Mark | Date Date | Title Title | |||
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No. 215 | 19 Feb 2020 |
What difference do networks make to teachers’ knowledge?
The paper investigates two – often disconnected – policy questions: how can we scale the use of evidence in teaching practice, and how can we generate and scale innovation? Both questions necessitate understanding how teachers and schools connect... |
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No. 214 | 31 Jan 2020 |
Attendance in early childhood education and care programmes and academic proficiencies at age 15
Early years are a critical period for skill development. In this sense, the Early Childhood Education and Care (ECEC) programmes have an important role in promoting children’s learning during this period. This study aimed to explore the effectiveness... |
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No. 213 | 30 Jan 2020 |
Teachers’ well-being
Modern education systems evolve in a context of growing teacher shortages, frequent turnover and a low attractiveness of the profession. In such a context where these challenges interrelate, there is an urgent need to better understand the well-being... |
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No. 212 | 20 Dec 2019 |
The relevance of general pedagogical knowledge for successful teaching
This systematic review investigates the relevance of general pedagogical knowledge for successful teaching. It synthesises the empirical evidence of 10 769 teaching professionals and 853 452 students from primary to tertiary education in 21... |
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No. 211 | 19 Dec 2019 |
Leadership for quality early childhood education and care
This literature review examines the research on early childhood education and care (ECEC) leadership and how leaders impact process quality in ECEC settings. Process quality refers to interactions and relationships between and among children and ECEC... |
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No. 210 | 10 Dec 2019 |
Strength through diversity
Chile is now working to develop stronger integration processes after being largely unprepared for the influx of immigrants who arrived in recent years. In the education sector, evidence suggests important differences in the academic and well-being... |
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No. 209 | 28 Nov 2019 |
Introduction of multistage adaptive testing design in PISA 2018
This paper describes and evaluates a multistage adaptive testing (MSAT) design that was implemented for the Programme for International Student Assessment (PISA) 2018 main survey for the major domain of Reading. Through a simulation study, recovery... |
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No. 208 | 20 Nov 2019 |
Assessing students’ social and emotional skills through triangulation of assessment methods
Triangulation – a combined use of different assessment methods or sources to evaluate psychological constructs – is still a rarely used assessment approach in spite of its potential in overcoming inherent constraints of individual assessment methods.... |
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No. 207 | 28 Oct 2019 |
Assessment framework of the OECD Study on Social and Emotional Skills
The OECD’s new Study on Social and Emotional Skills aims to provide policy makers, educators, families and communities with a comprehensive set of tools to foster students’ social and emotional learning. The Study’s assessment framework – presented... |
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No. 206 | 25 Sept 2019 |
Policy approaches to integration of newly arrived immigrant children in schools
This research paper has the objective of providing a comprehensive overview of Dutch education policy approaches to the integration of children with a migration background, with a particular focus on those who have recently arrived in the country.... |
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No. 205 | 20 Sept 2019 |
Using process data to understand adults’ problem-solving behaviour in the Programme for the International Assessment of Adult Competencies (PIAAC)
The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), used computers as the main assessment deliver platform. This enabled the Programme to collect data not only on whether... |
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No. 204 | 22 Jul 2019 |
Means, ends and meaning in accountability for strategic education governance
Recent decades have revealed a gap between promises and realities of accountability in education governance, as well as further afield. Despite efforts identifying and analysing cautionary tales of accountability interventions, a systematic approach... |
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No. 203 | 17 May 2019 |
Refugee education
The recent refugee crisis has put many OECD countries under considerable pressure to accommodate and integrate large numbers of refugees. Refugee students are a particularly vulnerable group due to their forced displacement, but their needs are not... |
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No. 202 | 13 May 2019 |
Upgrading the ICT questionnaire items in PISA 2021
This paper explains the rationale for updating the OECD Programme for International Student Assessment (PISA) 2021 questionnaire on Information and Communication Technology (ICT) and shows how it covers policy topics of current relevance. After... |
