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Andrietti, Vincenzo; Su, Xuejuan – Education Economics, 2019
We propose a theory of education curricula as horizontally differentiated by their paces. The pace of a curriculum and the preparedness of a student jointly determine the match quality of the curriculum for this student, so different students derive different benefits from learning under the same curriculum. Furthermore, a change in the curricular…
Descriptors: Academic Achievement, Curriculum Design, Educational Change, Educational Quality
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Mandel, Philipp; Süssmuth, Bernd; Sunder, Marco – Education Economics, 2019
This study uses a newly compiled data set of instructional time and student performance by subject across German federal states for student cohorts enrolled at the primary level in the 1990s and tested at the secondary level in the 2000s. It finds evidence for the school inputs-student achievement relationship, taking nonlinearity,…
Descriptors: Academic Achievement, Teaching Methods, Elementary School Students, Time on Task
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Glaesser, Judith – Oxford Review of Education, 2019
This paper first provides a brief overview of the history and current usage of the concept of competence in academic research, and then undertakes a critical discussion of how the term is currently used in educational policy. The running example used throughout the paper is competence in foreign language learning. The PISA study is discussed to…
Descriptors: Competence, Educational Theories, Educational Practices, Theory Practice Relationship
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Tahirsylaj, Armend – Journal of Curriculum Studies, 2019
The primary objective of the study was to empirically test theoretical claims made about differences between Didaktik and curriculum traditions concerning teacher autonomy (TA) and teacher responsibility (TR). It tests the hypothesis that TA and TR are higher among Didaktik than curriculum countries. The second objective was to explore…
Descriptors: Foreign Countries, Professional Autonomy, Teacher Responsibility, Comparative Education
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Zehner, Fabian; Goldhammer, Frank; Lubaway, Emily; Sälzer, Christine – Education Inquiry, 2019
In 2015, the "Programme for International Student Assessment" (PISA) introduced multiple changes in its study design, the most extensive being the transition from paper- to computer-based assessment. We investigated the differences between German students' text responses to eight reading items from the paper-based study in 2012 to text…
Descriptors: Foreign Countries, Achievement Tests, International Assessment, Secondary School Students
OECD Publishing, 2019
Problems associated with the environment loom large over the future well-being of young generations. A previous issue of PISA in Focus (PISA in Focus 87) shows that in 2015 many 15-year-old students believed that the future -- their future -- was going to be worse, environmentally, than the present. In particular, only a minority of students…
Descriptors: Positive Attitudes, Foreign Countries, Achievement Tests, International Assessment
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Lätsch, Alexander – European Journal of Educational Research, 2018
According to Bronfenbrenner's socio-ecological model, school is an essential microsystem of the developing child. Schools provide important developmental contexts for children and adolescents, as they constitute environments that might either foster or evoke students' emotional instability. In particular, less is known about the precise and…
Descriptors: Adolescents, Secondary School Students, Student Surveys, Questionnaires
Agasisti, Tommaso; Avvisati, Francesco; Borgonovi, Francesca; Longobardi, Sergio – OECD Publishing, 2018
Resilience refers to the capacity of individuals to prosper despite encountering adverse circumstances. This paper defines academic resilience as the ability of 15-year-old students from disadvantaged backgrounds to perform at a certain level in the Programme for International Student Assessment (PISA) in reading, mathematics and science that…
Descriptors: Educationally Disadvantaged, Resilience (Psychology), Academic Persistence, Academic Achievement
OECD Publishing, 2018
PISA 2015 data show that, on average across OECD countries, as many as three out of four students from the lowest quarter of socio-economic status reach, at best, only the baseline level of proficiency (Level 2) in reading, mathematics or science. While in Canada, Denmark, Estonia, Finland, Germany, Hong Kong (China), Ireland, Japan, Korea, the…
Descriptors: Achievement Tests, Foreign Countries, International Assessment, Secondary School Students
Borgonovi, Francesca; Choi, Álvaro; Paccagnella, Marco – OECD Publishing, 2018
Numeracy and literacy skills have become increasingly important in modern labour markets. The large gender differences that several studies have identified have therefore sparked considerable attention among researchers and policy makers. Little is known about the moment in which such gaps emerge, how they evolve and if their evolution differs…
Descriptors: Gender Differences, Numeracy, Mathematics Skills, Literacy
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Lenkeit, Jenny; Schwippert, Knut; Knigge, Michel – Assessment in Education: Principles, Policy & Practice, 2018
Research provides evidence that gender, immigrant background and socio-economic characteristics present multiple disadvantaging characteristics that change their relative importance and configurations over time. When evaluating inequalities researchers tend to focus on one particular aspect and often use composite measures when evaluating…
Descriptors: Longitudinal Studies, Cross Cultural Studies, Foreign Countries, Achievement Tests
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Jerrim, John; Micklewright, John; Heine, Jorg-Henrik; Salzer, Christine; McKeown, Caroline – Oxford Review of Education, 2018
The Programme for International Student Assessment (PISA) is an important cross-national study of 15-year-olds' academic knowledge and skills. Educationalists and public policymakers eagerly await the tri-annual results, with particular interest in whether their country has moved up or slid down the international rankings, as compared to earlier…
Descriptors: Foreign Countries, Achievement Tests, International Assessment, Secondary School Students
Borgonovi, Francesca – OECD Publishing, 2018
The ability of societies to preserve social cohesion in the presence of large migration flows depends on their capacity to integrate immigrants. Education can help immigrants acquire skills and contribute to the host-country economy; it can also foster immigrants' social and emotional well-being and sustain their motivation to participate in the…
Descriptors: Academic Achievement, Well Being, Immigrants, Comparative Analysis
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Parker, Philip D.; Marsh, Herbert W.; Guo, Jiesi; Anders, Jake; Shure, Nikki; Dicke, Theresa – Journal of Educational Psychology, 2018
In this paper, we develop an information distortion model (IDM) of social class differences in self-beliefs and values. The IDM combines psychological biases on frame-of-reference effects with sociological foci on ability stratification. This combination is hypothesized to lead to working-class children having more positive math self-beliefs and…
Descriptors: Case Studies, Academic Aspiration, Social Class, Longitudinal Studies
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Rindermann, Heiner; Ceci, Stephen J. – Journal for the Education of the Gifted, 2018
In 19 (sub)samples from seven countries (United States, Austria, Germany, Costa Rica, Ecuador, Vietnam, Brazil), we analyzed the impact of parental education compared with wealth on the cognitive ability of children (aged 4-22 years, total N = 15,297). The background of their families ranged from poor indigenous remote villagers to academic…
Descriptors: Parent Background, Educational Attainment, Parent Child Relationship, Intelligence
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