scholarly journals Predicting Student Well-Being: Network Analysis Based on PISA 2018

2020 ◽  
Vol 17 (11) ◽  
pp. 4014
Author(s):  
Elena Govorova ◽  
Isabel Benítez ◽  
José Muñiz
Keyword(s):  
Network Analysis ◽  
Sense Of Belonging ◽  
International Student ◽  
School Effectiveness ◽  
Student Assessment ◽  
Well Being ◽  
School Factors ◽  
Academic Context ◽  
International Student Assessment ◽  
International Assessment

The latest trends in research extend the focus of school effectiveness beyond students’ acquisition of knowledge and skills, looking at aspects such as well-being in the academic context. Although the concept of well-being itself has been defined and measured in various ways, neither its dimensions nor the relationships between the components have been clearly described. The aim of the present study was to analyse how the elements of well-being interact and determine how they are influenced by school factors. To do that, we conducted a network analysis based on data from the Programme for International Student Assessment (PISA) 2018 international assessment. Our results demonstrated that cognitive, psychological, and social well-being variables form a solid welfare construct in the educational context, where students’ resilience and fear of failure, along with their sense of belonging, play central roles. Although the influence of school factors on student well-being is generally low, teaching enthusiasm and support promote positive school climates which are, in turn, crucial in reducing bullying.

The Norwegian Case of School Reform, External Quality Control, and the Call for Democratic Practice

2021 ◽  
Author(s):  
Ann Elisabeth Gunnulfsen ◽  
Eivind Larsen
Keyword(s):  
School Reform ◽  
Performance Indicators ◽  
International Student ◽  
Student Assessment ◽  
Well Being ◽  
Monitoring And Control ◽  
International Student Assessment ◽  
Challenges And Opportunities ◽  
Norwegian Education ◽  
Prejudice And Discrimination

Traditionally, the Norwegian education system has been built on equality and democracy as core values, but the disappointing results in the Programme for International Student Assessment (PISA) introduced the perception of a “crisis in education” and increased the occurrence of national reform initiatives. New assessment policies with an emphasis on performance measurement and emerging accountability practices have characterized the transition processes over the last decade. With increasing focus on monitoring based on performance indicators, there is a risk that the purpose of promoting democracy in schools will be downplayed by instrumental and managerial regulations. However, the Norwegian school reform of curriculum renewal in 2020 also highlights democracy and participation as separate interdisciplinary themes and includes a concrete elaboration of this topic, which strongly emphasizes that schools should promote democratic values and attitudes as a counterweight to prejudice and discrimination. To obtain more knowledge about how school professionals deal with possible tensions and dilemmas in their work with the contemporary reform, it is important to unpack the interplay between managerial accountability based on performance indicators and identify how educators legitimize their work on promoting democracy in schools. To capture the dynamic nature of educational leadership and the daily subtle negotiation, a micropolitical perspective and theory on democratic agency were used to analyze theoretical and empirical material from two larger studies focusing on certain aspects of school reforms in Norwegian lower secondary schools. The findings suggest that educational professionals respond to the policy of inclusion through negotiating and translating tensions between equalizing students’ life chances and being subjected to collective monitoring and control. The findings also illuminate stories characterized by a predominantly individualistic interpretation of the democratic purpose of education and the challenges and opportunities involved in balancing academic achievement with students’ well-being.

scholarly journals 2018 Australian TALIS-PISA Link Report

2021 ◽  
Author(s):  
Kylie Hillman ◽  
Sue Thomson
Keyword(s):  
Cognitive Skills ◽  
Teaching And Learning ◽  
International Student ◽  
Student Assessment ◽  
Background Characteristics ◽  
School Life ◽  
School Factors ◽  
The Czech Republic ◽  
International Student Assessment ◽  
Pisa Data

Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.

scholarly journals Avaliações e pesquisas educacionais internacionais: entrevista com Andreas Schleicher

