Download or read book How Does Context Matter Comparing Achievement Scores Opportunities to Learn and Teacher Preparation Across Socio economic Quintiles Using TIMSS and PISA written by Frank Marshall Adamson and published by Stanford University. This book was released on 2010 with total page 418 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many people have touted education as a great equalizer because it provides students with the skills and opportunity to succeed in life based on their own merit. While this attitude has helped increase access to education around the world, the quality of that education varies. Globally, education has multiple challenges. On the micro level, educational quality remains inconsistent, and on the macro level, increasing economic inequality has potential to deleteriously affect education. This study analyzes the relationships between micro level education phenomena and these macro level economic forces to determine how economic inequality relates to education quality. This study engages the infamous educational "black box" in three different areas that capture, in aggregate, a meaningful portion of the classroom experience: opportunity to learn (OTL), teacher preparation, and student achievement. The analysis situates educational quality in the context of country-level economics by comparing students across three types of economic disparities: inequality between countries, inequality within countries, and inequality in the socio-economic status (SES) of students. Between-country inequality consists of differences in overall country income while within-country inequality concerns the distribution of income. Between-student inequality gauges the relative SES of families and their ability to provide resources conducive to education. The main hypothesis is that high SES students in more-unequal countries have relatively more access to educational resources, leading to relatively better teachers, relatively more OTL, and higher math scores. The converse would hold true for low SES students. Findings from international comparisons using the international assessments in 2003 (PISA and TIMSS) show that income inequality adversely relates to educational factors for students in all SES groups. Both high and low SES students in more-unequal countries have lower achievement scores, less prepared teachers, and less OTL. More detailed analysis at the country level does not identify any "silver bullets" for low or high income inequality countries, but does show that OTL has a greater relationship to achievement for higher SES students, while environmental factors such as community size matter for low SES students. Theses findings imply that high SES students have the foundation to take better advantage of their educational settings while low SES students must first manage their social and economic environments.
Download or read book How Does Context Matter Comparing Achievement Scores Opportunities to Learn and Teacher Preparation Across Socio economic Quintiles Using TIMSS and PISA written by Frank Marshall Adamson and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Many people have touted education as a great equalizer because it provides students with the skills and opportunity to succeed in life based on their own merit. While this attitude has helped increase access to education around the world, the quality of that education varies. Globally, education has multiple challenges. On the micro level, educational quality remains inconsistent, and on the macro level, increasing economic inequality has potential to deleteriously affect education. This study analyzes the relationships between micro level education phenomena and these macro level economic forces to determine how economic inequality relates to education quality. This study engages the infamous educational "black box" in three different areas that capture, in aggregate, a meaningful portion of the classroom experience: opportunity to learn (OTL), teacher preparation, and student achievement. The analysis situates educational quality in the context of country-level economics by comparing students across three types of economic disparities: inequality between countries, inequality within countries, and inequality in the socio-economic status (SES) of students. Between-country inequality consists of differences in overall country income while within-country inequality concerns the distribution of income. Between-student inequality gauges the relative SES of families and their ability to provide resources conducive to education. The main hypothesis is that high SES students in more-unequal countries have relatively more access to educational resources, leading to relatively better teachers, relatively more OTL, and higher math scores. The converse would hold true for low SES students. Findings from international comparisons using the international assessments in 2003 (PISA and TIMSS) show that income inequality adversely relates to educational factors for students in all SES groups. Both high and low SES students in more-unequal countries have lower achievement scores, less prepared teachers, and less OTL. More detailed analysis at the country level does not identify any "silver bullets" for low or high income inequality countries, but does show that OTL has a greater relationship to achievement for higher SES students, while environmental factors such as community size matter for low SES students. Theses findings imply that high SES students have the foundation to take better advantage of their educational settings while low SES students must first manage their social and economic environments.
