Sélectionner | Date Date | Titre Titre | |||
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No. 105 | 17 Oct 2014 |
How Closely is the Distribution of Skills Related to Countries' Overall Level of Social Inequality and Economic Prosperity?
A country’s level of human capital – the knowledge and skills in the population – has a strong bearing on its economic potential for growth and prosperity. On the other hand, its level of social inequality might prevent prosperity to be shared in... |
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No. 106 | 03 Nov 2014 |
School Size Policies
Recent demographic, economic and political trends have placed the issue of school size at the heart of school effectiveness and efficiency discussions. The subject of school size is particularly salient in remote and rural areas where the viability... |
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No. 109 | 17 Nov 2014 |
Steering from the Centre: New Modes of Governance in Multi-level Education Systems
The governance of complex, decentralised, multi-level education systems poses two fundamental questions for both policy- and research discussions: What are innovative contemporary governance strategies for the central level in education systems? How... |
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No. 107 | 19 Nov 2014 |
Report on Social Desirability, Midpoint and Extreme Responding in TALIS 2013
This paper investigated the effects of response styles in cross-cultural contexts. The authors used data on social desirability, extreme and midpoint responding, and the scale scores of 17 constructs related to the teaching profession, which were... |
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No. 108 | 19 Nov 2014 |
Trust: What it is and Why it Matters for Governance and Education
Trust is indispensable for social and economic relations; it is the glue that holds organisations together and appears to work somehow mysteriously. Overall, trust is a ubiquitous ingredient in policymaking and implementation across many governance... |
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No. 110 | 25 Nov 2014 |
Fostering and Measuring Skills
IQ tests and achievement tests do not capture non-cognitive skills — personality traits, goals, character and motivations that are valued in the labour market, in school and elsewhere. For many outcomes, their predictive power rivals or exceeds that... |
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No. 111 | 01 Dec 2014 |
Implementation of a New School Supervision System in Poland
This case study explores the strategies, processes and outcomes of an education reform in Poland which was introduced in 2009 and substantively changed the school inspection system. Its analysis looks in particular at the co-operation between the... |
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No. 112 | 30 Jan 2015 |
Student Behaviour and Use of Class Time in Brazil, Chile and Mexico
Teachers in Brazil, Chile and Mexico report having high percentages of students with behavioural problems in their classes. Especially in Brazil, teachers report spending large amounts of time keeping order in the classroom. Besides potentially... |
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No. 113 | 09 Feb 2015 |
Reforming Education Governance Through Local Capacity-building
This report is an assessment of the programme “Lernen vor Ort” [LvO – “Learning Locally”] initiated by the German federal government in order to support the development of local governance structures in education. LvO ran between 2009 and 2014 in... |
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No. 114 | 27 Feb 2015 |
Skills and Wage Inequality
This paper exploits data from the Survey of Adult Skills (PIAAC) to shed light on the link between measured cognitive skills (proficiency), (formal) educational attainment and labour market outcomes. After presenting descriptive statistics on the... |
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No. 115 | 30 Mar 2015 |
Examining school context and its influence on teachers
The Organisation for Economic Cooperation and Development (OECD) has linked data from the Teaching and Learning International Survey (TALIS) of teachers of 15-year-old students with school-level data from the Programme for International Student... |
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No. 116 | 21 Apr 2015 |
Supporting teachers and schools to promote positive student behaviour in England and Ontario (Canada)
This paper presents the findings based on case studies of the educational systems of England and of the Canadian province of Ontario, as part of a research project funded by the Thomas J. Alexander Fellowship Programme.1 This research project aims to... |
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No. 117 | 05 May 2015 |
The Efficiency of Secondary Schools in an International Perspective
As governments around the world struggle with doing more with less, efficiency analysis climbs to the top of the policy agenda. This paper derives efficiency measures for more than 8,600 schools in 30 countries, using PISA 2012 data and a bootstrap... |
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No. 118 | 06 May 2015 |
Towards the development of contextual questionnaires for the PISA for development study
