Author: OECD
Publisher: OECD Publishing
ISBN: 9264208070
Category :
Languages : en
Pages : 252
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Book Description
This fifth volume of PISA 2012 results presents an assessment of student performance in problem solving, which measures students’ capacity to respond to non-routine situations in order to achieve their potential as constructive and reflective citizens.
Author: OECD
Publisher: OECD Publishing
ISBN: 9264201157
Category :
Languages : en
Pages : 544
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Book Description
This fourth volume of PISA 2012 results examines how student performance is associated with various characteristics of individual schools and school systems.
Author: OECD
Publisher: OECD Publishing
ISBN: 9264201130
Category :
Languages : en
Pages : 332
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Book Description
This second volume of PISA 2012 results defines and measures equity in education and analyses how equity in education has evolved across countries between PISA 2003 and 2012.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 200
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Book Description
Author: OECD
Publisher: OECD Publishing
ISBN: 926420878X
Category :
Languages : en
Pages : 564
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Book Description
This first volume of PISA 2012 results summarises the performance of students in PISA 2012. It describes how performance is defined, measured and reported, and then provides results from the assessment, showing what students are able to do.
Author: OECD
Publisher: OECD Publishing
ISBN: 9264190511
Category :
Languages : en
Pages : 264
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Book Description
This book presents the conceptual framework underlying the fifth cycle of PISA, which covers reading, science and this year's focus: mathematical literacy, along with problem solving and financial literacy.
Author: Ludvigsen, Sten
Publisher: Nordic Council of Ministers
ISBN: 9289345233
Category : Education
Languages : en
Pages : 216
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Book Description
• Is PISA 2012 relevant to mathematics education in Norway and Sweden? • In what ways are the different leadership styles among principals in the Nordic countries related to teachers’ attitudes and behaviours and students achievements? • What are the associations between professional development, job satisfaction and self-efficacy? • Can collegial work and school leader feedback improve teachers’ self-efficacy in Nordic classrooms? • What characterizes high-performing students in mathematics within the Nordic countries? • Are international large-scale educational assessments elephants arriving at the gates of our national educational system? These are some of the questions that are discussed in this collection of articles. The issues are based on the results of the OECD studies PISA and TALIS. The articles aim to provide input for policy discussions and to further policy development within the Nordic countries. Therefore, the main target groups are educational ministers and policymakers at all levels. These analyses will also provide input to the joint Nordic initiatives on educational development.
Author: Sue Thomson
Publisher:
ISBN: 9781742862330
Category : Education
Languages : en
Pages :
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Book Description
Author: Peter A. Frensch
Publisher: Psychology Press
ISBN: 1317781392
Category : Psychology
Languages : en
Pages : 364
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Book Description
This volume presents a state-of-the-science review of the most promising current European research -- and its historic roots of research -- on complex problem solving (CPS) in Europe. It is an attempt to close the knowledge gap among American scholars regarding the European approach to understanding CPS. Although most of the American researchers are well aware of the fact that CPS has been a very active research area in Europe for quite some time, they do not know any specifics about even the most important research. Part of the reason for this lack of knowledge is undoubtedly the fact that European researchers -- for the most part -- have been rather reluctant to publish their work in English-language journals. The book concentrates on European research because the basic approach European scholars have taken to studying CPS is very different from one taken by North American researchers. Traditionally, American scholars have been studying CPS in "natural" domains -- physics, reading, writing, and chess playing -- concentrating primarily on exploring novice-expert differences and the acquisition of a complex skill. European scholars, in contrast, have been primarily concerned with problem solving behavior in artificially generated, mostly computerized, complex systems. While the American approach has the advantage of high external validity, the European approach has the advantage of system variables that can be systematically manipulated to reveal the effects of system parameters on CPS behavior. The two approaches are thus best viewed as complementing each other. This volume contains contributions from four European countries -- Sweden, Switzerland, Great Britain, and Germany. As such, it accurately represents the bulk of empirical research on CPS which has been conducted in Europe. An international cooperation started two years ago with the goal of bringing the European research on complex problem solving to the awareness of American scholars. A direct result of that effort, the contributions to this book are both informative and comprehensive.
Author: Zemira Mevarech
Publisher: OCDE
ISBN:
Category : Business & Economics
Languages : en
Pages : 204
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Book Description
How can mathematics education foster development of the skills required by innovative societies? Mathematics education is heavily emphasized worldwide, but it is still considered to be a stumbling block for many students. While there is near consensus that mathematics problems appropriate for the twenty-first century should be complex, unfamiliar, and nonroutine (CUN), most of the textbooks still include mainly routine problems based on the application of ready-made algorithms. The time has come to introduce innovative instructional methods to enhance mathematics education and students' ability to solve CUN tasks. Metacognitive pedagogies, which explicitly train students to think about their thinking, can play a key role. These pedagogies can be used to improve not just academic achievement (for example, content knowledge and the ability to handle unfamiliar problems) but also affective outcomes such as anxiety and motivation. The strong relationship between metacognition and schooling outcomes has implications for both the education community and policymakers.