Download or read book Global Education Reform written by Frank Adamson and published by Routledge. This book was released on 2016-03-02 with total page 265 pages. Available in PDF, EPUB and Kindle. Book excerpt: With contributions from Linda Darling-Hammond, Michael Fullan, Pasi Sahlberg, and Martin Carnoy, Global Education Reform is an eye-opening analysis of national educational reforms and the types of high-achieving systems needed to serve all students equitably. The collection documents the ideologically and educationally distinctive approaches countries around the world have taken to structuring their education systems. Focusing on three pairs of case studies written by internationally acclaimed experts, the book provides a powerful analysis of the different ends of an ideological spectrum----from strong state investments in public education to market-based approaches. An introductory chapter offers an overview of the theories guiding both neoliberal reforms such as those implemented in Chile, Sweden and the United States with efforts to build strong and equitable public education systems as exemplified by Cuba, Finland and Canada. The pairs of case studies that follow examine the historical evolution of education within an individual country and compare and contrast national educational outcomes. A concluding chapter dissects the educational outcomes of the differing economic and governance approaches, as well as the policy implications.
Download or read book Invited Lectures from the 13th International Congress on Mathematical Education written by Gabriele Kaiser and published by Springer. This book was released on 2018-02-05 with total page 786 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book presents the Invited Lectures given at 13th International Congress on Mathematical Education (ICME-13). ICME-13 took place from 24th- 31st July 2016 at the University of Hamburg in Hamburg (Germany). The congress was hosted by the Society of Didactics of Mathematics (Gesellschaft für Didaktik der Mathematik - GDM) and took place under the auspices of the International Commission on Mathematical Instruction (ICMI). ICME-13 – the biggest ICME so far - brought together about 3500 mathematics educators from 105 countries, additionally 250 teachers from German speaking countries met for specific activities. The scholars came together to share their work on the improvement of mathematics education at all educational levels.. The papers present the work of prominent mathematics educators from all over the globe and give insight into the current discussion in mathematics education. The Invited Lectures cover a wide spectrum of topics, themes and issues and aim to give direction to future research towards educational improvement in the teaching and learning of mathematics education. This book is of particular interest to researchers, teachers and curriculum developers in mathematics education.
Download or read book Globalization and Education written by Nelly P. Stromquist and published by R&L Education. This book was released on 2014-03-04 with total page 333 pages. Available in PDF, EPUB and Kindle. Book excerpt: We offer in this book a collection of chapters that reflect a broad range of issues linking globalization to education in an accessible yet theoretically grounded and detailed form. The authors analyze phenomena on the global plane, in local spaces, and in the connections between the global and the local. New developments such as the growing impact of technology on education, the emergence of new policy actors, the growing expansion and segmentation of higher education, the salience of human rights, among others, are emerging as powerful agendas shaping all levels of education. In fundamental ways, the forces of globalization challenge the previous approaches and theories of national development. Recognizing the areas of convergence, dissonance, and conflict should help us grasp with greater clarity the implications of globalization for education and knowledge in the XXI century. The contributors to this book include both well-known scholars in the field of comparative education as well as young scholars. The chapters present a balanced geographical coverage in terms of authors and the countries/regions examined. The second edition has been thoroughly updated throughout and contains seven new chapters. The expanding interest in the intersection of education and globalization has brought up several new topics, including: the salience of global education policies, notably EFA; the expansion and differentiation of higher education; the emphasis on work-related training; the increasing role of non-state actors such as the transnational corporations; and greater attention to human rights. Also in this new edition is a chapter on qualitative methodologies especially suitable to the understanding of the intersection of globalization and education.
Download or read book PISA 2009 Results What Students Know and Can Do Student Performance in Reading Mathematics and Science Volume I written by OECD and published by OECD Publishing. This book was released on 2010-12-07 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt: This first volume of PISA 2009 survey results provides comparable data on 15-year-olds' performance on reading, mathematics and science across 65 countries.
