Sélectionner | Date Date | Titre Titre | |||
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No. 107 | 06 Jul 2020 |
Do students learn in co-operative or competitive environments
The benefits of co-operative behaviours have been broadly documented in various social contexts, including neighbourhoods, hospitals, companies and in education. In education, when students, teachers, parents and the school principal know and trust... |
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No. 106 | 07 May 2020 |
PISA 2018 results: Are students smart about money?
This May sees the release of the results from the third PISA assessment of financial literacy. These results are largely consistent with previous findings, but also go beyond earlier assessments in probing students’ behaviours and attitudes towards... |
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No. 105 | 09 Mar 2020 |
Do boys and girls have similar attitudes towards competition and failure?
While in most countries today women attain higher levels of education than men, on average, they are less likely than men to be employed and they earn less. There are many reasons why these gender gaps open; some are apparent in secondary school. For... |
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No. 104 | 25 Feb 2020 |
Are students’ career expectations aligned with their skills?
Adolescence is a period when young people start to prepare for adult life. Teenagers have to make important decisions relevant to their working lives later on, such as what field of study or type of education they will pursue. But young people often... |
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No. 103 | 28 Jan 2020 |
Where did reading proficiency improve over time?
Evolving technologies have changed the ways people read and exchange information, whether at home, at school or in the workplace. When PISA assessed 15-year-olds’ reading literacy for the first time, in 2000, only in two countries – Canada and Norway... |
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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... |
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No. 101 | 08 Oct 2019 |
How does PISA define and measure reading literacy?
Every three years, the education community around the world eagerly awaits the release of the latest results from PISA. In addition to student proficiency in reading, mathematics and science, this December will see the publication of results on... |
|||
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... |
|||
No. 99 | 27 Aug 2019 |
Can academic performance help disadvantaged students to achieve upward educational mobility?
During the past century, access to education increased in countries all over the world. Up until the early decades of the 20th century, people attended school for only a few years. Towards the end of the century, adults in high-income countries... |
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No. 98 | 09 Jul 2019 |
Do parents of 15-year-olds know many of their child’s school friends and their parents?
Parents often establish fruitful relationships with teachers, students and other parents at their child’s school. By doing so, they might gain new friends and help their child’s academic career; but more crucially, they may contribute indirectly to... |
|||
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... |
|||
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... |
|||
No. 95 | 24 Apr 2019 |
Is there a generational divide in environmental optimism?
Problems associated with the environment loom large over the future well-being of young generations. A previous issue of PISA in Focus (PISA in Focus 87) shows that in 2015 many 15-year-old students believed that the future – their future – was going... |
|||
No. 94 | 12 Mar 2019 |
Does attending a rural school make a difference in how and what you learn?
The rural education landscape once consisted of one-room schools where a single teacher educated, took care of and supervised students of diverse ages. While multi-grade teaching is still common in many schools, particularly in primary education,... |
|||
No. 93 | 26 Feb 2019 |
Why don’t more girls choose to pursue a science career?
When new PISA data are published, many researchers around the world analyse them with the aim of shedding light on all sorts of questions. One question in search of an answer: why are women under-represented in science, technology, engineering and... |
|||
No. 92 | 15 Jan 2019 |
How is students’ motivation related to their performance and anxiety?
PISA has extensively measured student achievement for over 15 years. But cognitive performance is only one aspect of success at school; another is general well-being. The PISA 2015 questionnaire included a comprehensive section on student well-being... |
|||
No. 91 | 11 Dec 2018 |
PISA for Development
Building on the experience of working with middle-income countries in PISA since 2000, and in an effort to respond to the emerging demand for PISA to cater to a wider range of countries, the OECD launched the PISA for Development (PISA-D) initiative... |
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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... |
|||
No. 89 | 23 Oct 2018 |
Can equity in education foster social mobility?
