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Does greater social diversity in schools have an impact on equity in learning outcomes? 学校中更大的社会多样性是否会对学习成果的公平性产生影响?
PISA in Focus Pub Date : 2019-06-11 DOI: 10.1787/35D2AB24-EN
P. Givord
{"title":"Does greater social diversity in schools have an impact on equity in learning outcomes?","authors":"P. Givord","doi":"10.1787/35D2AB24-EN","DOIUrl":"https://doi.org/10.1787/35D2AB24-EN","url":null,"abstract":"A student’s performance in school is influenced by personal characteristics, but also, amongst other influences, by those of his or her schoolmates. Schoolmates can motivate and help each other overcome learning difficulties; but they can also disrupt instruction, require disproportionate attention from teachers, and be a source of anxiety. The way students are allocated to schools, and whether that results in greater socio-economic or academic differences across schools, may thus have an impact on education outcomes at the country level.\u0000In which PISA-participating countries and economies are students concentrated in certain schools, depending largely on their ability or socio-economic status? How is socio-economic segregation across schools related to the achievement gaps between students of different socio-economic status?","PeriodicalId":143263,"journal":{"name":"PISA in Focus","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114939318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
How are school-choice policies related to social diversity in schools? 择校政策与学校的社会多样性有何关系?
PISA in Focus Pub Date : 2019-05-15 DOI: 10.1787/2D448C77-EN
P. Givord
{"title":"How are school-choice policies related to social diversity in schools?","authors":"P. Givord","doi":"10.1787/2D448C77-EN","DOIUrl":"https://doi.org/10.1787/2D448C77-EN","url":null,"abstract":"In almost all school systems, students are assigned to public schools based, at least partly, on their home address. Through this policy, students are typically assigned to the school closest to their home. The main objective may be to avoid long and costly commutes to and from school. However, over the past few decades, many countries have implemented reforms that provide more school options to families by loosening the link between home address and school. How do these reforms affect the social composition of schools?","PeriodicalId":143263,"journal":{"name":"PISA in Focus","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122735519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Why don’t more girls choose to pursue a science career? 为什么没有更多的女孩选择从事科学事业?
PISA in Focus Pub Date : 2019-02-26 DOI: 10.1787/02BD2B68-EN
T. Mostafa
{"title":"Why don’t more girls choose to pursue a science career?","authors":"T. Mostafa","doi":"10.1787/02BD2B68-EN","DOIUrl":"https://doi.org/10.1787/02BD2B68-EN","url":null,"abstract":"When new PISA data are published, many researchers around the world analyse them with the aim of shedding light on all sorts of questions. One question in search of an answer: why are women under-represented in science, technology, engineering and mathematics (STEM) professions? Using data from the Program for International Student Assessment (PISA), Gijsbert Stoet and David Geary examined the nature of the gender gap in STEM fields. The authors analysed data from 67 countries and economies participating in the 2015 cycle of PISA; these data were supplemented by country-level indicators on gender equality (the Global Gender Equality Index) and the proportion of women graduating in a STEM field. Their analysis yielded an interesting result.","PeriodicalId":143263,"journal":{"name":"PISA in Focus","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127685870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 17
How is students’ motivation related to their performance and anxiety? 学生的动机与他们的表现和焦虑有什么关系?
PISA in Focus Pub Date : 2019-01-15 DOI: 10.1787/D7C28431-EN
Jeffrey Mo
{"title":"How is students’ motivation related to their performance and anxiety?","authors":"Jeffrey Mo","doi":"10.1787/D7C28431-EN","DOIUrl":"https://doi.org/10.1787/D7C28431-EN","url":null,"abstract":"PISA has extensively measured student achievement for over 15 years. But cognitive performance is only one aspect of success at school; another is general well-being. The PISA 2015 questionnaire included a comprehensive section on student well-being designed to understand students’ mental health, satisfaction with life, aspirations and socialisation. This PISA in Focus examines two of these aspects: motivation and anxiety.","PeriodicalId":143263,"journal":{"name":"PISA in Focus","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117058123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 9
PISA for Development PISA发展项目
PISA in Focus Pub Date : 2018-12-11 DOI: 10.1787/c094b186-en
Michael P. Ward, Pablo Zoido
{"title":"PISA for Development","authors":"Michael P. Ward, Pablo Zoido","doi":"10.1787/c094b186-en","DOIUrl":"https://doi.org/10.1787/c094b186-en","url":null,"abstract":"Building on the experience of working with middle-income countries in PISA since 2000, and in an effort to respond to the emerging demand for PISA to cater to a wider range of countries, the OECD launched the PISA for Development (PISA-D) initiative in 2014. This one-off pilot project, spanning six years, aims to make the assessment more accessible and relevant to low-to-middle-income countries.\u0000A key component of PISA-D was building capacity in the participating countries for managing large-scale student learning assessments and using the results to support national policy dialogue and evidence-based decision-making.\u0000Around 37 000 students completed the school-based assessment, representing about one million 15-year-old students (in grade 7 or above) in the schools of the seven participating countries: Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal and Zambia. On average across PISA-D countries, only 43% of all 15-year-olds were enrolled in at least grade 7 by age 15 and were eligible to sit the PISA-D test, compared to the OECD average of 89%. The remaining 15-year-olds were either in grades below 7 or were out of school. In Cambodia, Senegal and Zambia, only around 30% of 15-year-olds were eligible to sit the PISA-D test.","PeriodicalId":143263,"journal":{"name":"PISA in Focus","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115093716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 19
How do science teachers teach science - and does it matter? 科学教师如何教科学?这重要吗?
