Mark | Date Date | Title Title | |||
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No. 137 | 07 Jul 2016 |
What Makes a School a Learning Organisation?
What are the characteristics of a school as learning organisation? This paper should be seen as an attempt to work towards a common understanding of the school as learning organisation concept that is both solidly founded in the literature and is... |
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No. 136 | 24 Jun 2016 |
The Neuroscience of Mathematical Cognition and Learning
The synergistic potential of cognitive neuroscience and education for efficient learning has attracted considerable interest from the general public, teachers, parents, academics and policymakers alike. This review is aimed at providing 1) an... |
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No. 135 | 20 May 2016 |
Work, train, win: work-based learning design and management for productivity gains
Realising the potential of work-based learning schemes as a driver of productivity requires careful design and support. The length of work-based learning schemes should be adapted to the profile of productivity gains. A scheme that is too long for a... |
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No. 134 | 05 May 2016 |
Returns to ICT Skills
How important is mastering information and communication technologies (ICT) in modern labour markets? We present the first evidence on this question, drawing on unique data that provide internationally comparable information on ICT skills in 19... |
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No. 133 | 05 May 2016 |
Test-taking engagement in PIAAC
In this study, we investigated how empirical indicators of test-taking engagement can be defined, empirically validated, and used to describe group differences in the context of the Programme of International Assessment of Adult Competences (PIAAC).... |
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No. 132 | 22 Apr 2016 |
Age, Ageing and Skills
This paper presents a comprehensive analysis of the link between age and proficiency in information-processing skills, based on information drawn from the Survey of Adult Skills (PIAAC). The data reveal significant age-related differences in... |
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No. 131 | 14 Apr 2016 |
Adults with Low Proficiency in Literacy or Numeracy
This paper offers a comprehensive analysis of the information from the Survey of Adult Skills (PIAAC) regarding adults with low literacy and numeracy proficiency. The paper first describes the demographic and socio-economic characteristics of these... |
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No. 130 | 18 Mar 2016 |
How teachers teach and students learn
This paper examines how particular teaching and learning strategies are related to student performance on specific PISA test questions, particularly mathematics questions. The report compares teacher-directed instruction and memorisation learning... |
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No. 129 | 21 Mar 2016 |
The Impact of Literacy, Numeracy and Computer Skills on Earnings and Employment Outcomes
Using the 2012 PIAAC data, our analysis confirms that there are significantly higher earnings and employment returns to both increasing levels of formally recognised education, and to increasing levels of numeracy, literacy and Information and... |
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No. 128 | 10 Feb 2016 |
Budgeting and Accounting in OECD Education Systems
Recent demographic, economic and political trends have drawn attention to the issue of effectiveness and efficiency in the use of resources in the education sector. In the context of the renewed interest for the optimisation of resource use, this... |
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No. 127 | 06 Feb 2016 |
Student Learning Time
This paper examines student learning time as a key educational resource. It presents an overview of how different OECD countries allocate instruction time. It also develops a model to understand the effective use of allocated instruction time and... |
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No. 126 | 12 Jan 2016 |
PISA For Development Technical Strand A
The OECD is planning to enhance existing PISA assessment instruments in reading, mathematics and science so that they will be more suitable to the context of developing countries. The main purpose of this paper is to identify the main technical... |
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No. 125 | 24 Dec 2015 |
Learning support staff
With learning support staff an increasing part of the school workforce that is assuming more and more teaching related responsibilities, attention has grown as to how their skills and practices can have the greatest impact on students. “Learning... |
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No. 124 | 07 Dec 2015 |
Data comparability in the teaching and learning international survey (TALIS) 2008 and 2013
This report focuses on data comparability of scale scores in the Teaching and Learning International Survey (TALIS). Valid cross-cultural comparisons of TALIS data are vital in providing input for evidence-based policy making and in promoting the... |
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No. 123 | 13 Jul 2015 |
Adults with low literacy and numeracy skills
Identifying effective policy interventions for adults with low literacy and numeracy skills has become increasingly important. The PIAAC Survey of Adult Skills has revealed that a considerable number of adults in OECD countries possess only limited... |
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No. 122 | 03 Jul 2015 |
Evaluative thinking for successful educational innovation
In this working paper, Earl and Timperley argue that evaluative thinking is a necessary component of successful innovation and involves more than measurement and quantification. Combining evaluation with innovation requires discipline in the... |
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No. 121 | 10 Jun 2015 |
Fostering social and emotional skills through families, schools and communities
Social and emotional skills, such as perseverance, sociability and self-esteem, help individuals face the challenges of the 21st century and benefit from the opportunities it brings. Policy makers, teachers and parents can help foster these skills by... |
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No. 120 | 27 May 2015 |
PISA for development technical strand c
The success of PISA since its first survey administration in 2000 has attracted an ever increasing number of participating countries. With an increasingly diverse group of countries, the targeting of the original assessment may be less appropriate... |
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No. 119 | 21 May 2015 |
The educational roots of trust
Trust is important for social and economic well-being, for enhancing social cohesion and strengthening resilience, and for maintaining security and order in our societies. Trust is the foundation upon which social capital is built and it also is... |
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No. 118 | 06 May 2015 |
Towards the development of contextual questionnaires for the PISA for development study
The aim of this paper is to describe the technical issues to be addressed in enhancing the Programme for International Student Assessment (PISA) contextual questionnaires instruments for the PISA for Development (PfD) study. We discuss the conceptual... |
OECD Education Working Papers
English, French
- ISSN: 19939019 (online)
- https://doi.org/10.1787/19939019
181 - 200 of 313 results
What Makes a School a Learning Organisation?
Marco Kools and Louise Stoll
07 Jul 2016
What are the characteristics of a school as learning organisation? This paper should be seen as an attempt to work towards a common understanding of the school as learning organisation concept that is both solidly founded in the literature and is...