Equity is a fundamental value and guiding principle of education policy and practice, but it is not necessarily actualised in schools and education systems around the world. There are large variations across PISA-participating countries and economies... |
|||
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... |
- Accueil
- Périodiques
- PISA in Focus
PISA in Focus
Anglais Egalement disponible en : Français
- ISSN : 22260919 (en ligne)
- https://doi.org/10.1787/22260919
21 - 40 of 127 results
Do students learn in co-operative or competitive environments
Alfonso Echazarra
06 Jul 2020
The benefits of co-operative behaviours have been broadly documented in various social contexts, including neighbourhoods, hospitals, companies and in education. In education, when students, teachers, parents and the school principal know and trust...
PISA 2018 results: Are students smart about money?
Jeffrey Mo
07 May 2020
This May sees the release of the results from the third PISA assessment of financial literacy. These results are largely consistent with previous findings, but also go beyond earlier assessments in probing students’ behaviours and attitudes towards...
Do boys and girls have similar attitudes towards competition and failure?
Pauline Givord
09 Mar 2020
While in most countries today women attain higher levels of education than men, on average, they are less likely than men to be employed and they earn less. There are many reasons why these gender gaps open; some are apparent in secondary school. For...
Are students’ career expectations aligned with their skills?
Pauline Givord
25 Feb 2020
Adolescence is a period when young people start to prepare for adult life. Teenagers have to make important decisions relevant to their working lives later on, such as what field of study or type of education they will pursue. But young people often...
Where did reading proficiency improve over time?
Francesco Avvisati
28 Jan 2020
Evolving technologies have changed the ways people read and exchange information, whether at home, at school or in the workplace. When PISA assessed 15-year-olds’ reading literacy for the first time, in 2000, only in two countries – Canada and Norway...
How are PISA results related to adult life outcomes?
Mario Piacentini et 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 does PISA define and measure reading literacy?
Jeffrey Mo
08 Oct 2019
Every three years, the education community around the world eagerly awaits the release of the latest results from PISA. In addition to student proficiency in reading, mathematics and science, this December will see the publication of results on...
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...
Can academic performance help disadvantaged students to achieve upward educational mobility?
Daniel Salinas
27 Aug 2019
During the past century, access to education increased in countries all over the world. Up until the early decades of the 20th century, people attended school for only a few years. Towards the end of the century, adults in high-income countries...
Do parents of 15-year-olds know many of their child’s school friends and their parents?
Alfonso Echazarra
09 Jul 2019
Parents often establish fruitful relationships with teachers, students and other parents at their child’s school. By doing so, they might gain new friends and help their child’s academic career; but more crucially, they may contribute indirectly to...
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...
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...
Is there a generational divide in environmental optimism?
Francesco Avvisati
24 Apr 2019
Problems associated with the environment loom large over the future well-being of young generations. A previous issue of PISA in Focus (PISA in Focus 87) shows that in 2015 many 15-year-old students believed that the future – their future – was going...
Does attending a rural school make a difference in how and what you learn?
Alfonso Echazarra et Thomas Radinger
12 Mar 2019
The rural education landscape once consisted of one-room schools where a single teacher educated, took care of and supervised students of diverse ages. While multi-grade teaching is still common in many schools, particularly in primary education,...
Why don’t more girls choose to pursue a science career?
Tarek Mostafa
26 Feb 2019
When new PISA data are published, many researchers around the world analyse them with the aim of shedding light on all sorts of questions. One question in search of an answer: why are women under-represented in science, technology, engineering and...
How is students’ motivation related to their performance and anxiety?
Jeffrey Mo
15 Jan 2019
PISA has extensively measured student achievement for over 15 years. But cognitive performance is only one aspect of success at school; another is general well-being. The PISA 2015 questionnaire included a comprehensive section on student well-being...
PISA for Development
Michael Ward
11 Dec 2018
Building on the experience of working with middle-income countries in PISA since 2000, and in an effort to respond to the emerging demand for PISA to cater to a wider range of countries, the OECD launched the PISA for Development (PISA-D) initiative...
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...
Can equity in education foster social mobility?
Daniel Salinas
23 Oct 2018
Equity is a fundamental value and guiding principle of education policy and practice, but it is not necessarily actualised in schools and education systems around the world. There are large variations across PISA-participating countries and economies...
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...