The aim of this paper is to describe the technical issues to be addressed in enhancing the Programme for International Student Assessment (PISA) contextual questionnaires instruments for the PISA for Development (PfD) study. We discuss the conceptual... |
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No. 119 | 21 May 2015 |
The educational roots of trust
Trust is important for social and economic well-being, for enhancing social cohesion and strengthening resilience, and for maintaining security and order in our societies. Trust is the foundation upon which social capital is built and it also is... |
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No. 120 | 27 May 2015 |
PISA for development technical strand c
The success of PISA since its first survey administration in 2000 has attracted an ever increasing number of participating countries. With an increasingly diverse group of countries, the targeting of the original assessment may be less appropriate... |
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No. 121 | 10 Jun 2015 |
Fostering social and emotional skills through families, schools and communities
Social and emotional skills, such as perseverance, sociability and self-esteem, help individuals face the challenges of the 21st century and benefit from the opportunities it brings. Policy makers, teachers and parents can help foster these skills by... |
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No. 122 | 03 Jul 2015 |
Evaluative thinking for successful educational innovation
In this working paper, Earl and Timperley argue that evaluative thinking is a necessary component of successful innovation and involves more than measurement and quantification. Combining evaluation with innovation requires discipline in the... |
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No. 123 | 13 Jul 2015 |
Adults with low literacy and numeracy skills
Identifying effective policy interventions for adults with low literacy and numeracy skills has become increasingly important. The PIAAC Survey of Adult Skills has revealed that a considerable number of adults in OECD countries possess only limited... |
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No. 124 | 07 Dec 2015 |
Data comparability in the teaching and learning international survey (TALIS) 2008 and 2013
This report focuses on data comparability of scale scores in the Teaching and Learning International Survey (TALIS). Valid cross-cultural comparisons of TALIS data are vital in providing input for evidence-based policy making and in promoting the... |
- Accueil
- Périodiques
- Documents de travail de l'OCDE sur l'éducation
Documents de travail de l'OCDE sur l'éducation
Anglais, Français
- ISSN : 19939019 (en ligne)
- https://doi.org/10.1787/19939019
101 - 120 of 319 results
How Closely is the Distribution of Skills Related to Countries' Overall Level of Social Inequality and Economic Prosperity?
Dirk Van Damme
17 Oct 2014
A country’s level of human capital – the knowledge and skills in the population – has a strong bearing on its economic potential for growth and prosperity. On the other hand, its level of social inequality might prevent prosperity to be shared in...
School Size Policies
Macarena Ares Abalde
03 Nov 2014
Recent demographic, economic and political trends have placed the issue of school size at the heart of school effectiveness and efficiency discussions. The subject of school size is particularly salient in remote and rural areas where the viability...
Steering from the Centre: New Modes of Governance in Multi-level Education Systems
Harald Wilkoszewski et Eli Sundby
17 Nov 2014
The governance of complex, decentralised, multi-level education systems poses two fundamental questions for both policy- and research discussions: What are innovative contemporary governance strategies for the central level in education systems? How...
Report on Social Desirability, Midpoint and Extreme Responding in TALIS 2013
Fons J. R. Van de Vijver et Jia He
19 Nov 2014
This paper investigated the effects of response styles in cross-cultural contexts. The authors used data on social desirability, extreme and midpoint responding, and the scale scores of 17 constructs related to the teaching profession, which were...
Trust: What it is and Why it Matters for Governance and Education
Lucie Cerna
19 Nov 2014
Trust is indispensable for social and economic relations; it is the glue that holds organisations together and appears to work somehow mysteriously. Overall, trust is a ubiquitous ingredient in policymaking and implementation across many governance...
Fostering and Measuring Skills
Tim Kautz, James J. Heckman, Ron Diris, Bas ter Weel et Lex Borghans
25 Nov 2014
IQ tests and achievement tests do not capture non-cognitive skills — personality traits, goals, character and motivations that are valued in the labour market, in school and elsewhere. For many outcomes, their predictive power rivals or exceeds that...
Implementation of a New School Supervision System in Poland
Grzegorz Mazurkiewicz, Bartłomiej Walczak et Marcin Jewdokimow
01 Dec 2014
This case study explores the strategies, processes and outcomes of an education reform in Poland which was introduced in 2009 and substantively changed the school inspection system. Its analysis looks in particular at the co-operation between the...
