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... From the second half of the 20th Century, public and governmental agencies started to call for more efficiency and effectiveness in applying financing and spending, and education, as one of the significant cost centres, was in the spotlight. In the US and UK, dissatisfaction with students' achievements, particularly in the context of their international counterparts testing students through the Programme for International Student Assessment (PISA), created an urgency to reform the educational system (OECD, 2004). Furthermore, improving educational outcomes, providing equal opportunities for all students, and effectively appropriating public expenditure constituted a demand for evidence-based educational policy and practice (Lingard, 2011). ...
... This approach has led to the creation of extensive educational databases and longitudinal studies to identify effective teaching and policy strategies. Therefore, the intersection of policy imperatives, technological advancements, and data availability created the conditions where the 'What Works' ideology thrived and broadened the definition and the approach to achieving educational outcomes (Davies, 1999;OECD, 2004). ...
... The available resources for research and the adoption of effective practices have followed such changes in the direction of policies. A paradigm shift in the understanding of how educators should go about their craft is evident from policies that encourage or attempt to breach educators' prerogatives and impose certain approaches on them that have been validated through research (Davies, 1999;OECD, 2004). ...
The ‘What Works’ agenda within education has become popular for its focus on accountability through data, advancing the aim of developing tangible principles to improve student performance. Nevertheless, this strategy has also been criticised for seeking to define education and missing key social, emotional, and developmental issues, often narrowly. This narrative review attempts to put in perspective the use of the agenda in physical education and to combine evidence to assess its claims and shortcomings. The main conclusions suggest a dilemma in pedagogical practice between paying attention to a narrow definition of students’ success in terms of physical fitness and motor skills acquisition and all the other central goals, including individual improvement, societal change, and interest in engaging in physical activity throughout life. This review takes a step towards identifying solutions to various issues in physical education by addressing evidence-based approaches and the need for interdependency with educational aims, improving the effectiveness of physical education towards students’ health and well-being.
... There is a substantial amount of research that shows how negative relationships with mathematics affect students' achievement (Wigfield & Meece, 1990;Gierl & Bisanz, 1995;Foire, 1999). It is also well known that students' self-perception and interests and the value they place on doing well are critical predictors of academic success (Conell, Spencer & Aber, 1994;Eccles, 1993;Fuligni, 1997;Guay, Marrsh & Boivin, 2003;Valentine, DuBois & Cooper, 2004;OECD, 2004). Within the framework of PISA 2003 (OECD, 2004), affective factors are related to the area of selfregulated learning skills. ...
... It is also well known that students' self-perception and interests and the value they place on doing well are critical predictors of academic success (Conell, Spencer & Aber, 1994;Eccles, 1993;Fuligni, 1997;Guay, Marrsh & Boivin, 2003;Valentine, DuBois & Cooper, 2004;OECD, 2004). Within the framework of PISA 2003 (OECD, 2004), affective factors are related to the area of selfregulated learning skills. In PISA, self-regulated learning skills include the motivation to learn and the ability to select appropriate goals and strategies for learning. ...
... One main assumption is that these factors correlate to students' performances in mathematics. This assumption is based on empirical evidence (see OECD, 2004). Students' interest in and enjoyment of mathematics and students' instrumental motivation in mathematics are aspects of motivation (OECD, 2004). ...
The overall purpose of this study is to present plausible influences on students’ selfregulated learning skills. This study concentrates on the contextual aspects of the educational preconditions. The group climate seems to be the most influential factor to students’ self-regulated learning skills in mathematics. A supportive climate is related to the view of mathematics as something important, while a non-supportive climate is related to difficulties in mathematics. Students with difficulties in mathematics are affected by classroom settings that they perceive as demanding in terms of objectives, and in teacher centred instructions. To some students, high demands, distinct information and invitations to participate can result in positive relationships with mathematics. However, the same conditions can create difficulties in mathematics among other students.
... Studies, mostly from Europe and USA, register the importance of parents' background and parental involvement in students' academic success (Epstein, 2001;Marks, Cresswell & Ainly, 2006). Studies from Norway also underline parents' background and their involvement in school as being important for the students' achievements and results (Bonesrønning, 2004;Bonesrønning & Vaag Iversen, 2008;Baech, 2005;Huang, 2009;Nordahl & Skilbrei, 2002;OECD, 2004). In a study about the school-home relationship, Harris and Goodall (2008) found "a major difference between involving parents in schooling and engaging parents in learning" (p. ...
... Various studies prove the relationship between parents' educational level and students' educational outcomes (Epstein, 2001;Marks, Cresswell & Ainly, 2006;OECD, 2004). In the present study, I find such a connection in only one case; but, like Hughes (1989), I find a possible relationship between language spoken at home and students' school results. ...
... The difference in the grades achieved by minority students and those achieved by majority students is well proved (Bakken, 2009;KD, 2007;OECD, 2009;Taguma, Shewbridge, Huttova & Hoffman, 2009). One of the explanations is that minority students have parents with a lower socioeconomic status than majority students. ...
The present paper investigates parental involvement in a rural primary school in Kenya. Qualitative interviews have been used to gather information from ten parents, a class teacher and a head teacher. The aim of the case study is to find out how – if at all – parents are involved in their children’s education, and how important parents’ background and involvement in school activities are for their children’s results. It is also interested in determining whether the school-home relationship in rural Kenya may provide new knowledge to the relationship between minority parents and schools in western countries. The findings of the study indicate no shared responsibility between parents and school; the school is solely responsible for students’ education. Normally, parents’ responsibility is limited to providing economic resources: buying school uniforms, books and other necessities. Where the mother tongue is not a school language, some parents also prepare their children for school by code-switching at home: using both the school language and the mother tongue. There is hardly any relationship to be found between parents’ involvement and students’ results. The findings from the study may provide new knowledge about minority parents’ involvement in school in western education.
... Figura 1. Distribución porcentual del tipo de contexto, según la clasificación PISA (OECD, 2004) Un ejemplo de contexto científico/matemático se presenta en la Figura 2, en el cual se plantea un experimento relacionado con juegos de azar, que tiene por finalidad que el estudiante determine los puntos muestrales. Para ejemplificar un contexto público, se muestra un problema (Figura 3) en el cual los estudiantes deben indagar sobre un censo realizado en Costa Rica, y con dicha información determinar ciertas probabilidades. ...
... En las indicaciones puntuales de estadística y probabilidad del Programa de Estudios de Matemáticas del MEP (2012), hay variedad de contextos: personales, laborales/educativos, científicos, matemáticos y públicos, de acuerdo con lo sugerido en los estudios PISA (OECD, 2004), predominado los contextos científicos, dentro de los cuales se encuentran los contextos matemáticos. Este último caso se presenta especialmente en problemas relacionados con juegos de azar. ...
En esta comunicación se analiza la contextualización de los problemas propuestos en el programa de estudio de matemática de Costa Rica en el área de la estadística y probabilidad. En particular se trabaja la contextualización activa y artificial, detallada en el programa. Forma parte de una investigación más amplia que profundiza en el estudio de contextos en los que se enmarcan los problemas matemáticos propuestos en el currículo costarricense. Para este reporte se analizaron 35 problemas correspondientes a los niveles de secundaria. Entre los resultados destacamos que el Programa posee una cantidad considerable de problemas con contextualización activa, y están presente los diversos contextos que propone el informe PISA.
... open-response constructed items. These findings align to some extent with the outcomes of the international PISA survey, reflecting a low level of mathematical literacy among Greek students (OECD , 2004(OECD , 2007(OECD , 2010(OECD , 2014(OECD , 2016(OECD , 2019(OECD , 2023. Additionally, similar patterns are observed in other related studies, such as Sidiropoulos (2007) with a sample of primary school students. ...
The aim of the present study is to investigate students’ abilities in mathematical literacy upon completing their compulsory education in Greece and to elucidate any challenges they may encounter. The research involved 650 students from various regions in Greece, selected based on the urbanization level of their respective school areas. These students had not undergone any training in mathematical literacy problem-solving or in expressing their thoughts in writing while undertaking such tasks. Mathematical literacy performance has been also assessed by the Programme for International Student Assessment (PISA) for the last two decades, in which the mean performance of Greek 15-year-old students has been consistently below the OECD average all these years. This discrepancy has been attributed, in part, to the inadequate alignment of the Greek mathematics curriculum with the PISA mathematics framework. To address this, the real-world problems constructed for this study were aligned with the Greek junior high school's mathematics curriculum. The findings indicate that students' mathematical literacy abilities upon completing compulsory education are limited, with the most significant challenges observed in the areas of mathematical reasoning and the written articulation of their thought processes.