PISA in Focus Pub Date : 2018-11-19 DOI: 10.1787/F3AC3FD6-EN
T. Mostafa
{"title":"How do science teachers teach science - and does it matter?","authors":"T. Mostafa","doi":"10.1787/F3AC3FD6-EN","DOIUrl":"https://doi.org/10.1787/F3AC3FD6-EN","url":null,"abstract":"Much ink has been spilled debating the merits of different science-teaching practices. Proponents of enquiry-based science teaching argue that this approach exposes students to the procedures used by professional scientists, while the proponents of traditional practices emphasise the role of teachers in transmitting knowledge about science and in guiding students’ learning.So what is the best practice to use and is success contingent on the school environment?PISA 2015 asked students about the teaching practices they are exposed to at school. The analysis of these data reveals interesting findings about the effectiveness of certain teaching practices, particularly enquiry-based science activities and teacher-directed science instruction.","PeriodicalId":143263,"journal":{"name":"PISA in Focus","volume":"199 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124458833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Can equity in education foster social mobility? 教育公平能促进社会流动吗?
PISA in Focus Pub Date : 2018-10-23 DOI: 10.1787/CA611A13-EN
Daniel Salinas
{"title":"Can equity in education foster social mobility?","authors":"Daniel Salinas","doi":"10.1787/CA611A13-EN","DOIUrl":"https://doi.org/10.1787/CA611A13-EN","url":null,"abstract":"Equity is a fundamental value and guiding principle of education policy and practice, but it is not necessarily actualised in schools and education systems around the world. There are large variations across PISA-participating countries and economies in the magnitude of the difference that socio-economic status makes in students’ learning, well-being and post-secondary educational attainment. This suggests that policy and practice have a key role to play in reducing socio-economic inequalities in education.\u0000Equity does not mean that all students obtain equal education outcomes, but rather that differences in students’ outcomes are unrelated to their background or to economic and social circumstances over which the students have no control. Equity in education means that students of different socio-economic status achieve similar levels of academic performance, and of social and emotional well-being, and that they are equally likely to earn desirable post-secondary education credentials, such as university degrees, that will make it easier for them to succeed in the labour market and realise their goals as adult members of society. Education systems need to determine how individual students learn best and tailor learning opportunities to meet their needs.\u0000The newly released PISA report, Equity in Education: Breaking Down Barriers to Social Mobility, shows that narrowing the differences related to socio-economic status in what students near the end of compulsory schooling can do with what they have learned could offer more opportunities for children and young people born into disadvantaged families to move up the socio-economic ladder.","PeriodicalId":143263,"journal":{"name":"PISA in Focus","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115440255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
How are school performance and school climate related to teachers’ experience? 学校绩效和学校氛围与教师经验有何关系?
PISA in Focus Pub Date : 2018-09-18 DOI: 10.1787/AF992283-EN
Francesco Avvisati
{"title":"How are school performance and school climate related to teachers’ experience?","authors":"Francesco Avvisati","doi":"10.1787/AF992283-EN","DOIUrl":"https://doi.org/10.1787/AF992283-EN","url":null,"abstract":"Research studies indicate that experienced teachers are more effective, but also suggest multiple explanations why this might be the case – whether because teachers gain valuable skills on the job and through formal professional development opportunities, or because the least effective teachers tend to quit teaching earlier, while more effective teachers remain in the profession. Each of these possible reasons has distinct implications for policy: from increasing hiring standards, improving teacher training and raising the attractiveness of the teaching profession, to ensuring that novice teachers receive the necessary support to quickly learn the tools of the trade and taking measures to prevent good teachers from dropping out of the profession.","PeriodicalId":143263,"journal":{"name":"PISA in Focus","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125782737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Have 15-year-olds become “greener” over the years? 这些年来，15岁的孩子变得“更环保”了吗?
PISA in Focus Pub Date : 2018-08-30 DOI: 10.1787/6534CD38-EN
Alfonso Echazarra
{"title":"Have 15-year-olds become “greener” over the years?","authors":"Alfonso Echazarra","doi":"10.1787/6534CD38-EN","DOIUrl":"https://doi.org/10.1787/6534CD38-EN","url":null,"abstract":"Many (bad) things have happened to our planet since PISA asked students about the environment more than a decade ago. The global temperature increased, glaciers continued to melt, coral reefs became increasingly endangered, sea levels rose about 3 centimeters, garbage continued piling up in oceans and man-made disasters, such as the Deepwater Horizon oil spill and the Fukushima nuclear disaster, have added more strains on our fragile planet’s health. Through national and international initiatives, such as the Paris Climate Conference and agreement – also known as COP21 – governments are trying to co-ordinate efforts to protect the environment; but until society is fully aware of the consequences of inaction, the cost of action may appear too high. So, are students increasingly aware of environmental problems? Have 15-year-olds became more optimistic about the future of Earth? And who are the environmentally aware students?","PeriodicalId":143263,"journal":{"name":"PISA in Focus","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116080332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
How is participation in sports related to students’ performance and well-being? 参加体育运动与学生的表现和健康有什么关系?
PISA in Focus Pub Date : 2018-07-10 DOI: 10.1787/e124db26-en
J. Pál
{"title":"How is participation in sports related to students’ performance and well-being?","authors":"J. Pál","doi":"10.1787/e124db26-en","DOIUrl":"https://doi.org/10.1787/e124db26-en","url":null,"abstract":"Sports play a vital role in students’ life. Playing sports on a regular basis can reduce the risks of obesity, anxiety disorders, low self-esteem and bullying among adolescents, and it can help them live a more active and healthy life as adults. But physical education classes and extracurricular sports activities compete for time with many other important pursuits, including homework and study. Educators and parents may ask whether their children spend enough time (or perhaps too much time) in physical activities, and to what degree participation in sports is associated with students’ academic performance and well-being.","PeriodicalId":143263,"journal":{"name":"PISA in Focus","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115148783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
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