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Author: Ina V. S. Mullis
Publisher:
ISBN: 9789079549160
Category :
Languages : en
Pages : 361
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Book Description
Author: Ina V. S. Mullis
Publisher:
ISBN: 9789079549160
Category :
Languages : en
Pages : 361
Get Book Here
Book Description
Author: Knut Schwippert
Publisher: Waxmann Verlag
ISBN: 3830976666
Category : Education
Languages : en
Pages : 271
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Book Description
Since 2001, the International Association for the Evaluation of Educational Achievement (IEA) has been conducting, in cycles of five years, the Progress in International Reading Literacy Study (PIRLS). The PIRLS program encompasses trend studies designed to monitor progress in reading achievement in an internationally comparative context. PIRLS 2001 and PIRLS 2006 both assessed primary school students in their fourth year of schooling (Grade 4 in the majority of countries). Progress in Reading Literacy in National and International Context is the second book to explore the influence of findings from the PIRLS surveys on different education systems. It presents a compilation of insights from 12 of the 35 countries that participated in PIRLS 2006. These insights relate to the impact of PIRLS on the systemic, governmental, administrative, and school-level aspects of the education systems featured and exemplify how PIRLS has influenced research initiatives, policy development, and national capacity-building. The primary aim of this book and its predecessor (Progress in Reading Literacy: The Impact of PIRLS 2001 in 13 Countries, edited by Knut Schwippert and published in 2007) has been to explore the opportunities that PIRLS’ findings hold for the development of education systems. Five of the 12 countries participating in the current impact of PIRLS project contributed to the 2001 project. For these countries, the current book provided opportunity to view, from a longitudinal perspective, the transformative processes initiated in response to the findings of both surveys. The book thus provides in-depth information on the various aspects of the national education systems represented herein that have originated, been restructured, or otherwise been modified as a direct or an indirect consequence of the results of the 2001 and 2006 PIRLS surveys. The book also gives a brief overview of the design, implementation, and main international findings of PIRLS 2001 and 2006. These introductory chapters are followed by country chapters, each of which is written by authors with unique insider perspectives gained from their work in their home institutions within their national contexts. Findings from these chapters are assembled in a comparative summary.
Author: Knut Schwippert
Publisher: Waxmann Verlag
ISBN: 3830967594
Category :
Languages : en
Pages : 280
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Book Description
Author: Daniel McGrath
Publisher: DIANE Publishing
ISBN: 1437916295
Category : Language Arts & Disciplines
Languages : en
Pages : 56
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Book Description
The Progress in Internat. Reading Literacy Study (PIRLS) is an assessment of the reading comprehension of students in 4th grade. In 2006, PIRLS was admin. to a nationally representative sample of 4th-grade students in the U.S., as well as to students in 44 other jurisdictions around the world. This report compares the performance of U.S. students with their peers around the world and also examines how the reading literacy of U.S. 4th-grade students has changed since 2001. Results are presented by student background characteristics (sex and race/ethnicity) and by contextual factors that may be associated with reading proficiency (school characteristics, instructional practices and teacher preparation, and the home environment for reading). Illus
Author: Liz Twist
Publisher:
ISBN: 9781903880432
Category : English language
Languages : en
Pages : 93
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Book Description
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 7
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Book Description
Progress in International Reading Literacy Study (PIRLS) is an ongoing, cyclical international study of student achievement in reading. It is directed by the International Association for the Evaluation of Educational Achievement (IEA). PIRLS measures the reading comprehension performance of students and collects a wide array of contextual information about students, schools, curricula and educational policies and systems. PIRLS is designed to inform educational practice and policy by providing an international perspective of teaching and learning in reading literacy. [Author abstract]
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Author: Ina V. S. Mullis
Publisher:
ISBN: 9781889938448
Category : Reading (Primary)
Languages : en
Pages : 404
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Book Description
International læseundersøgelse foretaget i 2006 blandt elever i 4. klasse fra 40 lande og er en opfølgning på en lignende undersøgelse fra 1991. Bag den internationale undersøgelse står IEA - International Association for the Evaluation of Educational Achievement. Bag den danske del af undersøgelsen står Danmarks Pædagogiske Universitet (DPU).4.001 danske 4. klasse-elever fra 145 skoler har deltaget.
Author:
Publisher:
ISBN: 9781781058428
Category : Children
Languages : en
Pages : 172
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Book Description
Author: Justin Baer
Publisher: New York
ISBN: 9781607411383
Category : Fourth grade (Education)
Languages : en
Pages : 0
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Book Description
The Progress in International Reading Literacy Study (PIRLS) is an assessment of the reading comprehension of students in their fourth year of schooling. In 2006, PIRLS was administered to a nationally representative sample of fourth-grade students in the United States, as well as to students in 44 other jurisdictions around the world. The PIRLS assessment measures student performance on a combined reading literacy scale and on a literary subscale and informational subscale. This book compares the performance of U.S. students with their peers around the world and also examines how the reading literacy of U.S. fourth-grade students has changed since the first administration of PIRLS in 2001. Results are presented by student background characteristics (sex and race/ethnicity) and by contextual factors that may be associated with reading proficiency (school characteristics, instructional practices and teacher preparation, and the home environment for reading).