... A realisztikus szöveges feladatok alapjául Verschaffel és munkatársai (1994) által alkalmazott 20 feladata szolgált. Ezeket a feladatokat Csíkos (2004) (OECD, 2004). A későbbi, 5. és 6. évfolyamon végzett kutatásunk eredményei az OECD országok eredményeit közelítik meg, összességében 50%-os megoldottságot mutattak (Turzó-Sovák et al., 2025). ...
Tanulmányunkban egy fejlesztő kísérlet eredményeiről számolunk be, ami egy, a budai agglomerációban található általános iskola 3. évfolyamán zajlott. Kutatásunk központjában az esszenciális (Berends & Van Lieshout, 2009) ábrákat tartalmazó szöveges matematikai feladatok megoldásának segítése állt. Kísérletünk célja az volt, a tanulók 12 saját fejlesztésű feladatpár feldolgozása során találkozzanak egy-egy esszenciális ábrával, melynek tanulmányozása nélkülözhetetlen a sikeres feladatmegoldáshoz. Eredményül azt vártuk, hogy a kísérletben részt vett tanulók körében magasabb lesz a megoldottsága az ilyen típusú szöveges matematikai feladatoknak, és hogy nő a realisztikus válaszok aránya a realisztikus (Verschaffel, 2009) szöveges feladatok megoldása során. A kísérlet eredményeként tendenciózusan nőtt a kísérleti csoportban a realisztikus szöveges feladatokra adott realisztikus válaszok aránya, és kimutatható fejlesztő hatást értünk el egy PISA 2003-as hiányos szövegezésű feladat megoldottságában. Eredményeink a matematikadidaktika, a problémamegoldás területén fontos adalékul szolgálhatnak a gyakorló pedagógusok és a matematika módszertani képzés számára.
... Sosyoekonomik durum açısından değerlendirildiğinde ise sosyal sınıfın öğrencilerin eleştirel düşünme becerileri, öğrenme ve motivasyonları üzerinde etkili olduğu ifade edilmektedir (Cheung vd., 2001). Nitekim öğrenci başarısı okul ile ilgili değişkenlerin yanında öğrencilerin büyüdüğü sosyoekonomik çevreye de bağlıdır (OECD, 2005). Kleemola ve arkadaşları (2023) da ebeveynlerin eğitimi gibi sosyoekonomik geçmişin daha sonraki eğitim sonuçları üzerinde önemli bir etkisi olduğunu ifade etmektedir. ...
Bu çalışmanın amacı, ortaokul öğrencilerinin eleştirel düşünme becerileri, yaratıcı okuma algıları ve okuma öz yeterlik düzeylerini belirlemek ve aralarındaki ilişkiyi incelemektir. Çalışma korelasyon araştırma desenine göre tasarlanmıştır. Çalışma grubunu Türkiye’nin kuzeydoğusunda yer alan Trabzon ilindeki resmî ortaokul ve imam hatip ortaokullarından seçilen 14 okulda öğrenim gören 641 öğrenci (Kız=349, Erkek=293) oluşturmaktadır. Çalışmada veri toplama aracı olarak Kişisel Bilgi Formu, Eleştirel Düşünme Becerisi Testi, Yaratıcı Okuma Algı Ölçeği ve Okuma Öz Yeterliği Ölçeği kullanılmıştır. Çalışmanın sonucunda, ortaokul öğrencilerinin eleştirel düşünme becerileri ile okuma öz yeterlikleri arasında pozitif yönde anlamlı ilişkiler bulunmuştur. Öğrencilerin yaratıcı okuma algıları ile okuma öz yeterlikleri arasında pozitif yönde anlamlı ilişkiler bulunurken eleştirel düşünme becerisi ile yaratıcı okuma algıları arasında anlamlı ilişki tespit edilmemiştir. Çalışmada aynı zamanda öğrencilerin eleştirel düşünme ve yaratıcı okuma puanlarının orta seviyelerde, okuma öz yeterliği puanlarının ise orta seviyenin üstünde olduğu belirlenmiştir. Cinsiyet açısından tüm değişkenlerde kız öğrenciler lehine sonuçlara ulaşılırken sosyoekonomik durum açısından sadece eleştirel düşünme ve okuma öz yeterliğinde anlamlı farklılıklara ulaşıldığı ancak yaratıcı okuma algısında ise anlamlı bir farklılığa ulaşılamadığı tespit edilmiştir. Çalışmada elde edilen sonuçlar, öğrencilerin üst düzey düşünme becerileri ve bu becerilerin gelişimine katkı sağlayan okuma öz yeterliğine yeterince sahip olmadıklarını göstermektedir.
... Nachdem die Ergebnisse der fünf aufeinanderfolgenden PISA-Teilnahmen Liechtensteins (von 2000 bis 2012) eine konstant hohe Performance bei der Lösung von mathematischen Aufgaben anzeigen 8 , kann -auch aufgrund der in Liechtenstein durchgeführten Vollerhebungen -davon ausgegangen werden, dass Liechtensteins Jugendliche auch die aktuellen PISA-Aufgaben in Mathematik überdurchschnittlich gut gelöst hätten, zumal sich die Qualität und Quantität des Unterrichts und die Zusammensetzung der Schülerpopulationen seitdem nicht signifikant geändert haben. 8 Durchschnittliche PISA-Punkte liechtensteinischer Schülerinnen und Schüler in Mathematik: PISA 2000 (15-Jährige): 514 Punkte, PISA 2003 (15-Jährige und 9. Klassen): 536 Punkte, PISA 2006 (15-Jährige und 9. Klassen): 525 Punkte, PISA 2009 (15-Jährige und 9. Klassen): 536 Punkte, PISA 2012 (15-Jährige): 535 Punkte(OECD 2001(OECD , 2004(OECD , 2007(OECD , 2010(OECD , 2014a. ...
Der allgemeine demografisch und nachfrageseitig bedingte Mangel an Fachkräften am liechtensteinischen Arbeitsmarkt ist in den innovativen, produktiven und wertschöpfenden MINT-Branchen besonders prononciert. Nachdem die Verfügbarkeit von Humankapital über die Innovierung und den technologischen Fortschritt für eine langfristig prosperierende wirtschaftliche Entwicklung von immenser Bedeutung ist, geht dieser Beitrag der Frage nach, inwieweit sich der MINT-Fachkräftemangel in Liechtenstein durch eine Steigerung des MINT-Anteils unter den Lernenden und Studierenden aus Liechtenstein entschärfen lässt. Die bisherige Entwicklung der absoluten Zahl an Lernenden eines MINT-Berufs und ihr Anteil an allen Lernenden zeigen über die letzten eineinhalb Dekaden einen langsam ansteigenden Verlauf an. Die Zahl der Studierenden eines MINT-Fachs ist infolge der Tertiarisierung über denselben Zeitraum deutlich gewachsen, allerdings hat sich ihr Anteil an allen Studierenden kaum erhöht. Die Anteile der Lernenden eines MINT-Berufs liegen deutlich über den Anteilen der Studierenden eines MINT-Fachs und scheinen gut ausgeschöpft zu sein. Bei den Studierenden dürfte es in Anbetracht der im internationalen Vergleich überdurchschnittlichen Kompetenzen in Mathematik und Naturwissenschaften und ihres unterdurchschnittlichen Anteils in den MINT-Fächern noch Potenzial für eine Ausweitung zu geben.
... For this reason, a large body of research has attempted to investigate how students' background affects their achievement. This research has focused on students' socioeconomic status (Björklund & Salvanes, 2011;Nisbett, et al. 2012;OECD, 2019a;Sirin, 2005;Turkheimer, et al. 2003), the level of education of their parents (Black, Devereux & Salvanes, 2005;Burgess, 2016;Carneiro, Meghir & Parey, 2013;Chevalier, 2004;Holmlund, Lindahl & Plug, 2011;Oreopoulos, Page & Stevens, 2006), their immigration status (Akther & Robinson, 2014;Crosnoe & López Turley, 2011;OECD, 2016;OECD, 2019a, Tienda & Haskins, 2011, their age (Fredriksson & Öckert, 2005;Givord, 2020), their gender (Buser, Niederle & Oosterbeek, 2014;Buser, Peter & Wolter, 2017;Cai, et al. 2019;Griselda, 2020;OECD, 2004;OECD, 2019a;Ors, Palomino & Peyrache, 2013;Terrier, 2020), whether or not they have repeated a grade (Ikeda & García, 2004;Rumberger & Lim, 2008;Xia & Kirby, 2009), among other characteristics. ...
