PISA and PIRLS. The effects of culture and school environment.

Autor/in	Soh, Kaycheng
Titel	PISA and PIRLS. The effects of culture and school environment.
Quelle	Singapore; Hackensack, NJ: World Scientific Publishing (2019), xii, 233 S.Verfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	978-981-327-653-6; 981-327-653-3
Schlagwörter	Umwelteinfluss; Problemlösen; Wahrnehmung; Kultureinfluss; Soziale Herkunft; Familienerziehung; Schule; Schulleiter; Schulklasse; Lehrer; Schüler; Leistungsbeurteilung; Schülerleistung; Kooperatives Lernen; Lesekompetenz; Mathematische Kompetenz; Naturwissenschaftliche Kompetenz; Internationaler Vergleich; Einflussfaktor; Leistungsmessung; IGLU (Internationale Grundschul-Lese-Untersuchung); PISA (Programme for International Student Assessment); OECD-Staaten; Singapur
Abstract	International comparative studies of student achievement have caught the attention of governments, policy-makers, school leaders and educational researchers globally. They have become benchmarks of education for countries in the world and provide a broad perspective for countries to evaluate their education achievement. However, culture and school environment are two critical factors affecting educational achievement that deserve careful consideration and re-interpretation. This book brings light to these conceptual and methodological issues. The 14 articles in this book deal with various aspects of the Programme for International Student Assessment (PISA) and the Progress in International Reading Literacy Study (PIRLS), including cultural and social environments, principals' roles and views, achievements in Reading, Science, and Mathematics, and the trustworthiness of international comparisons. The articles use PISA and PIRLS data to present new insights and interpretations of international surveys. These insights will help educators, administrators, and policy-makers understand the working mechanisms of their school systems and the relationships between students' achievement and the culture and school environment they are in. (DIPF/Orig.). Contents: Culture, democracy, and achievement -- Social environment for learning in Finland and Singapore -- Principals as instructional leaders -- Principals' views on teachers and students -- PIRLS 2011 reading and the effects of home, school, and classroom -- Factors : confirming and surprising findings -- Reading achievement, materials, times and purposes -- Reading competencies as predictors of science achievement -- Reading competencies as predictors of mathematics achievement -- Collaborative problem solving in PISA 2015 : highlights and reflections -- PISA's new venture in creative thinking -- Readability of PISA reading tasks as a predictor of reading performance -- Ecological fallacy in predicting reading achievement -- Mathematics achievement and interest negatively correlated -- Does ranking tell the truth in international academic comparisons?
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/1