2017 ◽  
Vol 28 (68) ◽  
pp. 630
Author(s):  
Gabriela Moriconi ◽  
Adriana Bauer
Keyword(s):  
International Education ◽  
Comparative Research ◽  
International Student ◽  
Student Assessment ◽  
Educational Programs ◽  
Secretary General ◽  
International Student Assessment ◽  
Palabras Clave ◽  
International Assessment

<p>Nesta entrevista, Andreas Schleicher, Diretor de Educação e Assessor Especial em Política Educacional da Secretaria Geral da Organização para a Cooperação e Desenvolvimento Econômico (OCDE), comenta sobre o papel da OCDE e, em especial, do Programme for International Student Assessment (PISA), no contexto educacional internacional, sua relação com atores da comunidade educacional, bem como os impactos de sua atuação. A entrevista aborda, ainda, aspectos relativos à participação do Brasil em programas e projetos educacionais da OCDE.</p><p><strong>Palavras-chave:</strong> Avaliação Internacional; Pesquisa Comparada; Pisa; OCDE.</p><p>  </p><p><strong>International education assessments and surveys: interview with Andreas Schleicher</strong></p><p>In this interview, Andreas Schleicher, Director for Education and Sills, and Special Advisor on Education Policy to the Secretary-General at the Organisation for Economic Co-operation and Development (OECD), comments on the role of the OECD and, in particular, of the Program for International Student Assessment (PISA), in the international education context, its relationship with actors in the educational community, as well as the impacts of its performance. The interview also addresses aspects related to Brazil’s participation in OECD educational programs and projects.</p><p><strong>Keywords:</strong> International Assessment; Comparative Research; Pisa; OECD.</p><p>  </p><p><strong>Evaluaciones e investigaciones educativas internacionales: entrevista con Andreas Schleicher</strong></p><p>En esta entrevista, Andreas Schleicher, Director de Educación y Asesor Especial en Política Educacional de la Secretaría General de la Organización para la Cooperación y Desarrollo Económico (OCDE), comenta sobre el papel de la OCDE y, en especial, del Programa Internacional de Evaluación de Estudiantes (PISA), en el contexto educativo internacional; su relación con actores de la comunidad educacional; así como los impactos de su actuación. La entrevista aborda asimismo aspectos relativos a la participación de Brasil en programas y proyectos educativos de la OCDE.</p><strong>Palabras-clave:</strong> Evaluación Internacional; Investigación Comparada; PISA; OCDE

scholarly journals Comparability of teachers’ educational background items in TIMSS: a case from Turkey

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Elif Oz
Keyword(s):  
Teacher Preparation ◽  
Large Scale ◽  
International Student ◽  
Descriptive Analysis ◽  
Student Assessment ◽  
Educational Background ◽  
International Student Assessment ◽  
Secondary Analyses ◽  
International Assessment ◽  
The Impact

AbstractLarge-scale international assessment studies such as Trends in International Mathematics and Science Study (TIMSS) or Programme for International Student Assessment (PISA) provide researchers and policy makers the opportunity to conduct secondary analyses to answer questions related to educational outcomes and compare the impact of certain inputs on student outcomes across countries. These comparisons are made under the assumption that the questionnaire items translated to different languages are understood in the same way by its participants. Presenting a case from Turkey, this paper shows that equivalency of questionnaire items is not always achieved. The case explores demographic information related to teacher preparation and the sample is drawn from eighth grade science and mathematics teachers participated in TIMSS 2007, 2011, and 2015 in Turkey. Descriptive analysis of data collected from these teachers and comparisons across subjects and years show that teachers may have misunderstood a question regarding their major, thus limiting potential claims related to teacher preparation in Turkey. Researchers and policy analyst who use secondary data collected by international assessment studies should be aware of such comparability issues in adapted items prior to conducting any secondary analyses.