Improving the quality of education is imperative for economic development, and educating teachers has been seen as one of the main ways to increase educational quality. Yet, there is conflicting evidence about the importance or effectiveness of teacher's education to improve student outcomes. This text makes use of the TALIS-PISA link from the OECD to disaggregate teachers' education into the different elements included in it and to test the relationship between those different elements and student performance. Results show that general pedagogy has a positive association with academic achievement, and so does subject content to a lower extent. Yet the relationship is negative for elements such as training in how to teach cross-curricular skills or how to use ICT for teaching. Classroom practice during teachers' studies is also negatively associated with student outcomes. Other elements do not seem to have consistent statistically significant relationships across subjects. The results from this study may help motivate further research into the specific training that teachers must receive to become better educators and contribute to improve educational outcomes and economic development.
... The importance of numeracy is not in line with the numeracy abilities of Indonesian students. This can be seen from the PISA survey, where Indonesian student's numeracy abilities have consistently been among the lowest ten countries for 22 years (OECD, 2001;2004;2007;2016b, 2019, 2023. Students' numeracy abilities are low for students with low, medium, and high initial abilities (Muzaki, 2019). ...
The asesmen kemampuan minimum or Minimum Competency Assessment (MCA) is a new form of assessment in Indonesia implemented in several schools since 2021. Implementing MCA aims to prepare students for the skills needed in the 21st century. However, the availability of MCA-type mathematics problems is still limited for learning in printed books and online-based media. This research aims to produce MCA-like mathematics problems using financial contexts in algebra that are valid, practical, and effective. This research employed a development study consisting of six stages: preliminary, self-evaluation, expert reviews, one-to-one, small group, and field test stages. The test subjects were 85 students of grade 11 in one vocational high school in Sigli, Aceh, Indonesia. The research instruments were a validation sheet, an interview sheet, and a practicality and effectiveness test questionnaire. This research has produced 21 MCA-type items with a financial context in algebra that is valid, practical, and effective. Therefore, the generated mathematics problems can be used by teachers to improve students' numeracy and financial literacy skills.
... Comparison can be made at different levels and with different foci. For instance, largescale studies such as Third International Mathematics and Science Study (TIMSS) (Hiebert et al., 2003) and Programme for International Student Assessment (PISA) (OECD, 2004) inform about students' achievement, curriculum and systems. They present national images, which are often eye-catching and sometimes get quick responses from policy-makers (Ainley, 2004). ...
The aim of this paper is to illustrate how the topic of fractions can be taught differently by making a comparison between two cultures. We have studied mathematics teaching in classrooms in Hong Kong and Sweden. One of our basic assumptions is that the way in which the content is taught in a classroom has an important implication for what students may possibly learn. With reference to the framework of Variation Theory, two different spaces of learning are delineated. The Hong Kong lesson demonstrated a pattern of many juxtaposed variations, whereas the Swedish lessons presented a pattern of sequential and wide spreading character.
... Specifically, the National Council of Teachers of Mathematics (NCTM) (NCTM, 2000) suggests that it essentially consists in identifying what students know and what they need to learn, and then to challenge them to learn it well. In other words, the aim is to achieve students' competence in mathematics (Niss, 2003;OECD, 2004). It is thus a question of mathematics teachers knowing and understanding the mathematics they teach, as well as having the necessary pedagogical tools to teach it, showing the flexibility to adapt the content to the specific students in each individual case (Alsina, 2016). ...
Prospective primary education (PE) teachers of mathematics are trained on university programs which include core subjects in the field of the didactics of mathematics. However, these subjects have no general practical component. Therefore, this research aims to analyze the contribution of practical courses to the development of good practice in mathematics education. For this purpose, an ethnographic study was carried out with the participation of 23 prospective teachers who completed a questionnaire with closed and open-ended questions. The closed responses were analyzed by frequency and percentage, and the open-ended responses were analyzed using the ATLAS.ti software (v. 22) (ATLAS.ti, 2022). The results show that most of the prospective teachers identified principles of good practice in mathematics classes, and most of them found a relationship between their initial training and what they experienced in these classrooms. In the light of the results, contributions are made to improve the initial training of mathematics teachers in PE.
... PISA'dan ulaşılan sonuçlar bu soruna işaret etmektedir. Çünkü "belirli bir dünyaya başarılı bir şekilde uyum sağlayabilmek için gerekli olan yeni bilgi ve becerilerin yaşam boyunca sürekli olarak edinilmesi gerekmektedir" (OECD, 2004). ...
Summerhill Okulu, kendisini ilk çocuk demokrasisi okulu olarak tanıtan ve 1921 yılında Alexander Sutherland Neill tarafından İngiltere'de kurulan özgürlükçü bir okuldur. Summerhill'in temel felsefesi, çocukların hiçbir zorlama veya disiplin altına alınmadan, tamamen çocukların istekleri ve yetenekleri doğrultusunda eğitim almaları ve mutlu bir çocukluk dönemi geçirerek gelecekte mutlu bireyler olarak yetişmelerini sağlamaktır çünkü eğitimin ve dolayısıyla hayatın amacı neşe içinde çalışmaktır. Bu felsefe doğrultusunda çocuklar hiçbir derse girmeye zorlanmaz, çocuklar istedikleri zaman istedikleri derse girer veya derse hiç girmeden tüm yıl boyunca oyun oynayabilirler. Bunun temel amacı çocukların kendi kendileri olabilme özgürlüğüne sahip olmalarını sağlamaktır. Böylece Summerhill'de verilen eğitimle çocuklar hem birey olmayı başaracak hem de toplumsal hayata hazır bir şekilde yetişeceklerdir. Bu çalışmada, Summerhill Okulu'nun kuruluşu, tarihçesi, temel felsefesi, eğitim ortamı ve müfredatı ve son olarak da Summerhill'den mezun olan bazı öğrencilerin güncel durumları hakkında bilgiler verilmiştir.
... For example, while only 7% of Finnish students report to feeling tense when doing their mathematics homework, 53% of their French peers have these feelings. (OECD, 2004.) Despite the absence of nationwide tests, sample-based testing of school performance is conducted in a systematic manner. ...
... Konsep literasi baca tulis dalam PISA terdiri dari tiga dimensi, yaitu klasifikasi teks menjadi kontinu atau non-kontinu, pembagian tugas dalam tiga aspek yaitu menemukan informasi, menafsirkan teks, dan mengevaluasi serta mengkritik bacaan, serta pengkategorian teks sesuai dengan konteks dan tujuan penulisannya selaras maksud yang ingin disampaikan oleh penulis, hubungan antar pembaca, dan keragaman informasi di dalamnya (OECD, 2004) KESIMPULAN Asesmen Kompetensi Minimum (AKM) tidak didasarkan pada kemampuan menguasai materi sesuai kurikulum seperti dalam ujian nasional, melainkan bertujuan untuk memetakan dan memperbaiki kualitas pendidikan secara menyeluruh. AKM difokuskan pada penguasaan kompetensi literasi dan numerasi yang akan diukur, sehingga diharapkan dapat meningkatkan kemampuan literasi numerasi siswa di sekolah dasar. ...
Problems in the national exam arise at various stages, starting from pre-implementation, during implementation, to post-implementation. The use of national exam results as an assessment of student success in the learning process is not appropriate. Thus, the evaluation system in Indonesia has changed with the abolition of the national exam. The impact on the learning process in schools, instead, is the Minimum Competency Assessment (MCA) and character survey. This study aims to explain the concept of Minimum Competency Assessment (MCA) as an effort to improve students' literacy skills in primary schools. The method used is a literature study. The results explain that AKM does not refer to mastery of curriculum-aligned material as in the national exam, but is designed to map and improve the overall quality of education. AKM focuses on measuring literacy competencies. Thus, it is expected that the implementation of AKM can improve students' literacy skills in primary schools.
