Progress in reading literacy in national and international context. The impact of PIRLS 2006 in 12 countries.

Sonst. Personen	Schwippert, Knut (Hrsg.); Lenkeit, Jenny (Hrsg.)
Institution	International Association for the Evaluation of Educational Achievement
Titel	Progress in reading literacy in national and international context. The impact of PIRLS 2006 in 12 countries. Gefälligkeitsübersetzung: Fortschritte in der Lesekompetenz im nationalen und internationalen Kontext. Der Einfluss von PIRLS 2006 in 12 Ländern.
Quelle	Münster u.a.: Waxmann (2012), 266 S.Verfügbarkeit
Reihe	Studies in international comparative and multicultural education. 13
Beigaben	grafische Darstellungen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISSN	1612-2003
ISBN	3-8309-2666-9; 978-3-8309-2666-5
Schlagwörter	Empirische Untersuchung; Bildungssystem; Primarbereich; Schüler; Leistungsbeurteilung; Schülerleistung; Leseförderung; Lesekompetenz; Internationaler Vergleich; IGLU (Internationale Grundschul-Lese-Untersuchung); Belgien; Deutschland; England; Hongkong; Lettland; Neuseeland; Niederlande; Russland; Slowakei; Ungarn; Österreich
Abstract	This is the second book to explore the influence of findings from the PIRLS surveys on different education systems. It presents a compilation of insights from 12 of the 35 countries that participated in PIRLS 2006. These insights relate to the impact of PIRLS on the systemic, governmental, administrative, and school-level aspects of the education systems featured and exemplify how PIRLS has influenced research initiatives, policy development, and national capacity-building. [...] Five of the 12 countries participating in the current impact of PIRLS project contributed to the 2001 project. For these countries, the current book provided opportunity to view, from a longitudinal perspective, the transformative processes initiated in response to the findings of both surveys. The book thus provides in-depth information on the various aspects of the national education systems represented herein that have originated, been restructured, or otherwise been modified as a direct or an indirect consequence of the results of the 2001 and 2006 PIRLS surveys. The book also gives a brief overview of the design, implementation, and main international findings of PIRLS 2001 and 2006. These introductory chapters are followed by country chapters, each of which is written by authors with unique insider perspectives gained from their work in their home institutions within their national contexts. Findings from these chapters are assembled in a comparative summary. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2012/4