Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS PDF Download
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Author: Kirsti Klette
Publisher: Springer
ISBN: 3319173022
Category : Education
Languages : en
Pages : 189
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Book Description
This book explores teaching and learning in lower secondary classrooms in the three PISA domains science, mathematics and reading. Based on extensive video documentation from science, math and reading classrooms in Norwegian secondary schooling, it analyzes how offered and experienced teaching and learning opportunities in these three subject areas support students’ learning. The in-depth investigations of video documentation are combined with analysis of the Norwegian PISA results in order to understand how teaching and learning in science, mathematics and reading can be improved. Recent reviews indicate that instructional practice does make a difference to students learning - and is more important than other factors including students’ socioeconomic background, class size, classroom climate, and teachers’ experience and formal training. This book opens the discussion on a European basis about contemporary challenges in teaching and learning in secondary schooling. Norway as a test bed is particularly interesting due to its long tradition with national curricula, and its unitary and non- streamed structure. Furthermore, ideas of educational progressivism and students’ active ways of working (such as individualized teaching, adapted teaching, inquiry based teaching etc.) have for a long time been actively promoted within Norwegian educational policies. The book draws on analyses that combine expertise in psychometrics and video-based micro genetic classroom studies with expertise in domain-specific instruction (math, science and reading). It feeds the conversation how issues of communication patterns are dealt with and made productive within different instructional formats, and presents possibilities to compare and analyze instructional formats and discursive practices for students’ learning.
Author: Kirsti Klette
Publisher: Springer
ISBN: 3319173022
Category : Education
Languages : en
Pages : 189
Get Book Here
Book Description
This book explores teaching and learning in lower secondary classrooms in the three PISA domains science, mathematics and reading. Based on extensive video documentation from science, math and reading classrooms in Norwegian secondary schooling, it analyzes how offered and experienced teaching and learning opportunities in these three subject areas support students’ learning. The in-depth investigations of video documentation are combined with analysis of the Norwegian PISA results in order to understand how teaching and learning in science, mathematics and reading can be improved. Recent reviews indicate that instructional practice does make a difference to students learning - and is more important than other factors including students’ socioeconomic background, class size, classroom climate, and teachers’ experience and formal training. This book opens the discussion on a European basis about contemporary challenges in teaching and learning in secondary schooling. Norway as a test bed is particularly interesting due to its long tradition with national curricula, and its unitary and non- streamed structure. Furthermore, ideas of educational progressivism and students’ active ways of working (such as individualized teaching, adapted teaching, inquiry based teaching etc.) have for a long time been actively promoted within Norwegian educational policies. The book draws on analyses that combine expertise in psychometrics and video-based micro genetic classroom studies with expertise in domain-specific instruction (math, science and reading). It feeds the conversation how issues of communication patterns are dealt with and made productive within different instructional formats, and presents possibilities to compare and analyze instructional formats and discursive practices for students’ learning.
Author: Florence Ligozat
Publisher: Springer Nature
ISBN: 3031208102
Category : Education
Languages : en
Pages : 246
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Book Description
The collection of chapters in this book results from ongoing scientific discussions on teaching, learning and curriculum studies in Europe. Didactics as a research field and area of knowledge deals with questions about teaching, learning and educational content. Didactics explores institutionalized teaching and learning processes that are fundamental to allow people living together and acting as citizens. It connects curriculum issues to classroom practices and student’s learning experience in a unique manner that goes beyond the field of curriculum studies and the field of the learning sciences. Focusing on different research traditions for conceptualizing the relationships between learning and teaching through the educational content learnt, the book presents advanced research in field of “Didactics - teaching and learning” that addresses the new challenges faced by the teaching profession. The collection of chapters in this book supports the continuous growth of comparative research on classroom practices and addresses in a novel manner the need for including international perspectives on Didactics in teacher education programs and graduate schools in education worldwide. Part 1 highlights the recent advances in the theoretical development of Didactics and more particularly the development of comparative didactics. Part 2 illustrates the diversity and complementarities of theoretical and methodological approaches for the empirical study of classroom practices. Part 3 maps certain societal challenges that didactic research faces in a changing world.