... An overall explanation for this growing interest in large-scale tests may be found in the increased globalization and marketization of the educational system forcing policymakers to find tools for gathering information about their own system's performance. This is given precise expression in the statement from PISA (OECD, 2004) that: ...
The use and influence of large scale tests (LST), both national and international, has increased dramatically within the last decade. This process has revealed a tension between the legitimate need for information about the performance of the educational system and teachers to inform policy, and the teachers' and students' use of this information for pedagogical purposes in the classroom. We know well how the policy makers interpret and use the outcomes of such tests, but we know less about how teachers make use of LSTs to inform their pedagogical practice. An important question is whether there is a contradiction between the political system's use of LST and teachers' (possible) pedagogical use of LST. And if yes: What is a contradiction based on? This presentation will give some results from a systematic review on how tests have influenced the pedagogical practice. The research revealed many of the fatal wash back effects known from other research but gave additionally some insight in teachers' attitudes towards LSTs. To account for these findings results from another research project-the Validation of PISA-will be included. This project analyzed how PISA has influenced the Danish educational system and the different theoretical foundations of PISA and most teachers' pedagogically oriented, formative assessment, thus explaining the teacher resentment towards LSTs. Finally, some principles for linking LSTs to teachers' pedagogical practice will be presented.
... Per promuovere lo sviluppo di tale capacità negli studenti, è necessario lavorare su abilità cognitive, metacognitive, atteggiamenti, disposizioni, valori, credenze, capacità di autoconsapevolezza e di assunzione di responsabilità di sé come discente, con un'attenzione anche al creare un contesto socio-relazionale stimolante (Deakin Crick, 2007;Hautamäki et al., 2002). Le principali teorie sull'autoregolazione dell'apprendimento tengono esplicitamente conto del ruolo del contesto nei processi di autoregolazione, per cui da tempo si raccomanda che l'insegnamento in classe vada oltre la conoscenza dei fatti e che le competenze relative al processo di apprendimento diventino un obiettivo centrale ed esplicito dell'istruzione (Bolhuis, 2003;OECD, 2004OECD, , 2020. ...
L’apprendimento autoregolato, essenziale per il successo scolastico e l’apprendimento permanente, richiede un’attenzione particolare al contesto e alle competenze di apprendimento. Pertanto, da tempo si raccomanda che l’insegnamento vada oltre la mera trasmissione di conoscenze, ponendo le competenze relative al processo di apprendimento al centro dell’istruzione. In questo quadro, i processi valutativi rivestono un ruolo cruciale, grazie ai molteplici punti di contatto tra l’autoregolazione dell’apprendimento e le dinamiche della valutazione formativa. Questo studio, condotto su circa 2500 insegnanti di scuola primaria e secondaria, esamina le percezioni di autoefficacia dei docenti nell’implementare strategie di autoregolazione in classe, confrontando diverse dimensioni del senso di autoefficacia e analizzandone il ruolo predittivo nell’implementare strategie valutative attive e partecipative, riconducibili all’approccio di valutazione come apprendimento. I risultati indicano che il più basso livello di autoefficacia riguarda la co-costruzione della valutazione con gli studenti. Inoltre, il senso di autoefficacia influisce sulle scelte e sull’attuazione di strategie valutative attive. Si sottolinea l’importanza di considerare le abilità dei docenti nella promozione dell’autoregolazione dell’apprendimento in classe e la necessità di sostenerli nel perfezionare pratiche valutative in grado di stimolare l’autoregolazione degli studenti.
Self-regulated learning, essential for academic success and lifelong learning, requires particular attention to context and learning competencies. Therefore, it has long been recommended that teaching extends beyond mere knowledge transmission, placing skills related to the learning process at the heart of education. Within this framework, assessment processes play a crucial role, thanks to the multiple points of contact between learning self-regulation and the dynamics of formative assessment. This study, conducted with approximately 2500 primary and secondary school teachers, examines teachers’ self-efficacy perceptions in implementing self-regulated strategies in the classroom. It compares various dimensions of self-efficacy and analyzes their predictive role in implementing active and participatory assessment strategies, which are attributable to the assessment as learning approach. The results indicate that the lowest level of self-efficacy concerns co-constructing assessment with students. Additionally, the sense of self-efficacy influences choices and the implementation of active assessment strategies. It is emphasized the importance of considering teachers’ skills in promoting students’ self-regulated learning in the classroom and the necessity of supporting them in refining assessment practices capable of fostering students’ self-regulation.
... School belongingness as an outcome variable was measured using six statements that students rated their agreement on a Likert scale ranging from 1 (strongly agree) to 4 (strongly disagree) (e.g., "My school is a place where… I feel like I belong" OECD, 2004OECD, , 2018. ...
The role of sense of belonging within an educational context has been well-documented. Previous studies on belongingness using OECD-PISA data showed that the degree to which students feel a sense of belongingness to their school varies across countries. The current study extents the prior findings by analyzing the relationship between the sense of belonging and perceived competitiveness and cooperation in schools using the 2018 PISA cycle, including data from 76 countries. Perceived cooperation across all countries and aggregated on the country level was significantly and positively correlated with belongingness. Belongingness regressed on perceived competitiveness and perceived cooperativity results in both variables being significant predictors in the expected directions. Together, the two climate variables explained 18.8% of the variance on belongingness between countries. Thus, there is robust cross-cultural evidence that sense of belongingness is negatively affected by a competitive and positively by a cooperative classroom climate.
... In Türkiye, achievement variation among schools is examined through international achievement monitoring studies and the data obtained from the questionnaires of these exams or the results of the central exams used at the national level. In these studies, PISA and TIMSS data are utilized to examine achievement differences in science, mathematics or reading skills between schools ( (OECD, 2004). One of the situations that creates large variation and disadvantage among students is tracking systems (Van de Werfhorst & Mijs, 2010). ...
In this study we utilized data from the Programme for International Student Assessment (PISA) to investigate differences in schools’ average mathematics scores by treating intraclass correlation coefficient (ICC) as a measure of educational inequality. We computed ICCs both with unconditional and conditional multilevel models for 79 PISA 2018 participating countries and meta-analyzed the results. There are two main purposes of this study; to quantify the inequality after controlling for common PISA-variables across countries and try to explain heterogeneity at the country level, to investigate the school differences in Türkiye due to its large ICCs and the authors’ familiarity with its educational system. The results showed that PISA variables that are common across countries reduced the unconditional ICC by 5% to 73%, further at least 50% of the heterogeneity in conditional ICCs was explained by the country level non-PISA variables. The tracking age, cultural differences and Gross Domestic Product variables were particularly important to explain differences in conditional ICCs. The Türkiye specific model, consistent with the meta-analysis results, indicated that the school type is a substantial predictor to understand ICC. Overall, we briefly explained the important variables that might be helpful to investigate ICC for researchers, administrators and policy makers who are interested in studying educational inequality from a quantitative perspective.
... Students in Grades 3, 4, 6, and 7 must take end-of-grade (EOG) tests in the content areas of ELA and math, while students in Grades 2. Literature Review Achievement gaps between special needs students and their peers are well documented in the literature. For example, several studies by the Program for International Student Assessment (PISA) concluded that EDA and ELL students continue to demonstrate lower performance than their peers (OECD, 2004(OECD, , 2006(OECD, , 2010. A myriad of previous studies has shown that educational attainment is closely linked to mastery of academic language, and as such, it is expected that language competency will have a direct effect on students' test scores (Haag et al., 2014;Snow, 2016;Walker et al., 2008). ...
The purpose of this study is to investigate the impact of academic language on the standardized test scores of special needs students and their peers in elementary (n = 1140) and middle (n = 451) public schools across the state of Georgia. Several univariate (ANOVA) and multivariate (MANOVA) analyses of variance are conducted on student classification (English language learners “ELL”, non-ELL, students with disabilities “SWD,” non-SWD, economically disadvantaged students “EDA”, and non-EDA) and student test scores in ELA, math, science, and social studies. Univariate (ANCOVA) and multivariate (MANCOVA) analyses of covariance are also conducted where ELA is treated as a predictor of students’ test scores in math, science, and social studies. MANOVA results reveal that the combined-subjects modeling of student test scores is significantly different by student classification with relatively large effect sizes (0.44 to 0.63) for all grade levels. Follow-up ANOVAs indicate that individual modeling of core subjects is significantly different by student classification, with effect sizes between 0.37 and 0.61. The results of ANCOVA and MANCOVA suggest a statistically significant effect of ELA on student test scores results. SWD and ELL groups benefit the most when controlling ELA test scores.