Download or read book Socioeconomic Inequality and Educational Outcomes written by Markus Broer and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This open-access book focuses on trends in educational inequality using twenty years of grade 8 student data collected from 13 education systems by the IEAs Trends in Mathematics and Science Study (TIMSS) between 1995 and 2015. While the overall positive association between family socioeconomic status (SES) and student achievement is well documented in the literature, the magnitude of this relationship is contingent on social contexts and is expected to vary by education system. Research on how such associations differ across societies and how the strength of these relationships has changed over time is limited. This study, therefore, addresses an important research and policy question by examining changes in the inequality of educational outcomes due to SES over this 20-year period, and also examines the extent to which the performance of students from disadvantaged backgrounds has improved over time in each education system. Education systems generally aim to narrow the achievement gap between low- and high-SES students and to improve the performance of disadvantaged students. However, the lack of quantifiable and comprehensible measures makes it difficult to assess and monitor the effect of such efforts. In this study, a novel measure of SES that is consistent across all TIMSS cycles allows students to be categorized into different socioeconomic groups. This measure of SES may also contribute to future research using TIMSS trend data. Readers will gain new insight into how educational inequality has changed in the education systems studied and how such change may relate to the more complex picture of macroeconomic changes in those societies.
Download or read book Pisa And Pirls The Effects Of Culture And School Environment written by Kay Cheng Soh and published by World Scientific. This book was released on 2018-12-31 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: International comparative studies of student achievement have caught the attention of governments, policy-makers, school leaders and educational researchers globally. They have become benchmarks of education for countries in the world and provide a broad perspective for countries to evaluate their education achievement. However, culture and school environment are two critical factors affecting educational achievement that deserve careful consideration and re-interpretation. This book brings light to these conceptual and methodological issues.The 14 articles in this book deal with various aspects of the Programme for International Student Assessment (PISA) and the Progress in International Reading Literacy Study (PIRLS), including cultural and social environments, principals' roles and views, achievements in Reading, Science, and Mathematics, and the trustworthiness of international comparisons. The articles use PISA and PIRLS data to present new insights and interpretations of international surveys. These insights will help educators, administrators, and policy-makers understand the working mechanisms of their school systems and the relationships between students' achievement and the culture and school environment they are in.This book is a companion volume to the author's earlier publication — PISA: Issues and Effects in Singapore, East Asia, and the World (World Scientific, 2017).
Download or read book PISA A Review of International Large Scale Assessments in Education Assessing Component Skills and Collecting Contextual Data written by Cresswell John and published by OECD Publishing. This book was released on 2015-12-11 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: The OECD has initiated PISA for Development (PISA-D) in response to the rising need of developing countries to collect data about their education systems and the capacity of their student bodies.
Download or read book Measuring the Socio Economic Background of Students and Its Effect on Achievement on PISA 2000 and PISA 2003 written by Wolfram Schulz and published by . This book was released on 2005 with total page 29 pages. Available in PDF, EPUB and Kindle. Book excerpt: One of the consistent findings of educational research studies is the effect of the students' family socio-economic background on their learning achievement. Consequently, international comparative studies emphasis the role of socio-economic background for determining learning outcomes. In particular, PISA results have been used to describe how different structures of the educational system can mediate the impact of socio-economic family background on performance with comprehensive system generally providing more equity in educational opportunities. This paper addresses the issue of measuring socio-economic background in the context of the OECD PISA study. It describes the computation of a composite index of "Economic, Social and Cultural Status" derived from occupational status of parents, educational level of parents and home possessions for the first two PISA cycles. It also shows results from the first two PISA surveys regarding the relationship between socio-economic background and student performance, both using single-level and multi-level analysis. Furthermore, it reviews the consistency of student and parent reports on socio-economic based on field trial data from the third PISA cycle collected in 2005. The analysis presented in this paper show that within PISA countries the effects of socio-economic background measures on student performance across the first two PISA cycles remain mostly unchanged. But there is some variation which might partly be due to problem with measurement and researchers as well as policy-makers are strongly advised not to interpret minor changes in the relationship between SES and performance (for example as possible outcomes of recent policy changes). It needs to be recognized that there is a certain amount of measurement error associated with student reports on family background which needs to be taken into account when interpreting findings from PISA. (Contains 13 tables.).
