Sélectionner | Date Date | Titre Titre | |||
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No. 221 | 05 May 2020 |
How a student’s month of birth is linked to performance at school
Because of the regulations concerning school entry in most school systems, a child’s date of birth may significantly affect his or her age at entry into school, and thus their first experience of schooling. Using data from the Programme for... |
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No. 220 | 29 Apr 2020 |
Teaching and Learning International Survey (TALIS) 2018 analysis plan
This analysis plan proposes the specifications for analysis for various studies using the third cycle of the Teaching and Learning International Survey (TALIS 2018) data. It serves as a link between the TALIS 2018 Conceptual Framework and the... |
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No. 219 | 22 Apr 2020 |
Examining a congruency-typology model of leadership for learning using two-level latent class analysis with TALIS 2018
Are teachers and principals aligned in their perceptions of the core components of the theory of Leadership for Learning across countries, or are there subgroups of schools in which there is misalignment? The purpose of this study is to examine the... |
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No. 218 | 08 Apr 2020 |
Trustworthy artificial intelligence (AI) in education
This paper was written to support the G20 artificial intelligence (AI) dialogue. With the rise of artificial intelligence (AI), education faces two challenges: reaping the benefits of AI to improve education processes, both in the classroom and at... |
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No. 217 | 17 Mar 2020 |
Measuring process quality in early childhood education and care through Situational Judgement Questions
Situational Judgement Questions (SJQs) measuring process quality were included in the OECD Starting Strong Teaching and Learning International Survey 2018 (TALIS Starting Strong 2018) to address concerns of self-report bias in large-scale... |
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No. 216 | 16 Mar 2020 |
The emergence of alternative credentials
The landscape of post-secondary education is changing with the emergence of new credentials that are engaging millions of learners. So-called “alternative credentials” – such as micro-credentials, digital badges and industry-recognised certificates –... |
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No. 215 | 19 Feb 2020 |
What difference do networks make to teachers’ knowledge?
The paper investigates two – often disconnected – policy questions: how can we scale the use of evidence in teaching practice, and how can we generate and scale innovation? Both questions necessitate understanding how teachers and schools connect... |
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No. 214 | 31 Jan 2020 |
Attendance in early childhood education and care programmes and academic proficiencies at age 15
Early years are a critical period for skill development. In this sense, the Early Childhood Education and Care (ECEC) programmes have an important role in promoting children’s learning during this period. This study aimed to explore the effectiveness... |
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No. 213 | 30 Jan 2020 |
Teachers’ well-being
Modern education systems evolve in a context of growing teacher shortages, frequent turnover and a low attractiveness of the profession. In such a context where these challenges interrelate, there is an urgent need to better understand the well-being... |
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No. 212 | 20 Dec 2019 |
The relevance of general pedagogical knowledge for successful teaching
This systematic review investigates the relevance of general pedagogical knowledge for successful teaching. It synthesises the empirical evidence of 10 769 teaching professionals and 853 452 students from primary to tertiary education in 21... |
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No. 211 | 19 Dec 2019 |
Leadership for quality early childhood education and care
This literature review examines the research on early childhood education and care (ECEC) leadership and how leaders impact process quality in ECEC settings. Process quality refers to interactions and relationships between and among children and ECEC... |
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No. 210 | 10 Dec 2019 |
Strength through diversity
Chile is now working to develop stronger integration processes after being largely unprepared for the influx of immigrants who arrived in recent years. In the education sector, evidence suggests important differences in the academic and well-being... |
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No. 209 | 28 Nov 2019 |
Introduction of multistage adaptive testing design in PISA 2018
This paper describes and evaluates a multistage adaptive testing (MSAT) design that was implemented for the Programme for International Student Assessment (PISA) 2018 main survey for the major domain of Reading. Through a simulation study, recovery... |
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No. 208 | 20 Nov 2019 |
Assessing students’ social and emotional skills through triangulation of assessment methods
