scholarly journals Hiding in Plain Sight: Literacy Development Possibilities in Initial Teacher Education

2021 ◽  
Author(s):  
Patricia O'Regan
Keyword(s):  
Teacher Education ◽  
Literacy Development ◽  
International Student ◽  
Teacher Educators ◽  
Student Assessment ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Competency Development ◽  
School Students ◽  
International Student Assessment

The development of literacy competencies among second-level school students has been highlighted, by the Programme for International Student Assessment as ‘vital to succeed in society’. Literacy competency development has become the remit of all teachers, in all disciplines and initial teacher education programmes have a responsibility to address this. This paper aims to explore the provisions made within one Irish Initial Teacher Education programme, for the development of teaching strategies to enable literacy competency development within the technical-subject classrooms at second level. It also explores the perspectives of its pre-service teachers on this topic. A mixed method case-study was conducted, collecting data through questionnaires, dialogic-discussion groups, focus-groups and interviews. A key finding was the challenge in defining ‘literacy’. This ambiguity left pre-service teachers and teacher-educators unsure of expectations in this regard and resulted in a missalignment between the theory being taught and pre-service teacher practice. Technical-subjects are unexpectedly rich in opportunities to develop literacy competency. However, only some pre-service teachers were recognising the potential for literacy development within these subjects. Further training is required to address the challenges highlighted in this paper and to equip pre-service teachers with the appropriate tools to meet the literacy demands of today’s technical-subject students.

scholarly journals Do Prospective Teachers Care About PISA Studies? A Pilot Study among University Students in Germany

2017 ◽  
Vol 10 (5) ◽  
pp. 26 ◽  
Author(s):  
Olga Ioannidou ◽  
Despoina Georgiou ◽  
Andreas Obersteiner ◽  
Nilufer Deniz Bas ◽  
Christine Mieslinger
Keyword(s):  
Teacher Education ◽  
University Students ◽  
Prospective Teachers ◽  
International Student ◽  
Teacher Education Program ◽  
Student Assessment ◽  
International Student Assessment ◽  
The Impact ◽  
Very High ◽  
Expected Outcomes

The results of international comparison studies such as the Program for International Student Assessment (PISA) have initiated intense discussions about educational reforms in Germany. Although in-service and pre-service teachers are an essential part of such reforms, little is known about their attitudes towards PISA studies. The present study aims to fill this gap through the investigation of pre-service teachers’ awareness, interest, perception, and attitudes towards PISA. A questionnaire was used to survey a sample of 107 university students who were participating in a teacher education program. The results reveal that 100% of the participants are aware of PISA. Nearly 69% of the participants think that the impact of PISA is rather high or very high, while 41% of them believe that PISA results are reliable. Accordingly, half of the participants seem to be interested in PISA results for their country. The present study discusses these findings in the light of the expected outcomes as proposed in standards for teacher education.

Gender, Parental Characteristics, and Financial Knowledge of High School Students: Evidence From Multicountry Data

2019 ◽  
Vol 30 (1) ◽  
pp. 97-109 ◽  
Author(s):  
Rebecca G. Chambers ◽  
Carlos J. Asarta ◽  
Elizabeth N. Farley-Ripple
Keyword(s):  
High School ◽  
High School Students ◽  
Gender Gap ◽  
Financial Literacy ◽  
International Student ◽  
Student Assessment ◽  
Financial Knowledge ◽  
Literacy Assessment ◽  
School Students ◽  
International Student Assessment

This study examines the gender gap in financial literacy by using the Financial Literacy Assessment from the OECD's Programme for International Student Assessment (PISA). The analysis focuses on the influence of parents on their children's understanding of financial concepts, utilizing multilevel modeling procedures to examine variance among students, within schools, and within countries. Based on data from 18 countries, results suggest that a gender gap in financial knowledge favoring male high school students is present and that parents may influence their children's financial knowledge.

scholarly journals Literature Circle and Critical Reading Across EYL Learning Strategies

2020 ◽  
Author(s):  
Sri Rachmajanti .
Keyword(s):  
Primary School ◽  
Learning Strategies ◽  
International Student ◽  
Student Assessment ◽  
Control Group ◽  
Critical Reading ◽  
School Students ◽  
Significance Level ◽  
International Student Assessment ◽  
Literature Circle