Author: Susanne Kuger
Publisher: Springer
ISBN: 3319453572
Category : Education
Languages : en
Pages : 486
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Book Description
This volume brings together educational effectiveness research and international large-scale assessments, demonstrating how the two fields can be applied to inspire and improve each other, and providing readers direct links to instruments that cover a broad range of topics and have been shown to work in more than 70 countries. The book’s initial chapters introduce and summarize recent discussions and developments in the conceptualization, implementation, and evaluation of international large-scale context assessments and provide an outlook on possible future developments. Subsequently, three thematic sections – “Student Background”, “Outcomes of Education Beyond Achievement”, and “Learning in Schools” – each present a series of chapters that provide the conceptual background for a wide range of important topics in education research, policy, and practice. Each chapter defines a conceptual framework that relates recent findings in the educational effectiveness research literature to current issues in education policy and practice. These frameworks were used to develop interesting and relevant indicators that may be used for meaningful reporting from international assessments, other cross-cultural research, or national studies. Using the example of one particular survey (the Programme for International Student Assessment (PISA 2015)), this volume links all theoretical considerations to fully developed questionnaire material that was field trailed and evaluated in questionnaires for students and their parents as well as teachers and principals in their schools. The primary purposes of this book are to inform readers about how education effectiveness research and international large-scale assessments are already interacting to inform research and policymaking; to identify areas where a closer collaboration of both fields or input from other areas could further improve this work; to provide sound theoretical frameworks for future work in both fields; and finally to relate these theoretical debates to currently available and evaluated material for future context assessments.
Author: Nuno Crato
Publisher: Springer Nature
ISBN: 3030590313
Category : Education
Languages : en
Pages : 273
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Book Description
This open access book compares and contrasts the results of international student assessments in ten countries. The OECD’s Programme for International Student Assessment (PISA) released the results of its 2018 assessment in December 2019. This book reflects the debates that typically follow the release of these results and focuses on the causes of differences between countries. Such causes include continuous decline in one country, improvement combined with increasing internal inequalities in another country, or rapid improvement in spite of an outdated curriculum in yet another. In addition, the book discusses a number of general questions: Is knowledge outdated? Are computers taking over and replacing teachers? Are schools killing creativity? Are we adequately preparing the next generation? Are schools failing to educate our kids? The book starts out with a summary of PISA’s evolution and PISA results, and an explanation of the major factors that play a role in changes in countries’ results. The next ten chapters are devoted to ten specific countries, offering a summary of data and an explanation of the major drives for changes in education results for each one. Each chapter includes a short description of the country’s educational system as well as the impact of PISA and other ILSA studies on the country’s educational policies. The chapters also include a timeline of policy measures and main hallmarks of the country’s educational evolution, discussing the impact of these measures on its PISA results. A final reference chapter explains what PISA is, what it measures and how. While highlighting the 2018 results, the book also takes into consideration previous results, as well as long-term initiatives. This book gathers the contribution of well-known and respected experts in the field. Specialists such as Eric Hanushek, for the US, Tim Oates, for England, Montse Gomendio, for Spain, Gunda Tire, for Estonia, and all other contributors draw on their vast experience and statistical analysis expertise to draw a set of rich country lessons and recommendations that are invaluable for all of those who care about improving a country’s education system.
Author: Halvor Hoveid
Publisher: Springer Nature
ISBN: 3030270769
Category : Education
Languages : en
Pages : 209
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Book Description
This book is an argument for reflexivity in the act of teaching, which means to acknowledge that intention guides the act of teaching. Teaching must create attention towards processes of collectivity in the classroom. Today, teaching is both acts of expressing knowledge and acts of securing justice to all students through a mediation of knowledge. Teaching therefore expresses both knowledge with reference to school subjects, and justice according to the distribution of this knowledge. The authors argue for teaching as the driver of education. To pay attention to teaching is to pay attention to that which is inside the system of education. To consider education as a mediation of knowledge between generations, places teaching as an act of performing the content of education, in a class in a school. The complexity of these processes is easily overlooked when education is used as a means in competitive economies. The approach taken in this text is that deliberations about teaching must be based on historicity. The support for this argument builds on a reading of the French philosopher Paul Ricoeur. The book addresses teaching as an integral part of the learning process. In education today, everything seems to be concentrated around learning, as if teaching no longer takes place. Teachers and teacher educators need a language to discuss and understand teaching, both as personal and institutional actions. A Ricoeurian approach to a discussion on teaching as a reflexive and institutional practice, provides a timely approach to important questions related to teaching in our day and age.
