Mark | Date Date | Title Title | |||
---|---|---|---|---|---|
No. 281 | 18 Nov 2022 |
Digital higher education
Fully online and hybrid study programmes have emerged at a rapid rate across higher education. However, the negative experience of some students, instructors and institutions with emergency remote instruction during the COVID 19 pandemic has led to... |
|||
No. 280 | 31 Oct 2022 |
Fostering creativity and critical thinking in university teaching and learning
Developed as one of the resources within the context of the OECD /Centre for Educational Research and Innovation (CERI)ERI project entitled “Fostering and assessing students' creative and critical thinking skills in higher education”, this paper... |
|||
No. 279 | 25 Oct 2022 |
Developing measures of engagement in PISA
Student engagement is of central importance in a low-stakes assessment such as OECD Programme for International Student Assessment (PISA). In the theoretical section, this report provides an overview of the literature on the topic and identifies... |
|||
No. 278 | 14 Sept 2022 |
Learning (in) Indigenous languages
Indigenous peoples have rightful aspirations for their languages and cultures, supported under international conventions, jurisdictional treaties, laws, policies and enquiry recommendations. Additionally, the inclusion of Indigenous languages in... |
|||
No. 277 | 22 Aug 2022 |
The impact of growing participation in PISA on scaling outcomes
The OECD's PISA (Programme for International Student Assessment) is expanding on new educational systems from cycle to cycle. Most of the new participants differ significantly and negatively from the core participants in the level of educational... |
|||
No. 276 | 04 Aug 2022 |
Reinforcing and innovating teacher professionalism
Education systems are facing challenges in relation to attracting and retaining excellent teachers. Strengthening teacher professionalism by deriving insights from other sectors is a promising approach in confronting these issues. This paper maps the... |
|||
No. 275 | 02 Aug 2022 |
Policy responses to false and misleading digital content
The digital environment offers opportunities that can enrich children’s physical and mental well-being. Yet, false and misleading digital content, including disinformation and misinformation, is a risk. It can deepen political polarisation, erode... |
|||
No. 274 | 13 Jul 2022 |
The state of the field of computational thinking in early childhood education
Computer programming and associated Computational Thinking (CT) skills are essential to thriving in today’s academic and professional world. There has been a growing focus globally on fostering CT skills as well as on introducing computer programming... |
|||
No. 273 | 22 Jun 2022 |
The Inclusion of LGBTQI+ students across education systems
Students who identify as lesbian, gay, bisexual, transgender, queer, intersex or somewhere else on the gender/sexuality spectrum (LGBTQI+) are among the diverse student groups in need of extra support and protection in order to succeed in education... |
|||
No. 272 | 03 Jun 2022 |
The analytical value of non-probability samples in the context of TALIS
The appeal of non-probabilistic surveys has been on the rise given the costs and decreasing response rates associated with probabilistic surveys. Yet the non-random selection of respondents into non-probabilistic surveys leads to inaccurate estimates... |
|||
No. 271 | 19 May 2022 |
Gender stereotypes in education
In spite of advances in recognising that girls and boys, and women and men, do not have to be bounded by traditional roles, gender stereotypes persist in education and beyond. Children and youth are affected by gender stereotypes from the early ages,... |
|||
No. 270 | 29 Mar 2022 |
Cyberbullying
Cyberbullying is a high priority policy challenge in many OECD countries. In recent years, the literature base on cyberbullying has rapidly expanded, shedding insights into the prevalence of the issue, highlighting which characteristics make children... |
|||
No. 269 | 14 Mar 2022 |
Mixed-worded scales and acquiescence in educational large-scale assessments
Self-report data such as those regularly administered with questionnaires in the OECD’s educational large-scale assessments are subject to response biases such as acquiescence, i.e., the tendency to agree with questionnaire items regardless their... |
|||
No. 268 | 07 Mar 2022 |
When practice meets policy in mathematics education
The OECD Future of Education and Skills 2030 (E2030) project’s overall goal is that of looking to the future in terms of how school curricula should evolve given the technological advances and other changes that societies are now facing. Towards that... |
