Mark | Date Date | Title Title | |||
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No. 83 | 16 Apr 2018 |
How has Internet use changed between 2012 and 2015?
In the growing world of digital technology everything is about speed: computer processors have doubled their performance every two years for decades; the future 5G mobile phone generation is predicted to be about 100 times faster than the current 4G... |
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No. 82 | 19 Mar 2018 |
How do the performance and well-being of students with an immigrant background compare across countries?
The ability of societies to preserve social cohesion in the presence of large migration flows depends on their capacity to integrate immigrants. Education can help immigrants acquire skills and contribute to the host-country economy; it can also... |
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No. 81 | 07 Feb 2018 |
What do science teachers find most satisfying about their work?
Teachers play a vital role in the lives of their students. They impart knowledge, provide pastoral care, act as role models and, above all, create an environment that’s conducive to learning. But teaching is fraught with numerous challenges that... |
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No. 80 | 29 Jan 2018 |
In which countries and schools do disadvantaged students succeed?
PISA 2015 data show that, on average across OECD countries, as many as three out of four students from the lowest quarter of socio-economic status reach, at best, only the baseline level of proficiency (Level 2) in reading, mathematics or science.... |
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No. 79 | 19 Dec 2017 |
Is too much testing bad for student performance and well-being?
Standardised tests help measure student’s progress at school and can inform education policy about existing shortfalls. However, too much testing could lead to much pressure on students and teachers to learn and teach for a test, something that would... |
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No. 78 | 21 Nov 2017 |
Collaborative problem solving
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... |
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No. 77 | 31 Oct 2017 |
How does PISA measure students’ ability to collaborate?
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... |
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No. 76 | 26 Sept 2017 |
How do schools compensate for socio-economic disadvantage?
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... |
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No. 75 | 29 Aug 2017 |
Does the quality of learning outcomes fall when education expands to include more disadvantaged students?
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... |
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No. 74 | 18 Jul 2017 |
How much of a problem is bullying at school?
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... |
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No. 73 | 20 Jun 2017 |
Do students spend enough time learning?
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... |
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No. 72 | 24 May 2017 |
What do 15-year-olds really know about money?
Globalisation and digital technologies have made financial services and products more widely accessible and at the same time more complex to handle. Responsibility for investing in higher education or planning for retirement is increasingly assumed... |
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No. 71 | 19 Apr 2017 |
Are students happy?
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,... |
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No. 70 | 21 Mar 2017 |
What do we know about teachers’ selection and professional development in high-performing countries?
High-performing countries use various mechanisms to select the best candidates to the teaching profession. In Finland, Hong-Kong (China), Macao (China) and Chinese Taipei, students who wish to enter teacher-training programmes must pass a competitive... |
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No. 69 | 27 Feb 2017 |
What kind of careers in science do 15-year-old boys and girls expect for themselves?
On average across OECD countries, almost one in four students – whether boy or girl – expects to work in an occupation that requires further science training beyond compulsory education. This brief highlights the kinds of science careers 15-year-olds... |
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No. 68 | 31 Jan 2017 |
Where did equity in education improve over the past decade?
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 feature of education... |
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No. 67 | 09 Dec 2016 |
PISA 2015 Results in Focus
Over the past decade, the OECD Programme for International Student Assessment, PISA, has become the world’s premier yardstick for evaluating the quality, equity and efficiency of school systems. This special issue of the PISA in Focus series... |
|||
No. 66 | 15 Nov 2016 |
How does PISA assess science literacy?
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... |
|||
No. 65 | 06 Sept 2016 |
Should all students be taught complex mathematics?
Exposure to complex mathematics concepts and tasks is related to higher performance in PISA among all students, including socio-economically disadvantaged students. Working on complex problems without individualised support can increase mathematics... |
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No. 64 | 12 Jul 2016 |
Are there differences in how advantaged and disadvantaged students use the Internet?
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,... |
PISA in Focus
English Also available in: French
- ISSN: 22260919 (online)
- https://doi.org/10.1787/22260919
41 - 60 of 123 results
How has Internet use changed between 2012 and 2015?
Alfonso Echazarra
16 Apr 2018
In the growing world of digital technology everything is about speed: computer processors have doubled their performance every two years for decades; the future 5G mobile phone generation is predicted to be about 100 times faster than the current 4G...
How do the performance and well-being of students with an immigrant background compare across countries?
Francesca Borgonovi
19 Mar 2018
The ability of societies to preserve social cohesion in the presence of large migration flows depends on their capacity to integrate immigrants. Education can help immigrants acquire skills and contribute to the host-country economy; it can also...
What do science teachers find most satisfying about their work?
Tarek Mostafa
07 Feb 2018
Teachers play a vital role in the lives of their students. They impart knowledge, provide pastoral care, act as role models and, above all, create an environment that’s conducive to learning. But teaching is fraught with numerous challenges that...
In which countries and schools do disadvantaged students succeed?
Francesco Avvisati
29 Jan 2018
PISA 2015 data show that, on average across OECD countries, as many as three out of four students from the lowest quarter of socio-economic status reach, at best, only the baseline level of proficiency (Level 2) in reading, mathematics or science....
Is too much testing bad for student performance and well-being?
Tarek Mostafa
19 Dec 2017
Standardised tests help measure student’s progress at school and can inform education policy about existing shortfalls. However, too much testing could lead to much pressure on students and teachers to learn and teach for a test, something that would...
Collaborative problem solving
Jeffrey Mo
21 Nov 2017
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...
How does PISA measure students’ ability to collaborate?
Jeffrey Mo
31 Oct 2017
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...
How do schools compensate for socio-economic disadvantage?
Daniel Salinas
26 Sept 2017
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...
Does the quality of learning outcomes fall when education expands to include more disadvantaged students?
Francesco Avvisati
29 Aug 2017
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...
How much of a problem is bullying at school?
OECD
18 Jul 2017
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...
Do students spend enough time learning?
OECD
20 Jun 2017
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...
What do 15-year-olds really know about money?
OECD
24 May 2017
Globalisation and digital technologies have made financial services and products more widely accessible and at the same time more complex to handle. Responsibility for investing in higher education or planning for retirement is increasingly assumed...
Are students happy?
OECD
19 Apr 2017
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,...
What do we know about teachers’ selection and professional development in high-performing countries?
OECD
21 Mar 2017
High-performing countries use various mechanisms to select the best candidates to the teaching profession. In Finland, Hong-Kong (China), Macao (China) and Chinese Taipei, students who wish to enter teacher-training programmes must pass a competitive...
What kind of careers in science do 15-year-old boys and girls expect for themselves?
OECD
27 Feb 2017
On average across OECD countries, almost one in four students – whether boy or girl – expects to work in an occupation that requires further science training beyond compulsory education. This brief highlights the kinds of science careers 15-year-olds...
Where did equity in education improve over the past decade?
OECD
31 Jan 2017
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 feature of education...
PISA 2015 Results in Focus
OECD
09 Dec 2016
Over the past decade, the OECD Programme for International Student Assessment, PISA, has become the world’s premier yardstick for evaluating the quality, equity and efficiency of school systems. This special issue of the PISA in Focus series...
How does PISA assess science literacy?
OECD
15 Nov 2016
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...
Should all students be taught complex mathematics?
OECD
06 Sept 2016
Exposure to complex mathematics concepts and tasks is related to higher performance in PISA among all students, including socio-economically disadvantaged students. Working on complex problems without individualised support can increase mathematics...
Are there differences in how advantaged and disadvantaged students use the Internet?
OECD
12 Jul 2016
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,...