Author: Jane Mellanby
Publisher: John Wiley & Sons
ISBN: 1118728084
Category : Psychology
Languages : en
Pages : 318
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Book Description
Education and Learning offers an accessible introduction to the most recent evidence-based research into teaching, learning, and our education system. Presents a wide range references for both seminal and contemporary research into learning and teaching Examines the evidence around topical issues such as the impact of Academies and Free Schools on student attainment and the strong international performance of other countries Looks at evidence-based differences in the attainment of students from different socioeconomic and ethnic backgrounds, and explores the strong international performance of Finnish and East Asian students Provides accessible explanations of key studies that are supplemented with real-life case examples
Author: Nina Witoszek
Publisher: Routledge
ISBN: 1351765639
Category : Business & Economics
Languages : en
Pages : 255
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Book Description
The Open Access version of this book, available at https://www.taylorfrancis.com/books/e/9781351765633, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. In the 21st century, Norway, Denmark and Sweden remain the icons of fair societies, with high economic productivity and quality of life. But they are also an enigma in a cultural-evolutionary sense: though by no means following the same socio-economic formula, they are all cases of a "non-hubristic", socially sustainable modernity that puzzles outside observers. Using Nordic welfare states as its laboratory, Sustainable Modernity combines evolutionary and socio-cultural perspectives to illuminate the mainsprings of what the authors call the "well-being society". The main contention is that the Nordic uniqueness is not merely the outcome of one particular set of historical institutional or political arrangements, or sheer historical luck; rather, the high welfare creation inherent in the Nordic model has been predicated on a long and durable tradition of social cooperation, which has interacted with global competitive forces. Hence the socially sustainable Nordic modernity should be approached as an integrated and tightly orchestrated ecosystem based on a complex interplay of cooperative and competitive strategies within and across several domains: normative-cultural, socio-political and redistributive. The key question is: Can the Nordic countries uphold the balance of competition and cooperation and reproduce their resilience in the age of globalization, cultural collisions, the digital economy, the fragmentation of the work/life division, and often intrusive EU regulation? With contributors providing insights from the humanities, the social sciences and evolutionary science, this book will be of great interest to students and scholars of political science, sociology, history, institutional economics, Nordic studies and human evolution studies.
Author: Debra McGregor
Publisher: Springer Nature
ISBN: 3031173503
Category : Science
Languages : en
Pages : 324
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Book Description
This book presents a wide range of international perspectives that explore the different ways the diverse forms of drama supports learning in science. It illustrates how learning science by adopting and adapting theatrical techniques can offer more inclusive ways for students to relate to scientific ideas and concepts. The theatrical processes by which subject matter can be introduced, thought about, discussed, transformed, enacted and disseminated are shown to be endless. The first section of the book considers different ways of theorising and applying drama in classrooms. The second section provides a range of case studies illustrating how role play, performance, embodiment and enquiry approaches can be utilised for learning in primary, secondary and tertiary education contexts. The third section demonstrates how different research methods from questionnaires, particular kinds of tests and even the theatrical conventions themselves can provide rich data that informs how drama impacts on learning science.
Author: OECD
Publisher: OECD Publishing
ISBN: 9264541888
Category :
Languages : en
Pages : 354
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Book Description
This is one of six volumes that present the results of the PISA 2018 survey, the seventh round of the triennial assessment. Volume I, What Students Know and Can Do, provides a detailed examination of student performance in reading, mathematics and science, and describes how performance has changed since previous PISA assessments.
Author: Tove Stjern Frønes
Publisher: Springer Nature
ISBN: 3030616487
Category : Education
Languages : en
Pages : 412
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Book Description
Does the Nordic model of education still stand by its original principles and safeguard education for all? This Open Access volume is a carefully crafted collection of chapters that investigate the different aspects of equity, equality and diversity across the education systems in the Nordic countries. Based on data from various national and international large-scale assessments, the volume provides a better understanding of both the functions and foundations of the Nordic model, along with how the concepts mentioned above are enacted in practice. Across the chapters, data from different national and international large-scale assessment studies are used for cross- and single-country analyses on a variety of issues related to equity, equality and inequality in diverse educational settings. The investigations address different subject domains (i.e., mathematics, science, reading), age and grade groups, but also issues related to teachers and the schools themselves. In addition to these empirical chapters, the book addresses the theoretical and methodological underpinnings of the ideas and tools embedded in the phenomena of equity and equality and how they have met in the Nordic model of education.