The results of survey of Program of International Student Assessment (PISA), it was evident that in 2009 Indonesian lower secondary school students’ literacy ranked 57 out of 65 countries obtaining 396 (compared to Organization for Economic Cooperation and Development/OECD scoring 493), and in 2013 achieved the same score while OECD increased, 496 (Indonesia Curriculum Document, 2013). Inasmuch as the empirical evidence, and a few studies on this, the study was conducted aiming at improving students’ critical reading through literature circle strategy adopting a quasi experimental design by comparing two strategies, conventional and literature circle, for two intact groups in post test at primary school implementing a blended curriculum (Tuckman, 1978; Creswell, 2008). The subjects were composed of 42 students of Grade 5, 5 A for the control group and 5B for the experimental one. The instruments used consisted of posttest for the critical reading competence, observation sheet, underlying relevant documents, interview guide, and questionnaire, and all were validated and tried out. Based on the results of t-test (.002<.05), it revealed that in the significance level of.05 the null hypothesis was rejected meaning that literature circle strategy was verified effective and meaningful in improving the students’ critical reading, specifically in making judgments and producing a summary. It is recommended that the strategy should be implemented as early as primary school, especially for the upper classes to improve their critical thinking for future life.   Keywords: Literature circle strategy, critical reading, across learning strategies, English for Young Learners

Teacher Education in Singapore

2019 ◽  
Author(s):  
Jason Loh ◽  
Guangwei Hu
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
International Student ◽  
Student Assessment ◽  
Theory And Practice ◽  
Leadership Role ◽  
Ministry Of Education ◽  
International Student Assessment ◽  
Teacher Training College

Since the turn of this century, and especially in the past decade, Singapore has consistently done well in international benchmark studies, be it the Progress in International Reading Literacy Study (PIRLS), the Programme for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), or the International Baccalaureate diploma assessment. Singapore’s sterling performance in these different benchmark assessments has been widely attributed to the quality of its teaching force, which is, in turn, ascribed to the teacher education programs provided by its sole teacher education institution – the National Institute of Education (NIE), Nanyang Technological University (NTU). Teacher education began during the country’s colonial past, but there was no designated provider of comprehensive training until teacher training was institutionalized in 1950, when the Teacher Training College was established. After Singapore gained independence in 1965, the institution’s capacity expanded rapidly as a teacher training department and later as a statutory board within the Ministry of Education. In 1991, to raise the stature of teacher education, the Teacher Training College was incorporated as an autonomous institute within the newly formed NTU. Due to the need to ensure the survival of a tiny island nation over the years, it has been imperative to educate the population for industry and development. In the process, tensions have arisen from: (a) the recruitment of huge numbers of teachers and the concomitant quality of their training, (b) collaboration with the Ministry of Education, and (c) the influence of educational research on theory and practice. In the third decade of the 21st century, with the stranglehold that neoliberalism has on many educational systems around the world, including Singapore, will NIE be able to prepare its future teachers to navigate and survive in such a climate, while continuing to strengthen its theory-practice nexus? With the dwindling of student numbers across all sectors and the accompanying reduced need for new teachers in the country, will NIE look beyond the shores of Singapore, internationalize its programs, and take on a leadership role in the region?

scholarly journals School Segregation Across the World: Has Any Progress Been Made in Reducing the Separation of the Rich from the Poor?

2019 ◽  
Vol 18 (2) ◽  
pp. 157-179 ◽  
Author(s):  
Gabriel Gutiérrez ◽  
John Jerrim ◽  
Rodrigo Torres
Keyword(s):  
International Student ◽  
Educational Inequality ◽  
Student Assessment ◽  
School Segregation ◽  
Structural Factors ◽  
School Students ◽  
International Student Assessment ◽  
Poor Students ◽  
The Poor ◽  
The Rich