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No. 201 | 03 May 2019 |
Invariance analyses in large-scale studies
Large-scale surveys such as the Programme for International Student Assessment (PISA), the Teaching and Learning International Survey (TALIS), and the Programme for the International Assessment of Adult Competences (PIAAC) use advanced statistical... |
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No. 200 | 03 Apr 2019 |
Moving towards more school autonomy in Austria
Prepared for a CERI (Centre for Educational Research and Innovation) Strategic Education Governance Learning Seminar, this working paper analyses an ongoing reform in Austria to change the traditional sector-specific “supervision” of different school... |
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No. 199 | 15 Mar 2019 |
Constructive accountability, transparency and trust between government and highly autonomous schools in Flanders
Prepared for a Centre for Educational Research and Innovation (CERI) Strategic Education Governance Learning Seminar, this working paper analyses the functioning of accountability mechanisms in the Flemish school system from a complexity perspective,... |
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No. 198 | 14 Mar 2019 |
The lives of teachers in diverse classrooms
Recent migration patterns have brought major change to the experience of schooling for students, parents and teachers. This paper focuses on teachers, and explores their roles, functions and challenges in classrooms with diverse student populations.... |
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No. 197 | 13 Mar 2019 |
Starting Strong Teaching and Learning International Survey 2018 Conceptual Framework
The Starting Strong Teaching and Learning International Survey 2018 is an international survey of staff and centre leaders working in early childhood education and care (ECEC), administered in ECEC centres belonging to ISCED Level 0.2, and, as an... |
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No. 196 | 12 Mar 2019 |
Learning in rural schools
Based on a review of previous research, the paper describes the distinctive characteristics of rural areas and communities and the factors typically associated with shaping students’ learning experience in rural contexts. Data from the OECD Programme... |
OECD Education Working Papers
English, French
- ISSN: 19939019 (online)
- https://doi.org/10.1787/19939019
101 - 120 of 314 results
What difference do networks make to teachers’ knowledge?
Nóra Révai
19 Feb 2020
The paper investigates two – often disconnected – policy questions: how can we scale the use of evidence in teaching practice, and how can we generate and scale innovation? Both questions necessitate understanding how teachers and schools connect...
Attendance in early childhood education and care programmes and academic proficiencies at age 15
Jaime Balladares and Miloš Kankaraš
31 Jan 2020
Early years are a critical period for skill development. In this sense, the Early Childhood Education and Care (ECEC) programmes have an important role in promoting children’s learning during this period. This study aimed to explore the effectiveness...
Teachers’ well-being
Carine Viac and Pablo Fraser
30 Jan 2020
Modern education systems evolve in a context of growing teacher shortages, frequent turnover and a low attractiveness of the profession. In such a context where these challenges interrelate, there is an urgent need to better understand the well-being...
The relevance of general pedagogical knowledge for successful teaching
Hannah Ulferts
20 Dec 2019
This systematic review investigates the relevance of general pedagogical knowledge for successful teaching. It synthesises the empirical evidence of 10 769 teaching professionals and 853 452 students from primary to tertiary education in 21...
Leadership for quality early childhood education and care
Anne L. Douglass
19 Dec 2019
This literature review examines the research on early childhood education and care (ECEC) leadership and how leaders impact process quality in ECEC settings. Process quality refers to interactions and relationships between and among children and ECEC...
Strength through diversity
Caitlyn Guthrie, Hanna Andersson, Lucie Cerna and Francesca Borgonovi
10 Dec 2019
Chile is now working to develop stronger integration processes after being largely unprepared for the influx of immigrants who arrived in recent years. In the education sector, evidence suggests important differences in the academic and well-being...
Introduction of multistage adaptive testing design in PISA 2018
Kentaro Yamamoto, Hyo Jeong Shin and Lale Khorramdel
28 Nov 2019
This paper describes and evaluates a multistage adaptive testing (MSAT) design that was implemented for the Programme for International Student Assessment (PISA) 2018 main survey for the major domain of Reading. Through a simulation study, recovery...
Assessing students’ social and emotional skills through triangulation of assessment methods
Miloš Kankaraš, Eva Feron and Rachel Renbarger
20 Nov 2019
Triangulation – a combined use of different assessment methods or sources to evaluate psychological constructs – is still a rarely used assessment approach in spite of its potential in overcoming inherent constraints of individual assessment methods....