|||
No. 267 | 11 Feb 2022 |
Teacher professional identity
Promoting and supporting the development of strong professional identities in teachers is relevant to teachers, policy makers and the research community. The benefits of examining Teacher Professional Identity (TPI) relate to success for students in... |
|||
No. 266 | 31 Jan 2022 |
Social and emotional learning (SEL) of newcomer and refugee students
Social and emotional learning (SEL) strengthens students’ abilities to regulate their emotions, thoughts, and behaviours and to interact successfully with others. There are an array of important social and emotional skills (SES): goal-setting,... |
|||
No. 265 | 31 Jan 2022 |
Multi-stakeholder approach for better integration of refugee students
Ample research has shown the importance of collaboration between practitioners, researchers, and policy makers to ensure holistic, inclusive, and effective policy making, particularly in the field of refugee education. Many countries, however, still... |
|||
No. 264 | 28 Jan 2022 |
Holistic refugee and newcomer education in Europe
Education is one of the most important fields to promote the integration of refugee and newcomer children and youths in host countries. However, holistic education for refugee and newcomers has so far not been established into mainstream education... |
|||
No. 263 | 27 Jan 2022 |
The social and economic rationale of inclusive education
Since UNESCO’s Salamanca Declaration in 1994, inclusive education has progressively attracted attention in international debates around education policy. While some evidence exists on the positive impact that inclusive education reforms can have on... |
|||
No. 262 | 21 Dec 2021 |
Policy approaches and initiatives for the inclusion of gifted students in OECD countries
To date, no international consensus exists on the definition of giftedness. There is a great diversity in conceptualising giftedness not only between, but also within countries. Inevitably, this has a major influence on how countries design and... |
OECD Education Working Papers
English, French
- ISSN: 19939019 (online)
- https://doi.org/10.1787/19939019
41 - 60 of 320 results
Digital higher education
François Staring, Mark Brown, Paul Bacsich and Dirk Ifenthaler
18 Nov 2022
Fully online and hybrid study programmes have emerged at a rapid rate across higher education. However, the negative experience of some students, instructors and institutions with emergency remote instruction during the COVID 19 pandemic has led to...
Fostering creativity and critical thinking in university teaching and learning
Alenoush Saroyan
31 Oct 2022
Developed as one of the resources within the context of the OECD /Centre for Educational Research and Innovation (CERI)ERI project entitled “Fostering and assessing students' creative and critical thinking skills in higher education”, this paper...
Developing measures of engagement in PISA
Janine Buchholz, Marta Cignetti and Mario Piacentini
25 Oct 2022
Student engagement is of central importance in a low-stakes assessment such as OECD Programme for International Student Assessment (PISA). In the theoretical section, this report provides an overview of the literature on the topic and identifies...
Learning (in) Indigenous languages
Denise Angelo, Samantha Disbray, Ruth Singer, Carmel O'Shannessy, Jane Simpson, Hilary Smith, Barbra Meek and Gillian Wigglesworth
14 Sept 2022
Indigenous peoples have rightful aspirations for their languages and cultures, supported under international conventions, jurisdictional treaties, laws, policies and enquiry recommendations. Additionally, the inclusion of Indigenous languages in...
The impact of growing participation in PISA on scaling outcomes
Artur Pokropek, Marek Muszyński and Tomasz Żółtak
22 Aug 2022
The OECD's PISA (Programme for International Student Assessment) is expanding on new educational systems from cycle to cycle. Most of the new participants differ significantly and negatively from the core participants in the level of educational...
Reinforcing and innovating teacher professionalism
Anita Mezza
04 Aug 2022
Education systems are facing challenges in relation to attracting and retaining excellent teachers. Strengthening teacher professionalism by deriving insights from other sectors is a promising approach in confronting these issues. This paper maps the...
Policy responses to false and misleading digital content
Jordan Hill
02 Aug 2022
The digital environment offers opportunities that can enrich children’s physical and mental well-being. Yet, false and misleading digital content, including disinformation and misinformation, is a risk. It can deepen political polarisation, erode...
