Mark | Date Date | Title Title | |||
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No. 275 | 02 Aug 2022 |
Policy responses to false and misleading digital content
The digital environment offers opportunities that can enrich children’s physical and mental well-being. Yet, false and misleading digital content, including disinformation and misinformation, is a risk. It can deepen political polarisation, erode... |
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No. 274 | 13 Jul 2022 |
The state of the field of computational thinking in early childhood education
Computer programming and associated Computational Thinking (CT) skills are essential to thriving in today’s academic and professional world. There has been a growing focus globally on fostering CT skills as well as on introducing computer programming... |
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No. 273 | 22 Jun 2022 |
The Inclusion of LGBTQI+ students across education systems
Students who identify as lesbian, gay, bisexual, transgender, queer, intersex or somewhere else on the gender/sexuality spectrum (LGBTQI+) are among the diverse student groups in need of extra support and protection in order to succeed in education... |
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No. 272 | 03 Jun 2022 |
The analytical value of non-probability samples in the context of TALIS
The appeal of non-probabilistic surveys has been on the rise given the costs and decreasing response rates associated with probabilistic surveys. Yet the non-random selection of respondents into non-probabilistic surveys leads to inaccurate estimates... |
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No. 271 | 19 May 2022 |
Gender stereotypes in education
In spite of advances in recognising that girls and boys, and women and men, do not have to be bounded by traditional roles, gender stereotypes persist in education and beyond. Children and youth are affected by gender stereotypes from the early ages,... |
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No. 270 | 29 Mar 2022 |
Cyberbullying
Cyberbullying is a high priority policy challenge in many OECD countries. In recent years, the literature base on cyberbullying has rapidly expanded, shedding insights into the prevalence of the issue, highlighting which characteristics make children... |
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No. 269 | 14 Mar 2022 |
Mixed-worded scales and acquiescence in educational large-scale assessments
Self-report data such as those regularly administered with questionnaires in the OECD’s educational large-scale assessments are subject to response biases such as acquiescence, i.e., the tendency to agree with questionnaire items regardless their... |
|||
No. 268 | 07 Mar 2022 |
When practice meets policy in mathematics education
The OECD Future of Education and Skills 2030 (E2030) project’s overall goal is that of looking to the future in terms of how school curricula should evolve given the technological advances and other changes that societies are now facing. Towards that... |
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No. 267 | 11 Feb 2022 |
Teacher professional identity
Promoting and supporting the development of strong professional identities in teachers is relevant to teachers, policy makers and the research community. The benefits of examining Teacher Professional Identity (TPI) relate to success for students in... |
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No. 266 | 31 Jan 2022 |
Social and emotional learning (SEL) of newcomer and refugee students
Social and emotional learning (SEL) strengthens students’ abilities to regulate their emotions, thoughts, and behaviours and to interact successfully with others. There are an array of important social and emotional skills (SES): goal-setting,... |
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No. 265 | 31 Jan 2022 |
Multi-stakeholder approach for better integration of refugee students
Ample research has shown the importance of collaboration between practitioners, researchers, and policy makers to ensure holistic, inclusive, and effective policy making, particularly in the field of refugee education. Many countries, however, still... |
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No. 264 | 28 Jan 2022 |
Holistic refugee and newcomer education in Europe
Education is one of the most important fields to promote the integration of refugee and newcomer children and youths in host countries. However, holistic education for refugee and newcomers has so far not been established into mainstream education... |
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No. 263 | 27 Jan 2022 |
The social and economic rationale of inclusive education
Since UNESCO’s Salamanca Declaration in 1994, inclusive education has progressively attracted attention in international debates around education policy. While some evidence exists on the positive impact that inclusive education reforms can have on... |
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No. 262 | 21 Dec 2021 |
Policy approaches and initiatives for the inclusion of gifted students in OECD countries
To date, no international consensus exists on the definition of giftedness. There is a great diversity in conceptualising giftedness not only between, but also within countries. Inevitably, this has a major influence on how countries design and... |
|||
No. 261 | 20 Dec 2021 |
The resilience of students with an immigrant background
Education has a fundamental role in promoting the integration of students with an immigrant background in host societies. It can help them acquire skills to participate in the economy, promote their social and emotional well-being and support their... |
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No. 260 | 18 Nov 2021 |
Promoting inclusive education for diverse societies
In many countries, schools and classrooms are becoming increasingly diverse along a variety of dimensions, including migration; ethnic groups, national minorities and Indigenous peoples; gender; gender identity and sexual orientation; special... |
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No. 259 | 11 Nov 2021 |
How are higher education systems in OECD countries resourced?