scholarly journals THE EFFECTS OF HUMAN AND MATERIAL RESOURCES ON STUDENTS’ MATH ACHIEVEMENT IN 45 COUNTRIES

2014 ◽  
Vol 62 (1) ◽  
pp. 8-20
Author(s):  
Serdar Aztekin ◽  
Haci Bayram Yilmaz
Keyword(s):  
Human Resources ◽  
International Student ◽  
Linear Models ◽  
Student Assessment ◽  
Hierarchical Linear Model ◽  
Individual Student ◽  
Mathematical Literacy ◽  
School Factors ◽  
Material Resources ◽  
International Student Assessment

This study aims to explore the effects of human and material resources on mathematical literacy. For this purpose, mathematical literacy test scores and questionnaire responses of 304,444 fifteen-year-olds in 45 countries participated in the 2012 cycle of Programme for International Student Assessment (PISA) Project, were analysed through two-level and three-level hierarchical linear models (HLM). Selected indices and scales representing material and human resources’ effects on students’ mathematical literacy were investigated. The results revealed that 23% of the total variance in the literacy scores is attributable to between-countries, 34% of the variance is attributable to between-schools and the remaining 43% to individual student characteristics. Only two school factors, the quality of school educational resources and teacher morale, were found to have effects on students’ performance after accounting for the gender, the index of economic, social and cultural status, and the cumulative expenditure on education. The results of the study have potential to help policy makers determine their priorities in education and provide hints for future studies. Key words: human resources, material resources, PISA 2012, hierarchical linear model.

scholarly journals CONDIÇÕES DE TRABALHO DOS PROFESSORES E DESEMPENHO ESTUDANTIL: uma análise crítica sobre as perspectivas da OCDE

2016 ◽  
Vol 19 (2) ◽  
pp. 539
Author(s):  
Rose Meri Trojan ◽  
Vanessa Cristiane Corrêa
Keyword(s):  
Working Conditions ◽  
Teaching And Learning ◽  
International Student ◽  
Student Assessment ◽  
Economic Globalization ◽  
Theoretical Studies ◽  
International Student Assessment ◽  
Current Context ◽  
The Subject ◽  
International Assessment

Resumo: A partir do atual contexto de globalização da economia, este artigo apresenta uma análise das possibilidades do Programa Internacional de Avaliação de Estudantes (PISA) e da Pesquisa Internacional sobre Ensino e Aprendizagem (TALIS), da Organização de Cooperação e Desenvolvimento Econômico (OCDE), que se propõem a orientar políticas nacionais e promover a comparação internacional. Assim, o objetivo é apontar problemas, tendências e demandas para futuras investigações, a partir do exame dos relatórios divulgados pela OCDE. A metodologia adotada incluiu um estudo acerca dos documentos publicados pela OCDE, confrontando com estudos teóricos sobre políticas educacionais e dados disponibilizados para comparação, privilegiando Brasil, Espanha e México, que fazem parte de um projeto mais amplo, sobre os aportes das pesquisas internacionais. O artigo não pretende apresentar resultados conclusivos, mas alertar a propósito dos limites desses programas internacionais de avaliação.Palavras-chave: Políticas educacionais, avaliação educacional, PISA, TALIS.TEACHERS’ WORKING CONDITIONS AND STUDENTS’ PERFORMANCE: a critical analysis on OECD perspectives Abstract: From the current context of economic globalization, this article presents the possibilities of the Program for International Student Assessment ((PISA) and of the Teaching and Learning International Survey (TALIS), from the Organization of Economic Cooperation and Development (OECD) that purport to guide national policies and promote international comparison. The objective is to point out problems, trends and demands for further research, based on reports released by OECD. For that purpose, documents published by OECD were analyzed, confronting theoretical studies on educational data available for comparison and policies, focusing on Brazil, Spain and Mexico, which are major contributors of a broader international project on the subject. The authors did not intend to provide conclusive results, but rise alert on the limits of this kind of international assessment programs. Key words: Educational policies, educational evaluation, PISA, TALIS.