The state of the field of computational thinking in early childhood education
Marina Umaschi Bers, Amanda Strawhacker and Amanda Sullivan
13 Jul 2022
Computer programming and associated Computational Thinking (CT) skills are essential to thriving in today’s academic and professional world. There has been a growing focus globally on fostering CT skills as well as on introducing computer programming...
The Inclusion of LGBTQI+ students across education systems
Jody McBrien, Alexandre Rutigliano and Adam Sticca
22 Jun 2022
Students who identify as lesbian, gay, bisexual, transgender, queer, intersex or somewhere else on the gender/sexuality spectrum (LGBTQI+) are among the diverse student groups in need of extra support and protection in order to succeed in education...
The analytical value of non-probability samples in the context of TALIS
Gabor Fulop and Francesco Avvisati
03 Jun 2022
The appeal of non-probabilistic surveys has been on the rise given the costs and decreasing response rates associated with probabilistic surveys. Yet the non-random selection of respondents into non-probabilistic surveys leads to inaccurate estimates...
Gender stereotypes in education
Ottavia Brussino and Jody McBrien
19 May 2022
In spite of advances in recognising that girls and boys, and women and men, do not have to be bounded by traditional roles, gender stereotypes persist in education and beyond. Children and youth are affected by gender stereotypes from the early ages,...
Cyberbullying
Francesca Gottschalk
29 Mar 2022
Cyberbullying is a high priority policy challenge in many OECD countries. In recent years, the literature base on cyberbullying has rapidly expanded, shedding insights into the prevalence of the issue, highlighting which characteristics make children...
Mixed-worded scales and acquiescence in educational large-scale assessments
Janine Buchholz
14 Mar 2022
Self-report data such as those regularly administered with questionnaires in the OECD’s educational large-scale assessments are subject to response biases such as acquiescence, i.e., the tendency to agree with questionnaire items regardless their...
When practice meets policy in mathematics education
William H. Schmidt, Richard T. Houang, William F. Sullivan and Leland S. Cogan
07 Mar 2022
The OECD Future of Education and Skills 2030 (E2030) project’s overall goal is that of looking to the future in terms of how school curricula should evolve given the technological advances and other changes that societies are now facing. Towards that...
Teacher professional identity
Valentina Suarez and Jason McGrath
11 Feb 2022
Promoting and supporting the development of strong professional identities in teachers is relevant to teachers, policy makers and the research community. The benefits of examining Teacher Professional Identity (TPI) relate to success for students in...
Social and emotional learning (SEL) of newcomer and refugee students
Jody McBrien
31 Jan 2022
Social and emotional learning (SEL) strengthens students’ abilities to regulate their emotions, thoughts, and behaviours and to interact successfully with others. There are an array of important social and emotional skills (SES): goal-setting,...
Multi-stakeholder approach for better integration of refugee students
Hanna Siarova and Loes van der Graaf
31 Jan 2022
Ample research has shown the importance of collaboration between practitioners, researchers, and policy makers to ensure holistic, inclusive, and effective policy making, particularly in the field of refugee education. Many countries, however, still...
Holistic refugee and newcomer education in Europe
Claudia Koehler, Nektaria Palaiologou and Ottavia Brussino
28 Jan 2022
Education is one of the most important fields to promote the integration of refugee and newcomer children and youths in host countries. However, holistic education for refugee and newcomers has so far not been established into mainstream education...
The social and economic rationale of inclusive education
Cecilia Mezzanotte
27 Jan 2022
Since UNESCO’s Salamanca Declaration in 1994, inclusive education has progressively attracted attention in international debates around education policy. While some evidence exists on the positive impact that inclusive education reforms can have on...
Policy approaches and initiatives for the inclusion of gifted students in OECD countries
Alexandre Rutigliano and Nikita Quarshie
21 Dec 2021
To date, no international consensus exists on the definition of giftedness. There is a great diversity in conceptualising giftedness not only between, but also within countries. Inevitably, this has a major influence on how countries design and...