Student Behaviour and Use of Class Time in Brazil, Chile and Mexico
Gabriela Moriconi et Julie Bélanger
30 Jan 2015
Teachers in Brazil, Chile and Mexico report having high percentages of students with behavioural problems in their classes. Especially in Brazil, teachers report spending large amounts of time keeping order in the classroom. Besides potentially...
Reforming Education Governance Through Local Capacity-building
Marius R. Busemeyer et Janis Vossiek
09 Feb 2015
This report is an assessment of the programme “Lernen vor Ort” [LvO – “Learning Locally”] initiated by the German federal government in order to support the development of local governance structures in education. LvO ran between 2009 and 2014 in...
Skills and Wage Inequality
Marco Paccagnella
27 Feb 2015
This paper exploits data from the Survey of Adult Skills (PIAAC) to shed light on the link between measured cognitive skills (proficiency), (formal) educational attainment and labour market outcomes. After presenting descriptive statistics on the...
Examining school context and its influence on teachers
Bruce Austin, Olusola O. Adesope, Brian F. French, Chad Gotch, Julie Bélanger et Katarzyna Kubacka
30 Mar 2015
The Organisation for Economic Cooperation and Development (OECD) has linked data from the Teaching and Learning International Survey (TALIS) of teachers of 15-year-old students with school-level data from the Programme for International Student...
Supporting teachers and schools to promote positive student behaviour in England and Ontario (Canada)
Gabriela Moriconi et Julie Bélanger
21 Apr 2015
This paper presents the findings based on case studies of the educational systems of England and of the Canadian province of Ontario, as part of a research project funded by the Thomas J. Alexander Fellowship Programme.1 This research project aims to...
The Efficiency of Secondary Schools in an International Perspective
Tommaso Agasisti et Pablo Zoido
05 May 2015
As governments around the world struggle with doing more with less, efficiency analysis climbs to the top of the policy agenda. This paper derives efficiency measures for more than 8,600 schools in 30 countries, using PISA 2012 data and a bootstrap...
Towards the development of contextual questionnaires for the PISA for development study
J. Douglas Willms et Lucia Tramonte
06 May 2015
The aim of this paper is to describe the technical issues to be addressed in enhancing the Programme for International Student Assessment (PISA) contextual questionnaires instruments for the PISA for Development (PfD) study. We discuss the conceptual...
The educational roots of trust
Francesca Borgonovi et Tracey Burns
21 May 2015
Trust is important for social and economic well-being, for enhancing social cohesion and strengthening resilience, and for maintaining security and order in our societies. Trust is the foundation upon which social capital is built and it also is...
PISA for development technical strand c
Roy Carr-Hill
27 May 2015
The success of PISA since its first survey administration in 2000 has attracted an ever increasing number of participating countries. With an increasingly diverse group of countries, the targeting of the original assessment may be less appropriate...
Fostering social and emotional skills through families, schools and communities
Hiroko Ikesako et Koji Miyamoto
10 Jun 2015
Social and emotional skills, such as perseverance, sociability and self-esteem, help individuals face the challenges of the 21st century and benefit from the opportunities it brings. Policy makers, teachers and parents can help foster these skills by...
Evaluative thinking for successful educational innovation
Lorna Earl et Helen Timperley
03 Jul 2015
In this working paper, Earl and Timperley argue that evaluative thinking is a necessary component of successful innovation and involves more than measurement and quantification. Combining evaluation with innovation requires discipline in the...
Adults with low literacy and numeracy skills
Hendrickje Catriona Windisch
13 Jul 2015
Identifying effective policy interventions for adults with low literacy and numeracy skills has become increasingly important. The PIAAC Survey of Adult Skills has revealed that a considerable number of adults in OECD countries possess only limited...
Data comparability in the teaching and learning international survey (TALIS) 2008 and 2013
Jia He et Katarzyna Kubacka
07 Dec 2015
This report focuses on data comparability of scale scores in the Teaching and Learning International Survey (TALIS). Valid cross-cultural comparisons of TALIS data are vital in providing input for evidence-based policy making and in promoting the...