The OECD Higher Education Policy Survey (HEPS) is a new instrument developed by the OECD Higher Education Policy Team to gather comparative information on system features and characteristics of policies across OECD jurisdictions, to support policy... |
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No. 258 | 27 Oct 2021 |
Indicators of teenage career readiness
The aim of the OECD Career Readiness project is to identify patterns of teenage attitudes and activities that are associated with better transitions into employment by analysing multiple national longitudinal datasets. This paper looks for further... |
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No. 257 | 20 Oct 2021 |
How much do 15-year-olds learn over one year of schooling? An international comparison based on PISA
This paper quantifies the learning gain that accrues to 15‑year-old students over one year of schooling in 18 countries and economies, where the cohort eligible to sit the OECD Programme for International Student Assessment (PISA)ISA test overlaps... |
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No. 256 | 18 Oct 2021 |
Building capacity for inclusive teaching
Classrooms have become increasingly diverse places where students from various backgrounds share their learning experiences. To promote inclusive school settings for all, building teacher capacity for inclusive teaching represents a key policy area.... |
OECD Education Working Papers
English, French
- ISSN: 19939019 (online)
- https://doi.org/10.1787/19939019
41 - 60 of 314 results
Policy responses to false and misleading digital content
Jordan Hill
02 Aug 2022
The digital environment offers opportunities that can enrich children’s physical and mental well-being. Yet, false and misleading digital content, including disinformation and misinformation, is a risk. It can deepen political polarisation, erode...
The state of the field of computational thinking in early childhood education
Marina Umaschi Bers, Amanda Strawhacker and Amanda Sullivan
13 Jul 2022
Computer programming and associated Computational Thinking (CT) skills are essential to thriving in today’s academic and professional world. There has been a growing focus globally on fostering CT skills as well as on introducing computer programming...
The Inclusion of LGBTQI+ students across education systems
Jody McBrien, Alexandre Rutigliano and Adam Sticca
22 Jun 2022
Students who identify as lesbian, gay, bisexual, transgender, queer, intersex or somewhere else on the gender/sexuality spectrum (LGBTQI+) are among the diverse student groups in need of extra support and protection in order to succeed in education...
The analytical value of non-probability samples in the context of TALIS
Gabor Fulop and Francesco Avvisati
03 Jun 2022
The appeal of non-probabilistic surveys has been on the rise given the costs and decreasing response rates associated with probabilistic surveys. Yet the non-random selection of respondents into non-probabilistic surveys leads to inaccurate estimates...
Gender stereotypes in education
Ottavia Brussino and Jody McBrien
19 May 2022
In spite of advances in recognising that girls and boys, and women and men, do not have to be bounded by traditional roles, gender stereotypes persist in education and beyond. Children and youth are affected by gender stereotypes from the early ages,...
Cyberbullying
Francesca Gottschalk
29 Mar 2022
Cyberbullying is a high priority policy challenge in many OECD countries. In recent years, the literature base on cyberbullying has rapidly expanded, shedding insights into the prevalence of the issue, highlighting which characteristics make children...
Mixed-worded scales and acquiescence in educational large-scale assessments
Janine Buchholz
14 Mar 2022
Self-report data such as those regularly administered with questionnaires in the OECD’s educational large-scale assessments are subject to response biases such as acquiescence, i.e., the tendency to agree with questionnaire items regardless their...