Triangulation – a combined use of different assessment methods or sources to evaluate psychological constructs – is still a rarely used assessment approach in spite of its potential in overcoming inherent constraints of individual assessment methods.... |
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No. 207 | 28 Oct 2019 |
Assessment framework of the OECD Study on Social and Emotional Skills
The OECD’s new Study on Social and Emotional Skills aims to provide policy makers, educators, families and communities with a comprehensive set of tools to foster students’ social and emotional learning. The Study’s assessment framework – presented... |
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No. 206 | 25 Sept 2019 |
Policy approaches to integration of newly arrived immigrant children in schools
This research paper has the objective of providing a comprehensive overview of Dutch education policy approaches to the integration of children with a migration background, with a particular focus on those who have recently arrived in the country.... |
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No. 205 | 20 Sept 2019 |
Using process data to understand adults’ problem-solving behaviour in the Programme for the International Assessment of Adult Competencies (PIAAC)
The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), used computers as the main assessment deliver platform. This enabled the Programme to collect data not only on whether... |
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No. 204 | 22 Jul 2019 |
Means, ends and meaning in accountability for strategic education governance
Recent decades have revealed a gap between promises and realities of accountability in education governance, as well as further afield. Despite efforts identifying and analysing cautionary tales of accountability interventions, a systematic approach... |
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No. 203 | 17 May 2019 |
Refugee education
The recent refugee crisis has put many OECD countries under considerable pressure to accommodate and integrate large numbers of refugees. Refugee students are a particularly vulnerable group due to their forced displacement, but their needs are not... |
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No. 202 | 13 May 2019 |
Upgrading the ICT questionnaire items in PISA 2021
This paper explains the rationale for updating the OECD Programme for International Student Assessment (PISA) 2021 questionnaire on Information and Communication Technology (ICT) and shows how it covers policy topics of current relevance. After... |
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101 - 120 of 320 results
How a student’s month of birth is linked to performance at school
Pauline Givord
05 May 2020
Because of the regulations concerning school entry in most school systems, a child’s date of birth may significantly affect his or her age at entry into school, and thus their first experience of schooling. Using data from the Programme for...
Teaching and Learning International Survey (TALIS) 2018 analysis plan
Heather Price et Ralph Carstens
29 Apr 2020
This analysis plan proposes the specifications for analysis for various studies using the third cycle of the Teaching and Learning International Survey (TALIS 2018) data. It serves as a link between the TALIS 2018 Conceptual Framework and the...
Examining a congruency-typology model of leadership for learning using two-level latent class analysis with TALIS 2018
Alex J. Bowers
22 Apr 2020
Are teachers and principals aligned in their perceptions of the core components of the theory of Leadership for Learning across countries, or are there subgroups of schools in which there is misalignment? The purpose of this study is to examine the...
Trustworthy artificial intelligence (AI) in education
Stéphan Vincent-Lancrin et Reyer van der Vlies
08 Apr 2020
This paper was written to support the G20 artificial intelligence (AI) dialogue. With the rise of artificial intelligence (AI), education faces two challenges: reaping the benefits of AI to improve education processes, both in the classroom and at...
Measuring process quality in early childhood education and care through Situational Judgement Questions
Trude Nilsen, Pauline Slot, Hynek Cigler et Minge Chen
17 Mar 2020
Situational Judgement Questions (SJQs) measuring process quality were included in the OECD Starting Strong Teaching and Learning International Survey 2018 (TALIS Starting Strong 2018) to address concerns of self-report bias in large-scale...
The emergence of alternative credentials
Shizuka Kato, Victoria Galán-Muros et Thomas Weko
16 Mar 2020
The landscape of post-secondary education is changing with the emergence of new credentials that are engaging millions of learners. So-called “alternative credentials” – such as micro-credentials, digital badges and industry-recognised certificates –...
What difference do networks make to teachers’ knowledge?
Nóra Révai
19 Feb 2020
The paper investigates two – often disconnected – policy questions: how can we scale the use of evidence in teaching practice, and how can we generate and scale innovation? Both questions necessitate understanding how teachers and schools connect...