Assessment framework of the OECD Study on Social and Emotional Skills
Miloš Kankaraš and Javier Suarez-Alvarez
28 Oct 2019
The OECD’s new Study on Social and Emotional Skills aims to provide policy makers, educators, families and communities with a comprehensive set of tools to foster students’ social and emotional learning. The Study’s assessment framework – presented...
Policy approaches to integration of newly arrived immigrant children in schools
Özge Bilgili
25 Sept 2019
This research paper has the objective of providing a comprehensive overview of Dutch education policy approaches to the integration of children with a migration background, with a particular focus on those who have recently arrived in the country....
Using process data to understand adults’ problem-solving behaviour in the Programme for the International Assessment of Adult Competencies (PIAAC)
Qiwei He, Francesca Borgonovi and Marco Paccagnella
20 Sept 2019
The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), used computers as the main assessment deliver platform. This enabled the Programme to collect data not only on whether...
Means, ends and meaning in accountability for strategic education governance
Glenn Fahey and Florian Köster
22 Jul 2019
Recent decades have revealed a gap between promises and realities of accountability in education governance, as well as further afield. Despite efforts identifying and analysing cautionary tales of accountability interventions, a systematic approach...
Refugee education
Lucie Cerna
17 May 2019
The recent refugee crisis has put many OECD countries under considerable pressure to accommodate and integrate large numbers of refugees. Refugee students are a particularly vulnerable group due to their forced displacement, but their needs are not...
Upgrading the ICT questionnaire items in PISA 2021
Adrien Lorenceau, Camille Marec and Tarek Mostafa
13 May 2019
This paper explains the rationale for updating the OECD Programme for International Student Assessment (PISA) 2021 questionnaire on Information and Communication Technology (ICT) and shows how it covers policy topics of current relevance. After...
Invariance analyses in large-scale studies
Fons J. R. Van de Vijver, Francesco Avvisati, Eldad Davidov, Michael Eid, Jean-Paul Fox, Noémie Le Donné, Kimberley Lek, Bart Meuleman, Marco Paccagnella and Rens van de Schoot
03 May 2019
Large-scale surveys such as the Programme for International Student Assessment (PISA), the Teaching and Learning International Survey (TALIS), and the Programme for the International Assessment of Adult Competences (PIAAC) use advanced statistical...
Moving towards more school autonomy in Austria
Michael Bruneforth, Claire Shewbridge and Rien Rouw
03 Apr 2019
Prepared for a CERI (Centre for Educational Research and Innovation) Strategic Education Governance Learning Seminar, this working paper analyses an ongoing reform in Austria to change the traditional sector-specific “supervision” of different school...
Constructive accountability, transparency and trust between government and highly autonomous schools in Flanders
Claire Shewbridge, Marc Fuster and Rien Rouw
15 Mar 2019
Prepared for a Centre for Educational Research and Innovation (CERI) Strategic Education Governance Learning Seminar, this working paper analyses the functioning of accountability mechanisms in the Flemish school system from a complexity perspective,...
The lives of teachers in diverse classrooms
Neda Forghani-Arani, Lucie Cerna and Meredith Bannon
14 Mar 2019
Recent migration patterns have brought major change to the experience of schooling for students, parents and teachers. This paper focuses on teachers, and explores their roles, functions and challenges in classrooms with diverse student populations....
Starting Strong Teaching and Learning International Survey 2018 Conceptual Framework
Megan P. Y. Sim, Julie Bélanger, Agnes Stancel-Piątak and Lynn Karoly
13 Mar 2019
The Starting Strong Teaching and Learning International Survey 2018 is an international survey of staff and centre leaders working in early childhood education and care (ECEC), administered in ECEC centres belonging to ISCED Level 0.2, and, as an...
Learning in rural schools
Alfonso Echazarra and Thomas Radinger
12 Mar 2019
Based on a review of previous research, the paper describes the distinctive characteristics of rural areas and communities and the factors typically associated with shaping students’ learning experience in rural contexts. Data from the OECD Programme...