Download or read book Sources and Outcomes of Socioeconomic Disparities in Achievement written by Anna Katyn Chmielewski and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: It is a consistent finding across all countries that children from lower socioeconomic backgrounds do not perform as well on standardized achievement tests as their more socioeconomically advantaged counterparts. But the size of SES disparities in achievement varies considerably across countries. This dissertation examines two possible sources for cross-national differences in SES disparities, secondary school curricular tracking and country economic inequality, and one possible outcome, lower average levels of achievement in the country on the whole. Prior research has examined these sources and outcomes at the country level, but the three analyses of this dissertation look within countries, taking full advantage of the microdata available for each international assessment. An International Comparison of Achievement Inequality in Between- and Within-School Tracking Systems. Tracking (when students at the same grade level are given different, hierarchically-defined content) is organized in a variety of ways cross-nationally at the secondary school level. Some countries (including the U.S.) track within schools on a course-by-course basis, while other countries employ more explicit academic and vocational streaming, usually in separate school buildings. Both forms have been theorized to increase SES disparities in achievement. This paper uses PISA data to compare the two forms of tracking, and their contributions to inequality in achievement, across the U.S. and 19 other developed countries. Results indicate that achievement gaps between tracks are comparable in size across both forms of tracking. Although academic/vocational streams are more SES segregated, tracking is nearly as important in explaining SES disparities in achievement in countries with course-by-course tracking as in countries with academic/vocational streaming. The Impact of the U.S. Socioeconomic Distribution on SES Disparities in PISA Performance. The relationship between students' science achievement and socioeconomic status in the U.S. is among the strongest in the developed world. Many scholars have attributed the U.S.'s large SES disparities in achievement to its high levels of economic inequality. Our analysis attempts to evaluate this claim while separating out compositional effects (resulting from a unique SES distribution in the U.S.) from contextual effects of inequality. We use relative distribution methods to transform the SES distributions of 29 other countries to be equivalent to that of the U.S., first at the student level and then at the school level. Results indicate that the unequal achievement of U.S. students is not merely an artifact of its student or school SES composition. Even after the adjustments, the U.S. relationship between student SES and achievement score remains one of the strongest in the developed world. Educational Excellence and Equity: Complementary, Contradictory, or Unrelated? Two of the primary goals of national education systems are educational excellence, or the average level of educational achievement, and educational equity, or the minimization of socioeconomic disparities in achievement. The relationship between equity and excellence is a fundamental question in educational research, but the cross-national evidence on this question has been inconsistent over time. Differing conclusions across eras may have been influenced in part by changing world norms and understandings of the factors driving educational systems' success. This paper attempts to investigate the relationship between equity and excellence more thoroughly than past international literature. It incorporates many years of data, and examines not only the country-level association between equity and excellence, but also the relationship within countries over time using hierarchical growth models. Results indicate that there is no significant relationship between socioeconomic disparities in achievement and levels of achievement, either cross-nationally or within countries over time. Overall, many of the results in this dissertation contradict the findings of prior research. While the chapter on economic inequality is consistent with past evidence of a weak relationship between economic inequality and SES disparities in achievement, the chapter on tracking suggests that this practice explains less of the variation in SES disparities across countries than previously found. Also contrary to some previous research, the chapter on equity and excellence suggests that reducing SES disparities in achievement may not increase the overall average level of achievement. These findings complicate our understanding of cross-national variation in SES disparities in achievement. But they provide a number of other contributions, including the first broadly cross-national comparison of between- and within-school tracking and new evidence on cross-national trends in mean achievement and SES disparities in achievement.
