year-olds in 2003 to have attended at least one year of pre-primary education. The gap in...
  N° 27   01 Apr 2013
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    http://oecd.metastore.ingenta.com/content/5k4818hwp89v-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/does-it-matter-which-school-a-student-attends_5k4818hwp89v-en
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Does it Matter Which School a Student Attends?
OECD
Successful education systems are able to guarantee that all students succeed at high levels. Across OECD countries, around 60% of the overall, country-level variation in student performance can be traced to differences in how well students who attend...
  N° 59   12 Jan 2016
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    http://oecd.metastore.ingenta.com/content/5jm5fb7cq0zp-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/does-it-matter-how-much-time-students-spend-on-line-outside-of-school_5jm5fb7cq0zp-en
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Does it matter how much time students spend on line outside of school?
OECD
In 2012, 15-year-old students spent over two hours on line each day, on average across OECD countries. The most common online activities among 15-year-olds were browsing the Internet for fun and participating in social networks, with over 70% of...
  N° 75   29 Aug 2017
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    http://oecd.metastore.ingenta.com/content/06c8a756-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/does-the-quality-of-learning-outcomes-fall-when-education-expands-to-include-more-disadvantaged-students_06c8a756-en
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Does the quality of learning outcomes fall when education expands to include more disadvantaged students?
OECD
Globally, enrolment in secondary education has expanded dramatically over the past decades. This expansion is also reflected in PISA data, particularly for low- and middle-income countries. Between 2003 and 2015, Indonesia added more than 1.1 million...
  N° 26   01 Mar 2013
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    http://oecd.metastore.ingenta.com/content/5k49czl2s8bv-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/grade-expectations_5k49czl2s8bv-en
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Grade Expectations
OECD
Countries vary in the way they use marks, but they all tend to reward the mastery of skills and attitudes that promote learning. Teachers tend to give girls and socio-economically advantaged students better school marks, even if they don’t have...
  N° 4   01 May 2011
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    http://oecd.metastore.ingenta.com/content/5k9h362q5ng4-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/has-discipline-in-school-deteriorated_5k9h362q5ng4-en
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Has Discipline in School Deteriorated?
OECD
Classrooms and schools with more disciplinary problems are less conducive to learning, since teachers have to spend more time creating an orderly environment before instruction can begin. Interruptions in the classroom disrupt students’ concentration...
  N° 11   01 Dec 2011
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    http://oecd.metastore.ingenta.com/content/5k9h362hs646-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/how-are-school-systems-adapting-to-increasing-numbers-of-immigrant-students_5k9h362hs646-en
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How Are School Systems Adapting to Increasing Numbers of Immigrant Students?
OECD
Whether in flight from conflict, with the hope of building a better life, or to seize a social or economic opportunity, people have been crossing borders for as long as there have been borders to cross. Modern means of transportation and...
  N° 22   01 Nov 2012
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    http://oecd.metastore.ingenta.com/content/5k8zpcj3qnxt-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/how-do-immigrant-students-fare-in-disadvantaged-schools_5k8zpcj3qnxt-en
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How Do Immigrant Students Fare in Disadvantaged Schools?
OECD
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 social disadvantage at school,...
  N° 5   01 June 2011
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    http://oecd.metastore.ingenta.com/content/5k9h362p77tf-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/how-do-some-students-overcome-their-socio-economic-background_5k9h362p77tf-en
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How Do Some Students Overcome Their Socio-Economic Background?
OECD
Are socio-economically disadvantaged students condemned to perpetuate an intergenerational cycle of poor academic achievement, poor job prospects and poverty? Not if they attend schools that provide them with more regular classes. Resilient students...
  N° 56   13 Oct 2015
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    http://oecd.metastore.ingenta.com/content/5jrs3cfzg836-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/how-confident-are-students-in-their-ability-to-solve-mathematics-problems_5jrs3cfzg836-en
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How confident are students in their ability to solve mathematics problems?
OECD
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 school. There is a strong...
  N° 76   26 Sep 2017
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    http://oecd.metastore.ingenta.com/content/a77ee9d5-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/how-do-schools-compensate-for-socio-economic-disadvantage_a77ee9d5-en
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How do schools compensate for socio-economic disadvantage?
OECD
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 in certain schools poses...
  N° 66   15 Nov 2016
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    http://oecd.metastore.ingenta.com/content/5jln4nfnqt7l-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/how-does-pisa-assess-science-literacy_5jln4nfnqt7l-en
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How does PISA assess science literacy?
OECD
The most recent round of the assessment, PISA 2015, focused on 15-year-olds’ science literacy, defined as “the ability to engage with science-related issues, and with the ideas of science, as a reflective citizen”. To succeed on the PISA science...
  N° 77   31 Oct 2017
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    http://oecd.metastore.ingenta.com/content/f21387f6-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/how-does-pisa-measure-students-ability-to-collaborate_f21387f6-en
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How does PISA measure students’ ability to collaborate?
OECD
Solving unfamiliar problems on one’s own is important, but in today’s increasingly interconnected world, people are often required to collaborate in order to achieve their goals. Teamwork has numerous benefits, from a diverse range of opinions to...
  N° 47   01 Jan 2015
Click to Access: 
    http://oecd.metastore.ingenta.com/content/5js7q3kbkklt-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/how-has-student-performance-evolved-over-time_5js7q3kbkklt-en
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How has Student Performance Evolved Over Time?
OECD
Every three years, when PISA results are published, the world’s media focuses on countries’ rankings in mathematics, reading and science performance. Often, what is lost in the subsequent national-level soulsearching about how to improve student...
  N° 52   01 June 2015
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    http://oecd.metastore.ingenta.com/content/5js04vz2cf9q-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/how-have-schools-changed-over-the-past-decade_5js04vz2cf9q-en
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How have schools changed over the past decade?
OECD
The quantity and quality of resources available to schools improved significantly between 2003 and 2012, on average across OECD countries. Greater financial investments in education provided schools with better teaching staff, instructional materials...
  N° 44   01 Oct 2014
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    http://oecd.metastore.ingenta.com/content/5jxvl3zwbzwg-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/how-is-equity-in-resource-allocation-related-to-student-performance_5jxvl3zwbzwg-en
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How is Equity in Resource Allocation Related to Student Performance?
OECD
How educational resources are allocated is just as important as the amount of resources available. High-performing countries and economies tend to allocate resources more equitably across socio-economically advantaged and disadvantaged schools. Among...
  N° 74   18 July 2017
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    http://oecd.metastore.ingenta.com/content/728d6464-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/how-much-of-a-problem-is-bullying-at-school_728d6464-en
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How much of a problem is bullying at school?
OECD
For the first time, the 2015 round of PISA collected data on students’ exposure to bullying. These data show that bullying is widespread. On average across OECD countries, around 11% of students reported that they are frequently (at least a few times...
  N° 15   01 Apr 2012
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    http://oecd.metastore.ingenta.com/content/5k9bdt3vsbf0-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/how-green-are-today-s-15-year-olds_5k9bdt3vsbf0-en
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How “Green” are Today's 15-Year-Olds?
OECD
Today's students are growing up in a precarious natural environment. Climate change and the loss of biodiversity threaten the ecosystems that support life; a lack of clean water and sanitation imperils the health of hundreds of millions of people...
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