Drawing the lessons from PISA 2000. Long-term research implications: Gaining a better understanding of the relationship between system inputs and learning outcomes by assessing instructional and learning processes as mediating factors.

Autor/inn/en	Baumert, Jürgen; Blum, Werner; Neubrand, Michael
Titel	Drawing the lessons from PISA 2000. Long-term research implications: Gaining a better understanding of the relationship between system inputs and learning outcomes by assessing instructional and learning processes as mediating factors.
Quelle	Aus: Lenzen, Dieter (Hrsg.); Baumert, Jürgen (Hrsg.): PISA und die Konsequenzen für die erziehungswissenschaftliche Forschung. Wiesbaden: VS Verl. für Sozialwissenschaften (2004) S. 143-157Verfügbarkeit
Reihe	Zeitschrift für Erziehungswissenschaft. Beiheft. 3,2004
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Wissen; Forschungsplanung; Längsschnittuntersuchung; Mehrebenenanalyse; Schulsystem; Lehrer; Lernprozess; Unterrichtsprozess; Mathematikunterricht; Internationaler Vergleich; Analyse; Einflussfaktor; Entwicklung; Qualität; PISA (Programme for International Student Assessment)
Abstract	This article summarises the strengths and weaknesses of the first PISA cycle and identifies research questions that could not be addressed within the existing PISA design. To reduce the explanatory gap between student performance and system or context variables that can be influenced by political means, the authors develop a conceptual framework that focuses on the mediating processes of teaching and learning. They identify teachers' professional expertise as a promising tool for improving the system. Having developed a theoretical model of teachers' professional expertise, they present a feasibility study that breaks new ground by implementing a computer-based assessment of mathematics teachers' pedagogical content knowledge. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005_(CD)