Mark | Date Date | Title Title | |||
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No. 82 | 19 Mar 2018 |
How do the performance and well-being of students with an immigrant background compare across countries?
The ability of societies to preserve social cohesion in the presence of large migration flows depends on their capacity to integrate immigrants. Education can help immigrants acquire skills and contribute to the host-country economy; it can also... |
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No. 90 | 19 Nov 2018 |
How do science teachers teach science - and does it matter?
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... |
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No. 76 | 26 Sept 2017 |
How do schools compensate for socio-economic disadvantage?
As educators know well, there are many barriers to learning that originate outside of school, such as those that arise from socio-economic disadvantage. In many education systems, the concentration of disadvantaged students in certain schools poses... |
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No. 56 | 13 Oct 2015 |
How confident are students in their ability to solve mathematics problems?
On average across OECD countries, students’ belief that they can solve mathematics problems (mathematics self-efficacy) is associated with a difference of 49 score points in mathematics – the equivalent of one year of school. There is a strong... |
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No. 96 | 15 May 2019 |
How are school-choice policies related to social diversity in schools?
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... |
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No. 88 | 18 Sept 2018 |
How are school performance and school climate related to teachers’ experience?
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... |
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No. 122 | 16 Jun 2023 |
How are education systems integrating creative thinking in schools?
Creative thinking matters. It is consistently ranked among the top skills employers value and, when students think creatively, their motivation to learn increases and their learning becomes deeper and more transferable. As more education systems... |
|||
No. 102 | 12 Nov 2019 |
How are PISA results related to adult life outcomes?
Every three years, the release of the PISA results provides a snapshot of the state of education around the world. For some countries, these results are a wake-up call, challenging policy makers to rethink their strategies and invest more in... |
|||
No. 5 | 01 Jun 2011 |
How Do Some Students Overcome Their Socio-Economic Background?
Are socio-economically disadvantaged students condemned to perpetuate an intergenerational cycle of poor academic achievement, poor job prospects and poverty? Not if they attend schools that provide them with more regular classes. Resilient students... |
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No. 22 | 01 Nov 2012 |
How Do Immigrant Students Fare in Disadvantaged Schools?
Immigrant students often have to overcome multiple barriers at once in order to succeed at school. Across most OECD countries, poor performance among immigrant students relative to other students is strongly related to social disadvantage at school,... |
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No. 11 | 01 Dec 2011 |
How Are School Systems Adapting to Increasing Numbers of Immigrant Students?
Whether in flight from conflict, with the hope of building a better life, or to seize a social or economic opportunity, people have been crossing borders for as long as there have been borders to cross. Modern means of transportation and... |
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No. 100 | 17 Sept 2019 |
Have students’ feelings of belonging at school waned over time?
Most adolescents desire strong social ties and value acceptance, care and support from others. Many adolescents find friends and caring adults among members of the school community. As students go through a decisive period of their lives, discovering... |
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No. 87 | 30 Aug 2018 |
Have 15-year-olds become “greener” over the years?
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... |
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No. 4 | 01 May 2011 |
Has Discipline in School Deteriorated?
Classrooms and schools with more disciplinary problems are less conducive to learning, since teachers have to spend more time creating an orderly environment before instruction can begin. Interruptions in the classroom disrupt students’ concentration... |
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No. 26 | 01 Mar 2013 |
Grade Expectations
Countries vary in the way they use marks, but they all tend to reward the mastery of skills and attitudes that promote learning. Teachers tend to give girls and socio-economically advantaged students better school marks, even if they don’t have... |
|||
No. 75 | 29 Aug 2017 |
Does the quality of learning outcomes fall when education expands to include more disadvantaged students?
Globally, enrolment in secondary education has expanded dramatically over the past decades. This expansion is also reflected in PISA data, particularly for low- and middle-income countries. Between 2003 and 2015, Indonesia added more than 1.1 million... |
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No. 118 | 12 Jul 2022 |
Does the digital world open up an increasing divide in access to print books?
Over the last two decades, reading has shifted from taking place on paper to, increasingly, screens. As digitalisation spreads, there have been growing concerns about unbalanced access to new types of resources between socio-economically advantaged... |
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No. 59 | 12 Jan 2016 |
Does it matter how much time students spend on line outside of school?
In 2012, 15-year-old students spent over two hours on line each day, on average across OECD countries. The most common online activities among 15-year-olds were browsing the Internet for fun and participating in social networks, with over 70% of... |
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No. 27 | 01 Apr 2013 |
Does it Matter Which School a Student Attends?
Successful education systems are able to guarantee that all students succeed at high levels. Across OECD countries, around 60% of the overall, country-level variation in student performance can be traced to differences in how well students who attend... |
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No. 97 | 11 Jun 2019 |
Does greater social diversity in schools have an impact on equity in learning outcomes?
