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.

Principals and Student Achievement

2018 ◽  
pp. 84-117 ◽  
Author(s):  
S. Marshall Perry ◽  
Karen M. Sealy ◽  
Héctor X. Ramírez-Pérez ◽  
Thomas C. DeNicola ◽  
Yair Cohen
Keyword(s):  
Academic Achievement ◽  
Student Achievement ◽  
Instructional Leadership ◽  
Teaching And Learning ◽  
International Student ◽  
Student Assessment ◽  
School Context ◽  
School Level ◽  
International Student Assessment ◽  
Context Specific

Connections between principal leadership activities, school context, and student achievement are examined within this paper. Data for this quantitative study are from the 2013 Teaching and Learning International Survey (TALIS) and the 2012 Programme for International Student Assessment (PISA). The eight countries of examination participated in both the TALIS and PISA and the researchers merged datasets, yielding a study sample of 1,301 schools. This paper supports a context-specific view of instructional leadership. When looking across countries, the researchers found different practices were more strongly associated with the academic achievement of students, and suggest that school leaders have a meaningful overall relationship with academic achievement, both directly and indirectly. This study therefore supports prior research about the direct and indirect effects of instructional leadership. Further study, which accounts for differences in family academic resources and school-level opportunities to learn, will better illuminate the connection between instructional leadership practices and academic achievement.

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

Principals and Student Achievement

2021 ◽  
pp. 1378-1404
Author(s):  
S. Marshall Perry ◽  
Karen M. Sealy ◽  
Héctor X. Ramírez-Pérez ◽  
Thomas C. DeNicola ◽  
Yair Cohen
Keyword(s):  
Academic Achievement ◽  
Student Achievement ◽  
Instructional Leadership ◽  
Teaching And Learning ◽  
International Student ◽  
Student Assessment ◽  
School Context ◽  
School Level ◽  
International Student Assessment ◽  
Context Specific

Connections between principal leadership activities, school context, and student achievement are examined within this paper. Data for this quantitative study are from the 2013 Teaching and Learning International Survey (TALIS) and the 2012 Programme for International Student Assessment (PISA). The eight countries of examination participated in both the TALIS and PISA and the researchers merged datasets, yielding a study sample of 1,301 schools. This paper supports a context-specific view of instructional leadership. When looking across countries, the researchers found different practices were more strongly associated with the academic achievement of students, and suggest that school leaders have a meaningful overall relationship with academic achievement, both directly and indirectly. This study therefore supports prior research about the direct and indirect effects of instructional leadership. Further study, which accounts for differences in family academic resources and school-level opportunities to learn, will better illuminate the connection between instructional leadership practices and academic achievement.

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.

Moving beyond Country Rankings in International Assessments: The Case of PISA

2015 ◽  
Vol 117 (1) ◽  
pp. 1-10
Author(s):  
Nancy Perry ◽  
Kadriye Ercikan
Keyword(s):  
Teaching And Learning ◽  
International Student ◽  
Research Policy ◽  
Student Assessment ◽  
Approaches To Learning ◽  
International Student Assessment ◽  
International Assessments ◽  
Motivation For Learning ◽  
Using Data ◽  
Pisa Data

The Programme for International Student Assessment (PISA) was designed by the Organisation for Economic Cooperation and Development (OECD) to evaluate the quality, equity, and efficiency of school systems around the world. Specifically, the PISA has assessed 15-year-old students’ reading, mathematics, and science literacy on a 3-year cycle, since 2000. Also, the PISA collects information about how those outcomes are related to key demographic, social, economic, and educational variables. However, the preponderance of reports involving PISA data focus on achievement variables and cross-national comparisons of achievement variables. Challenges in evaluating achievement of students from different cultural and educational settings and data concerning students’ approaches to learning, motivation for learning, and opportunities for learning are rarely reported. A main goal of this themed issue of Teachers College Record (TCR) is to move the conversation about PISA data beyond achievement to also include factors that affect achievement (e.g., SES, home environment, strategy use). Also we asked authors to consider how international assessment data can be used for improving learning and education and what appropriate versus inappropriate inferences can be made from the data. In this introduction, we synthesize the six articles in this issue and themes that cut across them. Also we examine challenges associated with using data from international assessments, like the PISA, to inform education policy and practice within and across countries. We conclude with recommendations for collecting and using data from international assessments to inform research, policy, and teaching and learning.

Finding the missing link: Do principal qualifications make a difference in student achievement?

