This chapter presents the change in maths education teaching and learning practices aimed at developing student content and procedural knowledge. The change within countries is presented as an increase or decrease in the share of students exposed to the practice. The percentage point change is also expressed as a standardised effect size in the final table.

This chapter presents the change in science education teaching and learning practices aimed at developing student content and procedural knowledge: memorising rules and facts, using formulas, practising, watching teachers conducting an experiment and doing it oneself, etc. The change within countries is presented as an increase or decrease in the share of students exposed to the practice. The percentage point change is also expressed as a standardised effect size in the final table.

This chapter presents the change in teaching and learning practices in reading and text understanding. Practices covered go from strategies to decode words and sound or the systematic learning of vocabulary to writing, text understanding or text summarising. The change within countries is presented as an increase or decrease in the share of students exposed to the practice. The percentage point change is also expressed as a standardised effect size in the final table.

This chapter presents the change in education teaching and learning practices aimed at developing student content and procedural knowledge. It is mainly about searching information and acquiring knowledge in any domain. The change within countries is presented as an increase or decrease in the share of students exposed to the practice. The percentage point change is also expressed as a standardised effect size in the final table.

This chapter presents the change in teaching and learning practices in science and in reading aimed at developing student’s higher order skills. They include observing, imagining, designing an experiment, drawing conclusions and making inferences and making connections with real life, including one’s own experience. The change within countries is presented as an increase or decrease in the share of students exposed to the practice. The percentage point change is also expressed as a standardised effect size in the final table.

This chapter presents the change in teaching and learning practices in reading that take different types of formats: personalised (for example, individualised instruction), collaborative (for example, students’ peer discussion) or teacher-directed (for example, teacher reading to the whole class). The change within countries is presented as an increase or decrease in the share of students exposed to the practice. The percentage point change is also expressed as a standardised effect size in the final table.

This chapter presents the change in homework practices in mathematics and science. They include the frequency of homework, the form of its assessment as well as the monitoring and discussion of homework by the teacher. The change within countries is presented as an increase or decrease in the share of students exposed to the practice. The percentage point change is also expressed as a standardised effect size in the final table.

This chapter presents the change in assessment practices in teaching and learning practices in reading, maths and science, including the emphasis given to different types of assessments (classroom, regional or national assessments). The change within countries is presented as an increase or decrease in the share of students exposed to the practice. The percentage point change is also expressed as a standardised effect size in the final table.

This chapter presents the change in teaching and learning practices aimed at supporting students having difficulties in reading. They go from waiting for maturation to having a teaching aid or asking parents to help. The change within countries is presented as an increase or decrease in the share of students exposed to the practice. The percentage point change is also expressed as a standardised effect size in the final table.

This chapter presents the change in the availability of learning resources for students in school or in their classroom. The learning resources include school libraries, reading corners and computers. The change within countries is presented as an increase or decrease in the share of students exposed to the practice. The percentage point change is also expressed as a standardised effect size in the final table.

This chapter presents the change in a variety of school-level practices, aimed at students (ability grouping), teachers (incentives and hiring practices), and external stakeholders (for example parents). The change within countries is presented as an increase or decrease in the share of students exposed to the practice. The percentage point change is also expressed as a standardised effect size in the final table.

This chapter presents the change in teacher professional development practices. They typically take two forms: formal training (in content knowledge or pedagogy) and peer learning through collaborative practices (for example collaboration in the preparation of lessons). The change within countries is presented as an increase or decrease in the share of students exposed to the practice. The percentage point change is also expressed as a standardised effect size in the final table.