When practice meets policy in mathematics education
William H. Schmidt, Richard T. Houang, William F. Sullivan and Leland S. Cogan
07 Mar 2022
The OECD Future of Education and Skills 2030 (E2030) project’s overall goal is that of looking to the future in terms of how school curricula should evolve given the technological advances and other changes that societies are now facing. Towards that...
Teacher professional identity
Valentina Suarez and Jason McGrath
11 Feb 2022
Promoting and supporting the development of strong professional identities in teachers is relevant to teachers, policy makers and the research community. The benefits of examining Teacher Professional Identity (TPI) relate to success for students in...
Social and emotional learning (SEL) of newcomer and refugee students
Jody McBrien
31 Jan 2022
Social and emotional learning (SEL) strengthens students’ abilities to regulate their emotions, thoughts, and behaviours and to interact successfully with others. There are an array of important social and emotional skills (SES): goal-setting,...
Multi-stakeholder approach for better integration of refugee students
Hanna Siarova and Loes van der Graaf
31 Jan 2022
Ample research has shown the importance of collaboration between practitioners, researchers, and policy makers to ensure holistic, inclusive, and effective policy making, particularly in the field of refugee education. Many countries, however, still...
Holistic refugee and newcomer education in Europe
Claudia Koehler, Nektaria Palaiologou and Ottavia Brussino
28 Jan 2022
Education is one of the most important fields to promote the integration of refugee and newcomer children and youths in host countries. However, holistic education for refugee and newcomers has so far not been established into mainstream education...
The social and economic rationale of inclusive education
Cecilia Mezzanotte
27 Jan 2022
Since UNESCO’s Salamanca Declaration in 1994, inclusive education has progressively attracted attention in international debates around education policy. While some evidence exists on the positive impact that inclusive education reforms can have on...
Policy approaches and initiatives for the inclusion of gifted students in OECD countries
Alexandre Rutigliano and Nikita Quarshie
21 Dec 2021
To date, no international consensus exists on the definition of giftedness. There is a great diversity in conceptualising giftedness not only between, but also within countries. Inevitably, this has a major influence on how countries design and...
The resilience of students with an immigrant background
Lucie Cerna, Ottavia Brussino and Cecilia Mezzanotte
20 Dec 2021
Education has a fundamental role in promoting the integration of students with an immigrant background in host societies. It can help them acquire skills to participate in the economy, promote their social and emotional well-being and support their...
Promoting inclusive education for diverse societies
Lucie Cerna, Cecilia Mezzanotte, Alexandre Rutigliano, Ottavia Brussino, Paulo Santiago, Francesca Borgonovi and Caitlyn Guthrie
18 Nov 2021
In many countries, schools and classrooms are becoming increasingly diverse along a variety of dimensions, including migration; ethnic groups, national minorities and Indigenous peoples; gender; gender identity and sexual orientation; special...
How are higher education systems in OECD countries resourced?
Gillian Golden, Lisa Troy and Thomas Weko
11 Nov 2021
The OECD Higher Education Policy Survey (HEPS) is a new instrument developed by the OECD Higher Education Policy Team to gather comparative information on system features and characteristics of policies across OECD jurisdictions, to support policy...
Indicators of teenage career readiness
Catalina Covacevich, Anthony Mann, Cristina Santos and Jonah Champaud
27 Oct 2021
The aim of the OECD Career Readiness project is to identify patterns of teenage attitudes and activities that are associated with better transitions into employment by analysing multiple national longitudinal datasets. This paper looks for further...
How much do 15-year-olds learn over one year of schooling? An international comparison based on PISA
Francesco Avvisati and Pauline Givord
20 Oct 2021
This paper quantifies the learning gain that accrues to 15‑year-old students over one year of schooling in 18 countries and economies, where the cohort eligible to sit the OECD Programme for International Student Assessment (PISA)ISA test overlaps...
Building capacity for inclusive teaching
Ottavia Brussino
18 Oct 2021
Classrooms have become increasingly diverse places where students from various backgrounds share their learning experiences. To promote inclusive school settings for all, building teacher capacity for inclusive teaching represents a key policy area....