2021 ◽  
pp. 174114322110519
Author(s):  
Sedat Gümüş ◽  
Mehmet Şükrü Bellibaş ◽  
Sedat Şen ◽  
Philip Hallinger
Keyword(s):  
Student Achievement ◽  
Teaching And Learning ◽  
International Student ◽  
Formal Education ◽  
Student Assessment ◽  
Teaching Experience ◽  
School Management ◽  
Principal Training ◽  
International Student Assessment ◽  
Management Positions

Despite the growing scholarly interest in the effects of principal leadership on student achievement, empirical evidence concerning how principal qualifications might be related to student learning outcomes has been limited. This study investigates the relationship between different principal qualifications (prior experience in teaching, principalship and other school management roles, formal education, principal training, and professional development) and student achievement by analyzing cross-national teaching and learning international survey and program on international student assessment data from seven countries. The results showed that experience in principalship and other school management positions, principal training, and participation in networking activities and teaching/pedagogy-focused seminars had small but statistically significant associations with student achievement, though the results were not consistent across different subjects. Level of education and years of teaching experience did not, however, predict student achievement. Implications of the findings are offered for policy and further research.

What Motivates High School Students to Want to Be Teachers? The Role of Salary, Working Conditions, and Societal Evaluations About Occupations in a Comparative Perspective

2017 ◽  
Vol 55 (1) ◽  
pp. 3-39 ◽  
Author(s):  
Seong Won Han ◽  
Francesca Borgonovi ◽  
Sonia Guerriero
Keyword(s):  
High School Students ◽  
Working Conditions ◽  
International Student ◽  
Linear Models ◽  
Student Assessment ◽  
Working Hours ◽  
School Students ◽  
Career Expectations ◽  
Teaching Career ◽  
International Student Assessment

This study examines between-country differences in the degree to which teachers’ working conditions, salaries, and societal evaluations about desirable job characteristics are associated with students’ teaching career expectations. Three-level hierarchical generalized linear models are employed to analyze cross-national data from the Programme for International Student Assessment (PISA). Results reveal that teacher salaries and societal evaluations about the importance of job responsibility and respect are positively associated with teaching career expectations, while working hours are negatively associated with teaching career expectations. Analyses further reveal that the association between salaries and career expectations and societal evaluations and career expectations differ among students with different mathematics skills. We conclude by discussing policy initiatives that can encourage students with strong quantitative abilities to consider a career in teaching.

Moving beyond Country Rankings in International Assessments: The Case of PISA

2015 ◽  
Vol 117 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Nancy Perry ◽  
Kadriye Ercikan
Keyword(s):  
Teaching And Learning ◽  
International Student ◽  
Research Policy ◽  
Student Assessment ◽  
Approaches To Learning ◽  
International Student Assessment ◽  
International Assessments ◽  
Motivation For Learning ◽  
Using Data ◽  
Pisa Data

The Programme for International Student Assessment (PISA) was designed by the Organisation for Economic Cooperation and Development (OECD) to evaluate the quality, equity, and efficiency of school systems around the world. Specifically, the PISA has assessed 15-year-old students’ reading, mathematics, and science literacy on a 3-year cycle, since 2000. Also, the PISA collects information about how those outcomes are related to key demographic, social, economic, and educational variables. However, the preponderance of reports involving PISA data focus on achievement variables and cross-national comparisons of achievement variables. Challenges in evaluating achievement of students from different cultural and educational settings and data concerning students’ approaches to learning, motivation for learning, and opportunities for learning are rarely reported. A main goal of this themed issue of Teachers College Record (TCR) is to move the conversation about PISA data beyond achievement to also include factors that affect achievement (e.g., SES, home environment, strategy use). Also we asked authors to consider how international assessment data can be used for improving learning and education and what appropriate versus inappropriate inferences can be made from the data. In this introduction, we synthesize the six articles in this issue and themes that cut across them. Also we examine challenges associated with using data from international assessments, like the PISA, to inform education policy and practice within and across countries. We conclude with recommendations for collecting and using data from international assessments to inform research, policy, and teaching and learning.

scholarly journals MATHEMATICAL LITERACY ABILITY OF CAMPER TYPE STUDENTS BASED ON GENDER DIFFERENCES

MaPan ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 281-299
Author(s):  
Ma'rup Ma'rup ◽  
◽  
Andi Husniati ◽  
Muhammad Rizal Usman ◽  
Kristiawati Kristiawati
Keyword(s):  
Gender Differences ◽  
International Student ◽  
Student Assessment ◽  
Male Student ◽  
Female Students ◽  
Mathematical Literacy ◽  
International Student Assessment ◽  
Response Profile ◽  
The Subject ◽  
Literacy Ability

This study illustrated the mathematical literacy ability of camper type students based on gender differences. The subject of this study were class X MIA students of SMAN 2 Takalar. This study is a descriptive study with a qualitative approach design. The data processed is Adversity Quotient data and students’ mathematical literacy abilities data. Adversity Response Profile (ARP) questionnaire was used to find out students with camper type. The test used to see the mathematical literacy ability of male and female students with camper type is PISA (Programme for International Student Assessment) question consists of three questions. Interviews were conducted to further explore students' mathematical literacy ability. Based on the data analysis, it was found that the mathematical literacy ability of the camper type female student was higher than the camper type male student.

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