... Bu nedenle göçmenlere yapılan eğitim harcamaları, ev sahibi ülke için bir yatırım olarak kabul edilebilir. Ancak PISA çalışmaları sonuçları (OECD, 2004(OECD, , 2006, göçmenlik statüsü, aile özellikleri ve sosyo-ekonomik durum, göçmen çocukların eğitimine dolaysız yansıdığını göstermektedir. Göçmenlikle ilgili sorunların çözümü için ise göç alan ülkelerde eğitim siyasi arenada öncelikli yerini almış ve göçmenlerin nasıl eğitileceği, öğretmenlerinin niteliği, okul liderliğinin işlevi gibi pek çok konu tartışılır olmuştur (Gold, 2005). ...
Bu çalışmada göçmen öğrencilerin okul örgütüne uyumunda öğretmen ve okul yöneticilerinin rolleri araştırılmıştır. Bu amaçla göçmen öğrencilerin okul örgütüne uyumunda öğretmenlerin ve okul yöneticilerinin görüşleri alınmıştır. Çalışma verileri 2017/2018 ve 2018/2019 eğitim öğretim yılları içerisinde Denizli ili Pamukkale ilçesine bağlı ilkokul ve ortaokul kurumunda çalışmakta olan yönetici ve öğretmenlerden elde edilmiştir. Araştırmada kullanılan görüşme formu alan uzmanları yardımıyla araştırmacı tarafından oluşturulmuştur. Katılımcılar göçmen öğrencilerin fazla olduğu okullardan seçilmişti. Yüz yüze görüşme yöntemi kullanılarak elde edilen veriler içerik analizi tekniği ile çözümlenmiştir. Araştırma verileri göçmen öğrencilerin okula uyumuna yönelik yapılan çalışmalar, göçmen öğrencilerin okulda karşılaştıkları uyum ve akademik sorunlar ve göçmen öğrencilerin okula uyumunda karşılaşılan sorunlara yönelik çözüm önerileri olarak temalandırılmıştır. Her tema kendi içinde alt temalara ayrılmıştır. Okula uyum ana temasının altında; sınıf denkliği çalışmaları, eğitim ihtiyaçlarının belirlenmesi, hazır bulunuşluk düzeylerinin belirlenmesi, Türkçe okuma yazma kursu ve sosyal aktivite kurslarına yönlendirme alt temaları yer almıştır. Akademik sorunlar ana temasının altında; dil sorunu, denklik sorunu, okula devam sorunu, uyum ve gruplaşma sıkıntıları, akademik sorunlar ve şiddet sorunu yer almıştır. Çözüm önerileri ana temasının altında denklik sorununa yönelik öneriler, öğretmenlere yönelik öneriler, dil sorununa yönelik öneriler, uyum sorununa yönelik öneriler ve iletişim sorununa yönelik öneriler yer almıştır. Sonuç olarak; göçmen öğrencilerin eğitiminde önemli sorunlar yer almaktadır. Göçmen çocukların eğitimi konusu ile ilgili öğretmenlerin hizmet içi eğitimler ile desteklenmeleri, öğrencilerin okula devamlarının takip edilmesi ve göçmen öğrenciler ile diğer öğrenciler arasında iletişim sorunlarını giderici ciddi etkinlikler planlanması önerilebilir.
... The way student gender affected teachers' decisions might be related to what teachers usually think about and expect from boys and girls in the classroom. As studies have shown, girls show on average a more positive attitude toward school than boys (OECD, 2004) they enjoy going to school more than boys (Segeritz et al., 2010;Van Ophuysen, 2008), and they show more positive approaches to learning such as attentiveness and task persistence than boys (Ready et al., 2005). Teachers are usually well aware of these differences between boys and girls (Åhslund & Boström, 2018) and therefore are likely to hold different expectations with regard to schoolrelated habits for boys and girls (Reyna, 2000;Siegle & Reis, 1994). ...
With a sample of N = 46 in-service and pre-service teachers, we examined whether the labeling of primary-school students as having ADHD would affect teachers’ recommendations for a school track in secondary school. Student vignettes were used to mimic real students. Student gender, their GPA—suggested by their last school report in primary school, their school-related behavior, and whether they were labeled as having ADHD or not were orthogonally varied. Students were more likely to be recommended for the highest track when their GPA indicated higher achievements and when their behavior was appropriate. Moreover, evidence was found that teachers applied gender stereotypes when making school-placement recommendations. When the students were high-achieving boys, their behavior mattered to a lower degree than when the students were high-achieving girls. However, the labeling of students as having ADHD did not affect teachers’ decisions. Hence, the participants of this study were not prone to stereotyping students according to their label. Implications of the results were discussed.
... Iako je u suvremenom društvu obrazovni uspjeh pojedinca temelj distribucije društvenih položaja i raspodjele dobara (Solga, 2005), a meritokratski karakter obrazovanja omogućava postizanje društvenog statusa prvenstveno na osnovi individualnih sposobnosti i zasluga, a ne pripisanih karakteristika poput klasne ili etničke pripadnosti (Puzić et al., 2018), istraživanja pokazuju da škole u prosjeku teško kompenziraju razlike u društvenom porijeklu učenika (DiMaggio, 1982;Becker, 2009). Društvena ukorijenjenost obrazovnih nejednakosti ponovo se našla u fokusu stručne javnosti zbog rezultata istraživanja PISA, koji pokazuju da u svim zemljama sudionicama učenici višeg socioekonomskog statusa postižu bolje rezultate od učenika nižeg socioekonomskog statusa (Vester, 2006;OECD, 2004;2010). Obrazovne se nejednakosti mogu odrediti kao sve vrste zapreka, namjernih ili nenamjernih, koje dovode do strukturno nejednakog pristupa određenim dijelovima obrazovnog sustava ili do različite uspješnosti unutar njega (Pavić, 2016). ...
The research indicates that it is challenging for schools on average to compensate for the differences in students´ social backgrounds, and the students who are part of national minorities are especially vulnerable. In this context, the examination of the effect of unfavorable socioeconomic conditions on education should be more
accentuated. OECD´s research PISA has shown the importance of this, with its Results confirming that, in all countries that participated in the research, students of higher socioeconomic status on average achieve better results, e.g. in reading or mathematical assignments, in the comparison with the students of the lower socioeconomic status.
According to the theories of reproduction of social inequalities, that are interested in the cultural exclusion in schools: Basil Bernstein ´s linguistic deprivation theory and Pierre Bourdieu´s theory of cultural capital, the relatively permanent character of educational inequalities emerges from the fact that the education success is in its core (pre)determined by the class differences in family socialization. Children from privileged families are beginning and continuing their education with more relevant knowledge and skills, which encompasses „linguistic and cultural competencies, as well as certain familiarity with cultural content, which can only be produced through family socialization, and transfer of the dominant culture“
(Bourdieu, 1977a: 494).
In the framework of these theories, the article discusses the results of PISA 2018 and TALIS 2018 research, especially looking at the attitudes and perceptions of the Croatian teachers in elementary and secondary schools (TALIS) on the challenges of teaching in multicultural and diverse environment. The article also reflects on the
research results of students´ global competencies (PISA), observing how much students respect cultural differences and how much are they aware about intercultural communication.
To define the social context, the article analyses the attitudes of Croatian citizens towards national minorities, as well as their statements on the relevance of education in minority languages and scripts. These attitudes were interpreted using the results of recent research on educational inequalities in Croatia, and challenges in education of national minorities. Special attention in this paper is given to the recognition of ethnic inequality in gaining the access, and the right to support in education, which further on can effect inequalities in educational achievements.
... Att elever med annat modersmål uppvisar sämre skolprestationer än elever som talar majoritetsspråket har också visats i internationella studier (t.ex. OECD/PISA, 2004, 2010. Bilden är entydig även om smärre skillnader mellan länderna kan iakttas. ...
Föreliggande temanummer i EDUCARE – Tvåspråkig undervisning på svenska och arabiska och mångkulturella storstadsskolor – är huvudresultatet av de studier som genomförts inom forskningsprojektet ”Olika modeller för tvåspråkig undervisning på arabiska och svenska – förutsättningar och konsekvenser” som finansierats av UVK, Vetenskapsrådets utbildningsvetenskapliga kommitté.