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... |
PISA in Focus
English Also available in: French
- ISSN: 22260919 (online)
- https://doi.org/10.1787/22260919
61 - 80 of 126 results
How do the performance and well-being of students with an immigrant background compare across countries?
Francesca Borgonovi
19 Mar 2018
The ability of societies to preserve social cohesion in the presence of large migration flows depends on their capacity to integrate immigrants. Education can help immigrants acquire skills and contribute to the host-country economy; it can also...
How do science teachers teach science - and does it matter?
Tarek Mostafa
19 Nov 2018
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...
How do schools compensate for socio-economic disadvantage?
Daniel Salinas
26 Sept 2017
As educators know well, there are many barriers to learning that originate outside of school, such as those that arise from socio-economic disadvantage. In many education systems, the concentration of disadvantaged students in certain schools poses...
On average across OECD countries, students’ belief that they can solve mathematics problems (mathematics self-efficacy) is associated with a difference of 49 score points in mathematics – the equivalent of one year of school. There is a strong...
How are school-choice policies related to social diversity in schools?
Pauline Givord
15 May 2019
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...
How are school performance and school climate related to teachers’ experience?
Francesco Avvisati
18 Sept 2018
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...
How are education systems integrating creative thinking in schools?
Marta Cignetti and Marc Fuster Rabella
16 Jun 2023
Creative thinking matters. It is consistently ranked among the top skills employers value and, when students think creatively, their motivation to learn increases and their learning becomes deeper and more transferable. As more education systems...
How are PISA results related to adult life outcomes?
Mario Piacentini and Bonaventura Pacileo
12 Nov 2019
Every three years, the release of the PISA results provides a snapshot of the state of education around the world. For some countries, these results are a wake-up call, challenging policy makers to rethink their strategies and invest more in...
How Do Some Students Overcome Their Socio-Economic Background?
OECD
01 Jun 2011
Are socio-economically disadvantaged students condemned to perpetuate an intergenerational cycle of poor academic achievement, poor job prospects and poverty? Not if they attend schools that provide them with more regular classes. Resilient students...
How Do Immigrant Students Fare in Disadvantaged Schools?
OECD
01 Nov 2012
Immigrant students often have to overcome multiple barriers at once in order to succeed at school. Across most OECD countries, poor performance among immigrant students relative to other students is strongly related to social disadvantage at school,...
Whether in flight from conflict, with the hope of building a better life, or to seize a social or economic opportunity, people have been crossing borders for as long as there have been borders to cross. Modern means of transportation and...
Have students’ feelings of belonging at school waned over time?
Francesco Avvisati
17 Sept 2019
Most adolescents desire strong social ties and value acceptance, care and support from others. Many adolescents find friends and caring adults among members of the school community. As students go through a decisive period of their lives, discovering...
Have 15-year-olds become “greener” over the years?
Alfonso Echazarra
30 Aug 2018
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...
Has Discipline in School Deteriorated?
OECD
01 May 2011
Classrooms and schools with more disciplinary problems are less conducive to learning, since teachers have to spend more time creating an orderly environment before instruction can begin. Interruptions in the classroom disrupt students’ concentration...
Grade Expectations
OECD
01 Mar 2013
Countries vary in the way they use marks, but they all tend to reward the mastery of skills and attitudes that promote learning. Teachers tend to give girls and socio-economically advantaged students better school marks, even if they don’t have...
Does the quality of learning outcomes fall when education expands to include more disadvantaged students?
Francesco Avvisati
29 Aug 2017
Globally, enrolment in secondary education has expanded dramatically over the past decades. This expansion is also reflected in PISA data, particularly for low- and middle-income countries. Between 2003 and 2015, Indonesia added more than 1.1 million...
Does the digital world open up an increasing divide in access to print books?
Miyako Ikeda and Giannina Rech
12 Jul 2022
Over the last two decades, reading has shifted from taking place on paper to, increasingly, screens. As digitalisation spreads, there have been growing concerns about unbalanced access to new types of resources between socio-economically advantaged...
In 2012, 15-year-old students spent over two hours on line each day, on average across OECD countries. The most common online activities among 15-year-olds were browsing the Internet for fun and participating in social networks, with over 70% of...
Does it Matter Which School a Student Attends?
OECD
01 Apr 2013
Successful education systems are able to guarantee that all students succeed at high levels. Across OECD countries, around 60% of the overall, country-level variation in student performance can be traced to differences in how well students who attend...
Does greater social diversity in schools have an impact on equity in learning outcomes?
Pauline Givord
11 Jun 2019
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...