AbstractThe segregation of secondary school students into different schools has important implications for educational inequality, social cohesion and intergenerational mobility. Previous research has demonstrated how between-school segregation varies significantly across countries, with high levels of segregation occurring in central European nations that ‘track’ children into different schools and much lower levels in Scandinavia. This paper contributes to this literature by examining whether industrialised countries have made any progress in reducing levels of between-school segregation over time. Using six waves of data from the Programme for International Student Assessment (PISA), this work shows how the segregation of rich and poor students has remained broadly unchanged across OECD countries. This is despite major economic and political events occurring during this period, along with the introduction of numerous policy initiatives designed to reduce socioeconomic gaps. Therefore, the conclusions indicate that structural factors are likely to be the main drivers of between-school segregation (e.g. neighbourhood segregation or long-standing school admission policies) and that education policymakers may need to be much more radical if they are to foster greater levels of integration between the rich and the poor.

scholarly journals LITERASI MATEMATIKA SISWA DALAM MENYELESAIKAN SOAL PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT (PISA)

2020 ◽  
Vol 1 (2) ◽  
pp. 65-70
Author(s):  
Janet Trineke Manoy ◽  
Marinda Rosita Sari
Keyword(s):  
High School ◽  
High School Students ◽  
International Student ◽  
Student Assessment ◽  
Mathematical Literacy ◽  
School Students ◽  
Process Indicators ◽  
International Student Assessment ◽  
Date Analysis ◽  
Mathematical Process

contenxts. This study aims to describe the mathematical literacy of class X high school students in solving PISA questions. Date collection wa carried out using tests and interviews. 2 questions level 4dan level 6 are given to students. Date analysis is based on PISA mathematical process indicators namely formulating, applying, and interpreting. The results showed that: in the process of formulating, students mentioned important information in the problem, how to slove it and what concepts would be used, as well as what was know and asked in the problem. In the process of applying students to design and implement strategies according to the information they have made, draw the required objects according to the questions given. In the process of interpreting, students explain the reasons why the conclusions they get are in accordance with the context of the problem given.

scholarly journals PROFILE OF SECONDARY SCHOOL STUDENTS WITH HIGH MATHEMATICS ABILITY IN SOLVING SHAPE AND SPACE PROBLEM

2015 ◽  
Vol 6 (1) ◽  
pp. 20-30 ◽  
Author(s):  
Mulia Putra ◽  
Rita Novita
Keyword(s):  
Secondary School ◽  
International Student ◽  
Secondary School Students ◽  
Student Assessment ◽  
School Students ◽  
Space Problem ◽  
International Student Assessment ◽  
Descriptive Research ◽  
Mathematics Ability ◽  
Class Viii

This study aimed to describe the profile of secondary school students with high mathematics ability in solving shape and space problem in PISA (Program for International Student Assessment). It is a descriptive research with a qualitative approach, in which the subjects in this study were students of class VIII SMP N 1 Banda Aceh. The results show that in solving the problem PISA on  shape and space, high mathematics ability students were able to identify the problem by making the information known from PISA issues related to the shape and space content.Keyword: Profile, Problem Solving, Task of PISA DOI: dx.doi.org/10.22342/jme.61.20

scholarly journals Pre-service Teachers’ Views of Their Training: Key Issues to Sustain Quality Teacher Education

2014 ◽  
Vol 16 (2) ◽  
pp. 39-53 ◽  
Author(s):  
Maria Assunção Flores ◽  
Patrícia Santos ◽  
Sandra Fernandes ◽  
Diana Pereira
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Written Narratives ◽  
Key Issues

Abstract This paper draws upon data from a broader piece of research aimed at examining pre-service teachers' views of their initial teacher education within the context of a master’s degree programme in teaching. The data were collected through questionnaires and written narratives at the beginning and at the end of the programme. In this paper, the data arising from 47 narratives at the end of the programme are presented. Five categories emerged from the qualitative data: curriculum content, teaching practice, the role of teacher educators, teaching and learning methods, the organisational aspects and structure of the programme. Although the participants identified positive aspects of the initial teacher education programme, they also stress that there is room for improvement, especially with regard to a greater coherence of the curriculum and a better articulation of its different components. Implications of the findings for enhancing the quality of initial teacher education and the role of teachers’ educators are discussed.

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