Attendance in early childhood education and care programmes and academic proficiencies at age 15
Jaime Balladares et Miloš Kankaraš
31 Jan 2020
Early years are a critical period for skill development. In this sense, the Early Childhood Education and Care (ECEC) programmes have an important role in promoting children’s learning during this period. This study aimed to explore the effectiveness...
Teachers’ well-being
Carine Viac et Pablo Fraser
30 Jan 2020
Modern education systems evolve in a context of growing teacher shortages, frequent turnover and a low attractiveness of the profession. In such a context where these challenges interrelate, there is an urgent need to better understand the well-being...
The relevance of general pedagogical knowledge for successful teaching
Hannah Ulferts
20 Dec 2019
This systematic review investigates the relevance of general pedagogical knowledge for successful teaching. It synthesises the empirical evidence of 10 769 teaching professionals and 853 452 students from primary to tertiary education in 21...
Leadership for quality early childhood education and care
Anne L. Douglass
19 Dec 2019
This literature review examines the research on early childhood education and care (ECEC) leadership and how leaders impact process quality in ECEC settings. Process quality refers to interactions and relationships between and among children and ECEC...
Strength through diversity
Caitlyn Guthrie, Hanna Andersson, Lucie Cerna et Francesca Borgonovi
10 Dec 2019
Chile is now working to develop stronger integration processes after being largely unprepared for the influx of immigrants who arrived in recent years. In the education sector, evidence suggests important differences in the academic and well-being...
Introduction of multistage adaptive testing design in PISA 2018
Kentaro Yamamoto, Hyo Jeong Shin et Lale Khorramdel
28 Nov 2019
This paper describes and evaluates a multistage adaptive testing (MSAT) design that was implemented for the Programme for International Student Assessment (PISA) 2018 main survey for the major domain of Reading. Through a simulation study, recovery...
Assessing students’ social and emotional skills through triangulation of assessment methods
Miloš Kankaraš, Eva Feron et Rachel Renbarger
20 Nov 2019
Triangulation – a combined use of different assessment methods or sources to evaluate psychological constructs – is still a rarely used assessment approach in spite of its potential in overcoming inherent constraints of individual assessment methods....
Assessment framework of the OECD Study on Social and Emotional Skills
Miloš Kankaraš et Javier Suarez-Alvarez
28 Oct 2019
The OECD’s new Study on Social and Emotional Skills aims to provide policy makers, educators, families and communities with a comprehensive set of tools to foster students’ social and emotional learning. The Study’s assessment framework – presented...
Policy approaches to integration of newly arrived immigrant children in schools
Özge Bilgili
25 Sept 2019
This research paper has the objective of providing a comprehensive overview of Dutch education policy approaches to the integration of children with a migration background, with a particular focus on those who have recently arrived in the country....
Using process data to understand adults’ problem-solving behaviour in the Programme for the International Assessment of Adult Competencies (PIAAC)
Qiwei He, Francesca Borgonovi et Marco Paccagnella
20 Sept 2019
The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), used computers as the main assessment deliver platform. This enabled the Programme to collect data not only on whether...
Means, ends and meaning in accountability for strategic education governance
Glenn Fahey et Florian Köster
22 Jul 2019
Recent decades have revealed a gap between promises and realities of accountability in education governance, as well as further afield. Despite efforts identifying and analysing cautionary tales of accountability interventions, a systematic approach...
Refugee education
Lucie Cerna
17 May 2019
The recent refugee crisis has put many OECD countries under considerable pressure to accommodate and integrate large numbers of refugees. Refugee students are a particularly vulnerable group due to their forced displacement, but their needs are not...
Upgrading the ICT questionnaire items in PISA 2021
Adrien Lorenceau, Camille Marec et Tarek Mostafa
13 May 2019
This paper explains the rationale for updating the OECD Programme for International Student Assessment (PISA) 2021 questionnaire on Information and Communication Technology (ICT) and shows how it covers policy topics of current relevance. After...