The Neuroscience of Mathematical Cognition and Learning
Chung Yen Looi, Jacqueline Thompson, Beatrix Krause and Roi Cohen Kadosh
24 Jun 2016
The synergistic potential of cognitive neuroscience and education for efficient learning has attracted considerable interest from the general public, teachers, parents, academics and policymakers alike. This review is aimed at providing 1) an...
Work, train, win: work-based learning design and management for productivity gains
Viktoria Kis
20 May 2016
Realising the potential of work-based learning schemes as a driver of productivity requires careful design and support. The length of work-based learning schemes should be adapted to the profile of productivity gains. A scheme that is too long for a...
Returns to ICT Skills
Oliver Falck, Alexandra Heimisch and Simon Wiederhold
05 May 2016
How important is mastering information and communication technologies (ICT) in modern labour markets? We present the first evidence on this question, drawing on unique data that provide internationally comparable information on ICT skills in 19...
Test-taking engagement in PIAAC
Frank Goldhammer, Thomas Martens, Gabriela Christoph and Oliver Lüdtke
05 May 2016
In this study, we investigated how empirical indicators of test-taking engagement can be defined, empirically validated, and used to describe group differences in the context of the Programme of International Assessment of Adult Competences (PIAAC)....
Age, Ageing and Skills
Marco Paccagnella
22 Apr 2016
This paper presents a comprehensive analysis of the link between age and proficiency in information-processing skills, based on information drawn from the Survey of Adult Skills (PIAAC). The data reveal significant age-related differences in...
Adults with Low Proficiency in Literacy or Numeracy
Anke Grotlüschen, David Mallows, Stephen Reder and John Sabatini
14 Apr 2016
This paper offers a comprehensive analysis of the information from the Survey of Adult Skills (PIAAC) regarding adults with low literacy and numeracy proficiency. The paper first describes the demographic and socio-economic characteristics of these...
How teachers teach and students learn
Alfonso Echazarra, Daniel Salinas, Ildefonso Méndez, Vanessa Denis and Giannina Rech
18 Mar 2016
This paper examines how particular teaching and learning strategies are related to student performance on specific PISA test questions, particularly mathematics questions. The report compares teacher-directed instruction and memorisation learning...
The Impact of Literacy, Numeracy and Computer Skills on Earnings and Employment Outcomes
Marguerita Lane and Gavan Conlon
21 Mar 2016
Using the 2012 PIAAC data, our analysis confirms that there are significantly higher earnings and employment returns to both increasing levels of formally recognised education, and to increasing levels of numeracy, literacy and Information and...
Budgeting and Accounting in OECD Education Systems
Tala Fakharzadeh
10 Feb 2016
Recent demographic, economic and political trends have drawn attention to the issue of effectiveness and efficiency in the use of resources in the education sector. In the context of the renewed interest for the optimisation of resource use, this...
Student Learning Time
Anna Gromada and Claire Shewbridge
06 Feb 2016
This paper examines student learning time as a key educational resource. It presents an overview of how different OECD countries allocate instruction time. It also develops a model to understand the effective use of allocated instruction time and...
PISA For Development Technical Strand A
Ray Adams and John Cresswell
12 Jan 2016
The OECD is planning to enhance existing PISA assessment instruments in reading, mathematics and science so that they will be more suitable to the context of developing countries. The main purpose of this paper is to identify the main technical...
Learning support staff
Francesc Masdeu Navarro
24 Dec 2015
With learning support staff an increasing part of the school workforce that is assuming more and more teaching related responsibilities, attention has grown as to how their skills and practices can have the greatest impact on students. “Learning...
Data comparability in the teaching and learning international survey (TALIS) 2008 and 2013
Jia He and Katarzyna Kubacka
07 Dec 2015
This report focuses on data comparability of scale scores in the Teaching and Learning International Survey (TALIS). Valid cross-cultural comparisons of TALIS data are vital in providing input for evidence-based policy making and in promoting the...
Adults with low literacy and numeracy skills
Hendrickje Catriona Windisch
13 Jul 2015
Identifying effective policy interventions for adults with low literacy and numeracy skills has become increasingly important. The PIAAC Survey of Adult Skills has revealed that a considerable number of adults in OECD countries possess only limited...
Evaluative thinking for successful educational innovation
Lorna Earl and Helen Timperley
03 Jul 2015
In this working paper, Earl and Timperley argue that evaluative thinking is a necessary component of successful innovation and involves more than measurement and quantification. Combining evaluation with innovation requires discipline in the...
Fostering social and emotional skills through families, schools and communities
Hiroko Ikesako and Koji Miyamoto
10 Jun 2015
Social and emotional skills, such as perseverance, sociability and self-esteem, help individuals face the challenges of the 21st century and benefit from the opportunities it brings. Policy makers, teachers and parents can help foster these skills by...
PISA for development technical strand c
Roy Carr-Hill
27 May 2015
The success of PISA since its first survey administration in 2000 has attracted an ever increasing number of participating countries. With an increasingly diverse group of countries, the targeting of the original assessment may be less appropriate...
The educational roots of trust
Francesca Borgonovi and Tracey Burns
21 May 2015
Trust is important for social and economic well-being, for enhancing social cohesion and strengthening resilience, and for maintaining security and order in our societies. Trust is the foundation upon which social capital is built and it also is...
Towards the development of contextual questionnaires for the PISA for development study
J. Douglas Willms and Lucia Tramonte
06 May 2015
The aim of this paper is to describe the technical issues to be addressed in enhancing the Programme for International Student Assessment (PISA) contextual questionnaires instruments for the PISA for Development (PfD) study. We discuss the conceptual...