Tujuan dari penelitian ini adalah untuk mengevaluasi validitas lembar kerja berdasarkan Collaborative Argumentation Learning Model (CALM) dalam rangka meningkatkan tingkat literasi sains siswa pada materi energi alternatif. Pendekatan R&D yang dikombinasikan dengan model pengembangan ADDIE adalah metodologi yang digunakan dalam penelitian ini. Tiga tahap yang digunakan dalam penelitian ini adalah: analisis, yang melibatkan identifikasi kebutuhan siswa terkait lembar kerja siswa pada materi energi alternatif; desain, yang melibatkan pengorganisasian lembar kerja yang dibuat; dan pengembangan, yang melibatkan pengumpulan dan validasi lembar kerja. Komponen konstruksi dan isi LKPD dapat digunakan untuk mengevaluasi validasinya. Satu guru sekolah menengah dan dua dosen yang berpengetahuan luas menjadi tiga validator yang hasilnya dihitung sebagai bagian dari teknik analisis data. Keunggulan LKPD ini antara lain dapat melatih indikator literasi sains, menggunakan pendekatan pembelajaran CALM berbasis argumentasi, dan menyertakan situasi dunia nyata. Rekomendasi pertama dari validator adalah untuk memperhatikan dengan seksama unsur-unsur argumentasi ilmiah yang digunakan serta tanda-tanda literasi sains. Temuan menunjukkan bahwa nilai rata-rata validitas dari ketiga validator adalah 96,21% untuk aspek isi dan 97,22% untuk aspek konstruksi. Temuan ini menunjukkan bahwa nilai rata-rata validitas LKS secara keseluruhan, dengan kriteria sangat valid, adalah 96,72%. Dengan demikian, dapat dikatakan bahwa penggunaan lembar kerja berbasis CALM untuk meningkatkan literasi sains terkait konten energi alternatif sesuai untuk digunakan selama proses pendidikan. Penelitian ini menunjukkan bahwa siswa mendapat manfaat dari penggunaan komponen argumentasi dalam pembelajaran fisika, dan ini dapat menjadi salah satu cara efektif untuk meningkatkan kemampuan literasi sains peserta didik.
Organisationen för ekonomiskt samarbete och utveckling (OECD) ansvarar för att samla in och analysera information om medlemsländerna och utfärda rekommendationer om bästa praxis och standarder. Ett av OECD:s viktigaste projekt är PISA-studien (Programme for International Student Assessment) som gäller 15-åringar och ger information om utbildningen och läranderesultaten i en internationell jämförelse. OECD har länge varit en aktör inte bara inom den ekonomiska politiken utan även inom utbildningspolitiken. Resultaten av PISA-studien gett upphov till en bred debatt och i många länder har de försämrade resultaten lett till förändringar i utbildningspolitiken. De försämrade läranderesultaten har ansetts bero på en ökning av attityder som stör skolarbetet och en minskning av skolans betydelse i de ungas liv. Enligt Statistikcentralens (2022) tidsanvändningsundersökning bland 10–14-åringar har läsning minskat och den tid som läggs ner på digitala apparater ökat. Unga människor använder allt mer av sin tid för sociala medier, internet och underhållning. Elevernas socioekonomiska bakgrund har också börjat i allt högre grad förklara skillnaderna i läranderesultaten, vilket hotar principen om och traditionen av jämlikhet inom den finska utbildningen. Det är dock viktigt att observera att PISA-resultaten inte direkt återspeglar utbildningssystemets funktion eller utveckling, utan snarare elevernas aktuella kunskaper i läsning, matematik och naturvetenskaper. Därför är det också nödvändigt med nationella undersökningar och longitudinella uppföljningar av samma elever för att utveckla den finländska utbildningen på basis av långsiktig datainsamling. Denna utredning har tagits fram med finansiering från utbildnings- och kulturministeriet. I den undersöks förändringar i kunnandet hos barn i grundskoleåldern, de faktorer som är förknippade med dem och de politiska reformer som följer av detta i de nordiska länderna och Estland. Huvudsyftet med utredningen är att samla information om orsakerna till de försämrade läranderesultaten och att presentera beprövade strukturella lösningar, pedagogiska metoder och god praxis inom skolans verksamhetskultur och ledning som har genomförts i dessa länder för att förbättra läranderesultaten. På så vis försöker man strukturera särdragen i den finska utbildningspolitiken och likheterna mellan de övriga nordiska länderna och Estland. Utredningen baserar sig huvudsakligen på forskningslitteratur och politiska dokument, kompletterade med skriftliga intervjuer med forskare och beslutsfattare på ministernivå. Utöver PISA-studierna undersöker utredningen uppföljningen och analysen av läranderesultaten genom IEA:s internationella utvärderingar, som bör ges större vikt i den utbildningspolitiska debatten. I utredningen behandlas också den roll de nationella utvärderingarna av läranderesultaten har och hur sociala och politiska faktorer inverkar på den ökande ojämlikheten inom utbildningen. Utredningen ger åtgärdsförslag från elev- och skolnivå till nationell politisk nivå för att förbättra läranderesultaten.
Low levels of learning outcomes persist among schoolchildren in low- and middle-income countries, despite the focus on increased access to education. This study examines the impact of two government incentives—scholarships and free tuition—on the educational outcomes of children aged 8–11 years in India using the nationally representative dataset, India Human and Development Survey-2 (IHDS 2). To estimate the effect of government incentives on children’s learning outcomes, we use propensity score weighting, with the treatment being free tuition and scholarships. Our findings indicate that scholarships are negatively associated with learning outcomes, particularly in writing and math. However, these effects are not statistically significant when controlling for socio-economic and school-related factors. Similarly, free tuition is linked to lower learning outcomes, and the negative effects increase after accounting for control variables and could reflect pre-existing deprivations or learning gaps that remain to be addressed. These findings highlight the mixed impacts of government incentives on education outcomes in India. The study also emphasises the importance of socio-economic factors and school characteristics in shaping learning outcomes, highlighting the need for a multifaceted approach when evaluating the effectiveness of government incentives.
JEL Codes: I21, I24, I28
Mathematics education in the 21st century is undergoing a transformative shift, driven by advances in technology, changes in pedagogical approaches, and evolving global needs. This review explores current practices in mathematics instruction, examines emerging educational strategies, and evaluates their potential to reshape the future of mathematics learning. Traditional methods, such as lecture-based instruction and textbook-driven curricula, are being increasingly complemented or replaced by student-centered approaches, such as inquiry-based learning, problem-based learning, and personalized learning pathways. Technology plays a central role in this transformation, with tools like artificial intelligence, virtual and augmented reality, and adaptive learning platforms enhancing student engagement and individualized support. The review also addresses the challenges inherent in these innovations, such as equity in access to resources, teacher preparedness, and the balance between standardized testing and emerging pedagogies. By highlighting both the opportunities and barriers in contemporary mathematics education, this review offers recommendations for educators, policymakers, and stakeholders to better prepare students for the demands of an interconnected, technology-driven world. Ultimately, the future of mathematics education hinges on creating inclusive, flexible, and forward-thinking learning environments that equip learners with the critical thinking and problem-solving skills needed to succeed in the 21st century.
Se diseñaron dos instrumentos de medición: conocimientos previos de cálculo diferencial y aprendizaje de derivadas en cálculo diferencial. Ambos instrumentos cuentan con validez de expertos y de contenido, son pruebas de rendimiento máximo con reactivos de opción múltiple que miden conocimientos declarativos y procedimentales. Los prerrequisitos de cálculo incluyen temas de álgebra, trigonometría, aritmética, geometría y algunos conceptos relacionados a las matemáticas; el instrumento de aprendizaje de cálculo diferencial incluye temas de la definición de la derivada, diferenciales, derivación con regla de la cadena, de orden superior e implícita. Participan 893 estudiantes en 2 semestres. El instrumento de conocimientos previos tiene confiabilidad con un alfa de Cronbach de 0.761 y el de aprendizaje de derivadas un valor de 0.722. Los temas de conocimientos previos con mayor recurrencia de error son: operaciones de aritmética con signos, paréntesis y fracciones, así como también productos notables de álgebra. Los temas de aprendizaje de cálculo diferencial con recurrencia de error son: el cálculo de derivadas de funciones compuestas, derivadas de orden superior y cálculo de diferenciales, así como conceptos de diferencial y derivada como límite y como razón de cambio. Los instrumentos se utilizarán para validar un modelo que identifique a estudiantes en riesgo de reprobación en la materia de Cálculo diferencial.
