The OECD's Programme for International Student Assessment (PISA) is gaining increasing attention among education authorities of the world. The number of participating economies almost doubled in the past one and a half decades, increasing from 43 in 2000 when it first started to 74 in 2015. PISA assesses the performance in Reading, Mathematics, and Science of 15-year-olds with different emphases rotating among the three subjects in different exercises.
The attention of the participating economies has been focused almost exclusively on the ranking results which are used to evaluate the standings and progress of their education systems, although PISA does cover many background conditions which might have influenced the performance. Interestingly, East Asian economies have been consistently in the leading positions, and Finland has been frequently cited as a model for the Western economies and even the world to emulate.
This monograph contains many secondary analyses of PISA data. It presents results of comparisons of Singapore, East Asian economies, and the world. It also points up some influencing factors such as time in and after school, test-language effect, administrative styles, and school environment. Statistical and measurement issues are also raised and demonstrated. Moreover, cultural differences are evoked as a plausible explanation of the differences observed between the East and the West.
This monograph, using mainly simple and layman language, equips educational administrators and policy makers with in-depth insights into some of the intricacies inherent in the PISA data for a more appropriate understanding. It is readily appreciated that such an understanding is needed to prevent misinterpretation and avoid unsound policy or wasteful action.
The outstanding performance of East Asian societies in the Programme for International Student Assessment (PISA) is one of the most widely discussed topics in international assessments. PISA is a worldwide study of scholastic performance, conducted by the Organisation for Economic Co-operation and Development (OECD), of 15-year old pupils in mathematics, science and reading.
This book provides readers with a comprehensive view on the excellent performance of students in Hong Kong and East Asian societies based on solid empirical data from the first five cycles of the PISA study from 2000 to 2012. Adopting a broad perspective, this book links the performance of students to themselves, their families and respective schools -- the three major selves and social contexts that exert powerful influence on young people in Hong Kong. It is unique that the book does not only define student outcomes narrowly as cognitive performance on various tests in PISA, but also employs a number of affective indicators, such as students' self-regulated learning, their self-concept measures, and attitudes towards learning. The book argues that schooling is a complex enterprise, and the relationships between school outcomes and the larger families, schools, and societal contexts are even more complex. The book utilizes summary statistics and multivariate methods to investigate how various measures of student outcomes are influenced by these contextual factors.
Описание: This text offers the reader an introduction to the historical development of special educational provision. It concentrates on some of the key issues relevant to professionals currently working in the field. The book is an Open University reader.
Автор: Deacon B Название: Global Social Policy and Governance ISBN: 1412907624 ISBN-13(EAN): 9781412907620 Издательство: Sage Publications Рейтинг: Цена: 8712.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Suitable for students of social policy, development studies and international relations, this book: evaluates national social policies advanced by international organisations; examines policies addressing global social redistribution, regulation and rights; and is illustrated by case studies, further reading sections and a glossary.
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