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AutorenAgasisti, Tommaso; Avvisati, Francesco; Borgonovi, Francesca; Longobardi, Sergio
InstitutionOrganisation for Economic Cooperation and Development (OECD) (France)
TitelAcademic Resilience: What Schools and Countries Do to Help Disadvantaged Students Succeed in PISA. OECD Education Working Papers, No. 167
Quelle(2018), (41 Seiten)
PDF als Volltext    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Monographie
DOI10.1787/e22490ac-en
SchlagwörterEducationally Disadvantaged; Resilience (Psychology); Academic Persistence; Academic Achievement; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Economically Disadvantaged; Student Improvement; Socioeconomic Status; Educational Environment; Educational Policy; Regression (Statistics); Statistical Analysis; Australia; Austria; Belgium; Canada; Chile; Czech Republic; Denmark; Estonia; Finland; France; Germany; Greece; Hungary; Iceland; Ireland; Israel; Italy; Japan; South Korea; Latvia; Luxembourg; Mexico; Netherlands; New Zealand; Norway; Poland; Portugal; Slovakia; Slovenia; Spain; Sweden; Switzerland; Turkey; United Kingdom; United States; Program for International Student Assessment
AbstractResilience refers to the capacity of individuals to prosper despite encountering adverse circumstances. This paper defines academic resilience as the ability of 15-year-old students from disadvantaged backgrounds to perform at a certain level in the Programme for International Student Assessment (PISA) in reading, mathematics and science that enables them to play an active role in their communities and prepares them to make the most of lifelong-learning opportunities. Using data from the most recent PISA cycles, this paper explores changes in the share of resilient students over time (2006-2015); highlights the importance of school environments and resources in mitigating the risk of low achievement for disadvantaged students; and identifies school-level factors that are associated with the likelihood of academic resilience among socio-economically disadvantaged students. Analyses reveal that several countries were able to increase the share of resilient students over time, reflecting improvements in the average performance of students, or a weaker relationship between socio-economic status and performance. In the vast majority of education systems examined, the likelihood of academic resilience among disadvantaged students is lower in schools where students report a negative classroom climate. The paper concludes by exploring school policies and practices that are associated with a positive classroom climate. [This work was supported by a contribution to the PISA programme of work from Vodafone Germany Foundation.] (As Provided).
AnmerkungenOECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/2/05
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