In relation to the Learning Mathematics for Teaching (LMT) project, sets of measures were created in order to analyse teachers Mathematical Knowledge for Teaching (MKT). This article presents some of the challenges and complexities involved in an attempt to translate and adapt these measures for use with Norwegian teachers. The measures were originally created for use in a U.S. context only, and a number of differences between the two countries contribute to increase the difficulty of doing this. Our study builds upon a similar Irish study, and this article points to some similar and several additional issues that arise when attempting to translate and adapt the measures for use in Norway.
Transition from the familiar environment of primary school to the larger, more complex setting of secondary school is, for most students, marked by social and academic challenges as well as a need to fit in. The aim of this contribution is to investigate the possible impact of achievement-related personal resources and social support in coping with the developmental task of transitioning from primary to lower secondary school during COVID-19. We make the assumption that a sudden shift to distance learning due to the pandemic intensified the challenges of transitioning to secondary school and led to educational disadvantage, in particular for students who were struggling with the demands of self-regulated distance learning.
Data were generated from a longitudinal study carried out in a rural-alpine region of Austria in 2021 and 2022. During the time where COVID-19 was affecting education, 188 pupils were surveyed in the year prior to and after their transition from primary to lower secondary school. In order to analyse the impact of achievement-related personal resources and social support, a multivariate hierarchical regression analysis was conducted.
Results showed that managing the transition to lower secondary school relied heavily upon pupils’ ability to cope with self-regulatory demands of distance learning, their achievement-related personal resources and social integration in class in primary school. However, from the findings, we can conclude that social support in secondary school also plays an important role. The ability to cope with social and academic demands in secondary school is at a higher level when pupils receive school-related support from their parents, recognise their school climate as supportive and perceive their teachers’ expertise in judging academic achievements as high.
Addition strategies that build on decomposing and composing numbers in flexible ways contribute to students’ overall number sense. In many instances, these adaptive strategies are easier and faster than standard algorithms. Therefore, it is best to have students learn a variety of methods that they can select from as needed. Empirical studies suggest that students often choose efficient strategies provided they know any appropriate strategies for a given problem.
Political involvement differs according to youngsters’ social background, but the role of students’ own educational pathways in that social gradient is less clear. We investigate whether track position and the school composition mediate and/or moderate the social gradient in the development of students’ political involvement. Examining schools in Ghent (Flanders, Belgium), Barcelona (Catalonia, Spain) and Bergen (Norway) – we investigate whether these determinants for change in political engagement during upper secondary education differ between educational systems. Results from multilevel conditional change models show that the role of social background in changes in political involvement matters across the studied educational systems, but the role of track and school composition varies. In Barcelona, all the impact from social background on the increase in political involvement can be accounted for by track position, whereas in the Flemish system, the increase in political involvement is higher among those in academic tracks if they have low social background rather than high. There is more variance between schools in Ghent, and ethnic school concentration is associated with a smaller increase in political involvement there. The Norwegian system has little between-school variance and small differences between tracks.
Resumen Desde este taller se pretende acercar al profesorado de Educación Infantil y Primaria el significado de la competencia matemática en la escuela. Actualmente vivimos en una etapa social complicada. La enseñanza-aprendizaje de las matemáticas debe ayudar a las niñas y niños a comprender el mundo que les rodea. ¿Por qué los recursos manipulativos y el juego favorecen la adquisición de los conceptos y dan lugar a situaciones de aprendizaje? Se expondrá el Enfoque de los Itinerarios de Enseñanza de las Matemáticas. Nuestro objetivo primordial es comprobar algunas oportunidades de aprendizaje significativo que se presentan, a través de los recursos, para trabajar los distintos contenidos: numérico, algebraico, geométrico, de la medida y estocástico. Palabras clave: competencia matemática, educación matemática, enfoque de itinerarios didácticos, recursos, juego. COMPETENCIA MATEMÁTICA De acuerdo con Schoenfeld (2004) durante la década de 1990, la enseñanza de las matemáticas se convirtió en un tema lleno de controversias conocidas como las guerras de matemáticas. La génesis de los problemas se puede buscar hasta la "reforma" incitada por el NCTM (2003) y sus principios y estándares curriculares para la educación matemática. Los tradicionalistas temían que los currículos orientados a la reforma, "basados en estándares" fuesen superficiales y que socavasen los valores matemáticos clásicos. Pero, incluso, para los más reformistas, dichos planes de estudio reflejaban una visión más profunda y rica de las matemáticas que el plan de estudios tradicional. Schoenfeld (2004) lo que hace es describir el contexto y proporciona detalles sobre el estado de la cuestión. En los últimos años se habla de un currículo encaminado a conseguir ciudadanos competentes y lo mismo sucede en la enseñanza-aprendizaje de las matemáticas. En este contexto se plantean las siguientes cuestiones: ¿las matemáticas son para la élite o para las masas? ¿hay tensiones entre "excelencia" y "equidad"? ¿deberían las matemáticas ser vistas como una fuerza democratizadora o como vehículo para mantener el statu quo? En el NCTM (2003) la competencia matemática se concibe en términos de Estándares que describen los contenidos y los procesos matemáticos. En lo que se refiere a los contenidos se establecen: números y operaciones, álgebra, geometría, medida y análisis de datos y probabilidad y en lo relacionado con los procesos matemáticos: resolución de problemas, el razonamiento y la prueba, la comunicación, la representación y las conexiones. Según Niss (2003) la competencia se concibe como una capacidad o habilidad para comprender, juzgar, usar, relacionar, realizar, desarrollar, aplicar, etc. la matemática en una variedad de contextos intra-y extra-matemáticos y en diversas situaciones en las que las matemáticas desempeñan o podrían desempeñar un papel. Las competencias se desarrollan, se entrenan, etc. Son conjunto de condiciones, cualidades o aptitudes que se enmarcan en una serie de elementos caracterizados con los fines educativos y los diseños curriculares propios del área y del contexto social.
Purpose
This study aims to supplement the international knowledge on factors determining retention in the teaching profession with findings from the Czech Republic. The study aims to answer the question of what factors on the part of schools and teachers are related to teachers’ decision to leave the teaching profession, either temporarily or permanently. It also examines the differences between teachers at the beginning and end of their professional careers.
Design/methodology/approach
This study presents a secondary analysis of the data collected in a survey of 1,230 Czech secondary school teachers implemented in 2021 in the same schools as the TALIS survey in 2018. The longitudinal design makes it possible to observe the impact of school variables on teachers’ willingness to remain in the profession. Data are analysed through logistic regression.
Findings
The analysis shows the importance of sufficient financial evaluation, the composition of the student body, instructional leadership, and school innovativeness for the retention of teachers in the profession. The analysis further shows that the factors causing teachers to leave the profession differ for those at the beginning and at the end of their teaching careers.
Research limitations/implications
The limitations of the study lie in the fact that this is a secondary analysis. The questionnaires were not designed in accordance with the aim of our study, and so the variables were constructed from existing data to best fit our chosen framework.
Practical implications
The results of our analysis indicate that the Czech education policy should focus not only on general increases in teachers’ salaries, but also on the adjustment of increases over the course of a teacher’s career. The starting salary may be important for retaining young teachers in the profession, while at later stages in their careers their decision to stay may be more influenced by other factors. Our research also showed the importance of leadership. In schools where the principal supports his or her teachers and takes care of their professional development, teachers have a greater tendency to stay in the profession than in schools where the management does not perform this function.
Originality/value
The study enriched international knowledge about factors affecting teachers' retention in the profession with findings from the Czech educational system characterized by high school autonomy and low teacher salaries.
Assessment and evaluation are crucial to improving educational quality. Examining the opinions of teachers from various countries on in-class assessments can significantly enhance education systems. Similarities and differences in Uganda’s and Turkey’s educational systems justify comparing them. This study aimed to examine and compare the assessment methods used by teachers working in high schools in Uganda and Turkey to determine student achievement. The researcher administered the questionnaire to 119 Ugandan and 85 Turkish high school teachers working in public and private schools in both countries. The researcher used Casual comparative research. The Mann–Whitney U test was used for data analysis. The findings show that Turkish teachers use many in-class assessment methods more often than Ugandan teachers. Compared to Turkish teachers, Ugandan teachers view themselves as more capable of giving student feedback but less competent in taking measures to increase objective scoring. The article outlines further findings and provides recommendations.