Download or read book Inequalities in Access to Educational Opportunities written by Jayashri Srinivasan and published by . This book was released on 2021 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt: A fundamental goal in education is to provide access to quality education and educational opportunities for every student. Classroom processes, teaching, and students' learning experiences are at the heart of quality education and, as such, must be the key focus in investigating the issues of equity in access to education (O'Sullivan, 2006; Peske & Haycock, 2006; Raudenbush & Sadoff, 2008). In light of India's performance in PISA 2009, this dissertation study investigates the larger issues of access to high quality teaching practices, and other valuable school resources to get a better picture of India's poor performance. To this end, publicly available large-scale datasets such as the Programme of International Student Achievement (PISA; by OECD), and the Teaching and Learning International Survey (TALIS; by OECD) enable us to look beyond student's achievement scores or a country's ranking by providing us with a plethora of information on students, teachers, and schools. Moreover, even though PISA assessments are low stakes tests, they often drive high stakes education policy decisions in multiple countries. In this dissertation study, I make use of the PISA student and school questionnaires for India along with state-of the art multilevel IRT models implemented using MCMC. I describe and illustrate a methodology to examine students' exposure to key instructional practices based on students' responses to PISA survey items, and then use this measure as an outcome variable in a three-level IRT model to investigate differences in the amounts of exposure to key practices within schools and between schools. Measurement invariance was established across the rural and urban regions of Himachal Pradesh (HP) and Tamil Nadu (TN) before comparing the construct of interest across various sub-groups. This set of analyses indicates that the items in the student questionnaires capture the construct of interest, and are not an artifact of underlying translation errors, or cultural differences in the examinees understanding of these items. A multilevel IRT approach, such as the one employed in this dissertation allows us to tease apart the variation in the extent to which students experience particular instructional practices into their within-school and between-school components. The analysis strategies developed in connection with my dissertation will hopefully be valuable to other researchers interested in investigating questions concerning inequality in the distribution of key instructional practices. Lastly, in chapter 6, I depict the use of this approach to identify schools, whose students on an average, experience relatively high or low exposure to the instructional practices of interest. Futhermore, a key finding of this set of analyses indicated that the that a majority of the public or government-run schools were concentrated in the lowest end of the socio-economic scale; private schools were found to be more spread out, but still in low socio-economic areas.
Download or read book Invited Lectures from the 13th International Congress on Mathematical Education written by Gabriele Kaiser and published by Springer. This book was released on 2018-02-06 with total page 786 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book presents the Invited Lectures given at 13th International Congress on Mathematical Education (ICME-13). ICME-13 took place from 24th- 31st July 2016 at the University of Hamburg in Hamburg (Germany). The congress was hosted by the Society of Didactics of Mathematics (Gesellschaft für Didaktik der Mathematik - GDM) and took place under the auspices of the International Commission on Mathematical Instruction (ICMI). ICME-13 – the biggest ICME so far - brought together about 3500 mathematics educators from 105 countries, additionally 250 teachers from German speaking countries met for specific activities. The scholars came together to share their work on the improvement of mathematics education at all educational levels.. The papers present the work of prominent mathematics educators from all over the globe and give insight into the current discussion in mathematics education. The Invited Lectures cover a wide spectrum of topics, themes and issues and aim to give direction to future research towards educational improvement in the teaching and learning of mathematics education. This book is of particular interest to researchers, teachers and curriculum developers in mathematics education.
Download or read book Assessing Mathematical Literacy written by Kaye Stacey and published by Springer. This book was released on 2014-11-03 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book describes the design, development, delivery and impact of the mathematics assessment for the OECD Programme for International Student Assessment (PISA). First, the origins of PISA’s concept of mathematical literacy are discussed, highlighting the underlying themes of mathematics as preparation for life after school and mathematical modelling of the real world, and clarifying PISA’s position within this part of the mathematics education territory. The PISA mathematics framework is introduced as a significant milestone in the development and dissemination of these ideas. The underlying mathematical competencies on which mathematical literacy so strongly depends are described, along with a scheme to use them in item creation and analysis. The development and implementation of the PISA survey and the consequences for the outcomes are thoroughly discussed. Different kinds of items for both paper-based and computer-based PISA surveys are exemplified by many publicly released items along with details of scoring. The novel survey of the opportunity students have had to learn the mathematics promoted through PISA is explained. The book concludes by surveying international impact. It presents viewpoints of mathematics educators on how PISA and its constituent ideas and methods have influenced teaching and learning practices, curriculum arrangements, assessment practices, and the educational debate more generally in fourteen countries.