A case of being the same? Australia and New Zealand’s reading in focus

2020 ◽  
Vol 64 (3) ◽  
pp. 243-263
Author(s):  
Megan C. Chamberlain ◽  
Emma J. Medina
Keyword(s):  
Sense Of Belonging ◽  
International Student ◽  
Contextual Information ◽  
Student Assessment ◽  
Reading Performance ◽  
Reading Literacy ◽  
Indigenous Students ◽  
Primary Schooling ◽  
International Student Assessment ◽  
Educational Challenges

Australia and New Zealand have participated in the Organisation for Economic Co-operation and Development’s Programme for International Student Assessment since 2000. Reading literacy was the main focus of the Programme for International Student Assessment in 2000, and at that time both countries’ students generally performed well above the Organisation for Economic Co-operation and Development average. Nearly 20 years later, in the latest cycle of the Programme for International Student Assessment in 2018, reading literacy was again the main focus. Students’ average reading performance has tracked down in both countries. Large inequities persist between socio-economically advantaged and disadvantaged students, indigenous and non-indigenous students, and genders. The Programme for International Student Assessment gathers a wealth of contextual information that highlights key educational challenges facing both countries, including poor disciplinary climates, declining attitudes towards reading and sense of belonging at school, and increasing bullying. While there are similarities among the two countries’ 15-year-olds, evidence shows practices are diverging at the middle primary schooling level, which may be impacting positively on younger Australian cohorts; these differences are also discussed with respect to early reading experiences.

scholarly journals Parental resources and child well-being in East Asia: An overview

2020 ◽  
Vol 6 (2) ◽  
pp. 197-218
Author(s):  
James M Raymo ◽  
Hao Dong
Keyword(s):  
East Asia ◽  
International Student ◽  
Parental Education ◽  
Child Outcomes ◽  
Student Assessment ◽  
Well Being ◽  
International Student Assessment ◽  
Poor Families ◽  
Parental Resources

The papers in this special issue use newly available panel data and data from the Program for International Student Assessment (PISA) to examine linkages between parental resources and children’s outcomes in China, Japan, and Korea. Specific foci of the papers include regional differences, non-monetary resources, shadow education, gender differences, and the proximity of grandparents. Results demonstrate that, as in western societies, parental education and income are positively associated with child well-being and development in East Asia, but distinctive contextual features contribute to variation in these relationships. It is also clear from the findings that relationships between parental resources and child outcomes are more complicated than suggested by simple emphases on economic inequality and the relative success of children from rich and poor families. Together, these papers contribute a much needed geographic extension to the large cross-national literature on parental resources and children’s well-being. The findings provide a valuable empirical basis for assessing the role of context and understanding similarities and differences within East Asia and between the East and West.

Analyzing the Achievement and Isolation of Immigrant and U.S.-Born Students: Insights From PISA 2012

2017 ◽  
Vol 31 (6) ◽  
pp. 830-857
Author(s):  
Jeanne M. Powers ◽  
Margarita Pivovarova
Keyword(s):  
International Student ◽  
Immigrant Students ◽  
Student Assessment ◽  
School Experiences ◽  
Policy Implications ◽  
School Factors ◽  
International Student Assessment ◽  
Pisa 2012 ◽  
Political Debates ◽  
Research And Policy

The 2016 Presidential election and the first months of the Trump administration have propelled immigration to the center of U.S. political debates. We use data from the Programme for International Student Assessment (PISA) 2012 to provide insights into the school experiences of high school–age immigrants and their U.S.-born peers. Our findings indicate that the immigrant–U.S.-born achievement gap is a race and wealth gap, and is also mediated by school factors. We also found that a substantial number of U.S.-born students attended schools that did not enroll immigrant students. We conclude by highlighting the research and policy implications of our findings.

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