Research into the nature of numeracy and numeracy practice has typically been focused on the capabilities required to participate effectively within personal, civic, and work life. In this article, we document the development of numeracy theory and practice from a functional perspective through to a view that includes evaluative and decision-making capabilities now required for informed and responsible citizenship—a critical turn. We map this development through an audit of policy and curriculum documents in addition to published research, making connections to the ever-changing mathematical demands of society. These include new demands that require critical approaches to the deployment of numeracy capabilities. We argue that this turn to the critical is central to how citizens support their societies' responses to recent and intensifying disruptive phenomena such as COVID-19 and for ensuring equity, inclusiveness, and social justice remain a high priority in a rapidly changing world.
The research presented in this article analyzes whether the use of sports contexts in problems can increase the motivation of Primary School students towards mathematics. For this purpose, a case study research has been carried out with fifth grade students of a school in the Autonomous Community of the Basque Country in the 2022/2023 school year. Mathematical problems in a sports context have been designed and treated in the school, using real data and incorporating Basque sports. The students state that they like sports, not so much mathematics, and less mathematical problems. Significant gender differences were observed in the study. In conclusion, it can be stated that, in general, the use of close and realistic sports contexts has increased the students' motivation towards mathematics.
We study the long-term effects of a randomized intervention targeting children’s socio-emotional skills. The classroom-based intervention for primary school children has positive impacts that persist for over a decade. Treated children become more likely to complete academic high school and enroll in university. Two mechanisms drive these results. Treated children show fewer ADHD symptoms: they are less impulsive and less disruptive. They also attain higher grades, but they do not score higher on standardized tests. The long-term effects on educational attainment thus appear to be driven by changes in socio-emotional skills rather than cognitive skills.
O tema letramento, em suas diversas vertentes, tem sido amplamente debatido dentre os educadores brasileiros desde o final dos anos oitenta. Ao longo de meio século, esse conceito se complexificou e ramificou, atingindo quase todas as áreas do pensamento humano.
Na Base Nacional Comum Curricular, documento regulador da Educação Básica brasileira, publicada em sua versão final em 2018, não foi diferente. Quer seja em letramentos muito específicos, como o cartográfico, quer seja de modo mais abrangente, com o multiletramento, ele é pauta certa das discussões curriculares às práticas do chão de escola. Nessa obra, que agora apresentamos, o leitor poderá ter acesso a algumas das discussões mais atuais e relevantes sobre esse tema.
No primeiro capítulo, o professor e autor de livro didáticos Joamir Roberto de Souza discute o papel desse material nos processos de ensino e de aprendizagem que envolvem o letramento matemático. Esse importante recurso educacional, que democraticamente chega às mãos de quase todos os estudantes brasileiros, graças à subsídios governamentais, tem sido essencial para o letramento no âmbito escolar.
No segundo capítulo, os pesquisadores Milton Rosa e Daniel Clark Orey ampliam essa discussão, ao incluir elementos da Materacia enquanto forma de prática social crítica e reflexiva. Sob a perspectiva teórico-metodológica da Etnomatemática e da Modelagem Matemática, abordam o desenvolvimento de competências e habilidades intrinsecamente relacionadas ao fenômeno do Numeramento, necessárias para capacitar os estudantes a atender às demandas da sociedade atual e compreender os conhecimentos matemáticos que permitem uma melhor organização de seu próprio mundo.
No capítulo seguinte, o Educador Financeiro Marco Aurélio Kistemann Jr trata de Cenários problematizadores que oferecem ricos recursos para reflexão e teorização acerca da alfabetização e do letramento, tendo em vista a premente necessidade de preparar o cidadão brasileiro para o enfrentamento dos múltiplos desafios do século XXI, dado o lastimável quadro da educação brasileira, que ainda apresenta graves problemas de exclusão escolar, com estudantes com precária alfabetização e baixos níveis de letramento.
No penúltimo capítulo, Edite Vieira discute o uso social do conhecimento para leitura de mundo, ilustrado por experiências escolares desenvolvidas com estudantes do 3º e 5º ano do Ensino Fundamental. Essa pesquisadora propõe questionamentos relevantes ao letramento na perspectiva metodológica da resolução de problemas, capaz de estimular e envolver os estudantes, auxiliando-os na compreensão do problema e na definição do plano e de estratégias em busca da solução.
No quinto e último capítulo, Ivail Nunes investiga noções de economia e finanças na Educação Básica, articulando os letramentos e numeracias aos desafios do nosso século. Para ele, a promoção da Educação Financeira crítica e responsável é primordial para auxiliar os estudantes a raciocinar matematicamente, empregando ferramentas, conceitos, procedimentos, e fenômenos de natureza matemática para descrever, explicar e prever mudanças no cenário político, social, econômico e financeiro no qual estão inseridos.
Boa leitura!
Mindfulness is regarded as a systematic process of shaping the innate quality of the mind primarily practised through meditation. As a result, this paper aims to uncover the nature and spirit of mindfulness practice, which should go beyond clinical intervention or disciplined practices, to explore how self-care techniques like food preparation, knitting, and mindfulness exercises can be incorporated into home economics education. The current review found 12 research papers with statements about cooking and 6 on crafting/knitting. Beyond mindfulness eating, the retrieved papers in the current review have captured a few studies that put forward the elements of mindfulness in cooking. Nonetheless, most papers did not treat cooking as a mindfulness practice, but rather as a self-care practice that resulted in similar psychological factors such as awareness, behavioural changes, and self-efficacy. Moreover, the studies and documentation of crafts in home economics education, such as knitting, sewing, and needlepoint, have been described as mindfulness-based activities. Additionally, it acts as a type of self-care by calming down, alleviating tension, and encouraging relaxation. Therefore, home economics classes should be promoted in schools, and self-care and mindfulness exercises should be added to the curriculum.
Öğrencilerin kendilerini okullarının bir üyesi olarak kabul etmesi şeklinde tanımlanan okul aidiyeti duygusu; akademik motivasyon; sosyal-duygusal ve bedensel sağlık; davranış ve hatta gelecek yaşamı etkileyecek bir güce sahiptir. Alanyazında okul aidiyeti duygusu hakkında pek çok çalışma yapılmasına karşın fiziksel çevre bağlamında araştırmaların yetersiz kaldığı görülmüştür. Bu bağlamda çalışmanın amacı; okul aidiyeti duygusunun gelişmesini sağlayan sosyalleşme davranışının fiziksel çevreyle etkileşiminden hareketle okul sirkülasyon alanlarının sosyalleşme bağlamında eksikliklerini ve olası potansiyellerini sorgulamaktır. Trabzon ilinde 3 okulda 8. sınıf öğrencileri ile yürütülen çalışma; kullanıcıların sirkülasyon alanlarında sosyalleşme davranışlarının gözlemlenmesi ve “Sosyalleşme Mekânları Memnuniyet ve Beklenti Anketi” nin uygulanmasından oluşmaktadır. Çalışmanın sonucunda; sirkülasyon alanlarının geleneksel biçimde kurgulanmış olsa da doğal aydınlatmadan faydalanması, ısıl konforu karşılaması, sayı ve nitelik bakımından yetersiz olsa da birtakım donatıları barındırması sosyalleşme amaçlı kullanımını sağladığı, ancak nitelikli bir sosyalleşme için yetersiz kaldığı belirlenmiştir. Sirkülasyon alanları işlev, organizasyon, erişim, esneklik, biçim, estetik, boyut, aydınlatma, fiziksel konfor, evrensel tasarım, güvenlik, algı gibi unsurların dikkate alınarak tasarlanmalıdır. Etkinlik ve eylem alanlarının (oturma, çalışma, sergileme, oyun gibi) düzenlenmesi ve kullanıcıların taleplerinin/ ihtiyaçlarının dikkate alınması durumunda sosyalleşme davranışının kazanılması ve geliştirilmesi sağlanabilecektir. Bu durumun ise okul aidiyeti duygusunun yerleşmesine katkı sağlayabileceği görülmüştür.
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