Download or read book PISA PISA 2009 Results Overcoming Social Background Equity in Learning Opportunities and Outcomes Volume II written by OECD and published by OECD Publishing. This book was released on 2011-01-19 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume of PISA's 2009 results looks at how successful education systems moderate the impact of social background and immigrant status on student and school performance.
Download or read book Northern Lights on TIMSS and PISA 2018 written by David Reimer and published by Nordic Council of Ministers. This book was released on 2018-08-10 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: The results from PISA 2015 and TIMSS 2015 were published in November and December 2016. All the Nordic countries participated in PISA. Denmark, Finland, Norway and Sweden participated in TIMSS grade 4 and Norway and Sweden participated in TIMSS grade 8. The Nordic countries have similarities but also differences, which makes it interesting and valuable to carry out analyses in a Nordic perspective. In this report researchers from all the Nordic countries have done in-depth analyses on different policy relevant themes based on the results presented in 2016. The purpose of this report has been to present policy relevant analyses of TIMSS and PISA in a way that is accessible for policy makers on different levels in the Nordic countries, with the aim to contribute to further development in the education area.
Download or read book Whither Opportunity written by Greg J. Duncan and published by Russell Sage Foundation. This book was released on 2011-09-01 with total page 573 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the incomes of affluent and poor families have diverged over the past three decades, so too has the educational performance of their children. But how exactly do the forces of rising inequality affect the educational attainment and life chances of low-income children? In Whither Opportunity? a distinguished team of economists, sociologists, and experts in social and education policy examines the corrosive effects of unequal family resources, disadvantaged neighborhoods, insecure labor markets, and worsening school conditions on K-12 education. This groundbreaking book illuminates the ways rising inequality is undermining one of the most important goals of public education—the ability of schools to provide children with an equal chance at academic and economic success. The most ambitious study of educational inequality to date, Whither Opportunity? analyzes how social and economic conditions surrounding schools affect school performance and children’s educational achievement. The book shows that from earliest childhood, parental investments in children’s learning affect reading, math, and other attainments later in life. Contributor Meredith Phillip finds that between birth and age six, wealthier children will have spent as many as 1,300 more hours than poor children on child enrichment activities such as music lessons, travel, and summer camp. Greg Duncan, George Farkas, and Katherine Magnuson demonstrate that a child from a poor family is two to four times as likely as a child from an affluent family to have classmates with low skills and behavior problems – attributes which have a negative effect on the learning of their fellow students. As a result of such disparities, contributor Sean Reardon finds that the gap between rich and poor children’s math and reading achievement scores is now much larger than it was fifty years ago. And such income-based gaps persist across the school years, as Martha Bailey and Sue Dynarski document in their chapter on the growing income-based gap in college completion. Whither Opportunity? also reveals the profound impact of environmental factors on children’s educational progress and schools’ functioning. Elizabeth Ananat, Anna Gassman-Pines, and Christina Gibson-Davis show that local job losses such as those caused by plant closings can lower the test scores of students with low socioeconomic status, even students whose parents have not lost their jobs. They find that community-wide stress is most likely the culprit. Analyzing the math achievement of elementary school children, Stephen Raudenbush, Marshall Jean, and Emily Art find that students learn less if they attend schools with high student turnover during the school year – a common occurrence in poor schools. And David Kirk and Robert Sampson show that teacher commitment, parental involvement, and student achievement in schools in high-crime neighborhoods all tend to be low. For generations of Americans, public education provided the springboard to upward mobility. This pioneering volume casts a stark light on the ways rising inequality may now be compromising schools’ functioning, and with it the promise of equal opportunity in America.
