Now showing items 6358-6377 of 6415

    • What Makes a School a Learning Organisation? 

      Kools, Marco; Stoll, Louise; OECD. Organisation for Economic Cooperation and Development (OECD, 2016)
      What are the characteristics of a school as learning organisation? This paper should be seen as an attempt to work towards a common understanding of the school as a learning organisation concept that is both solidly founded ...
    • What makes urban schools different? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2013-05)
      In most countries and economies, students who attend schools in urban areas tend to perform at higher levels than other students. Socio-economic status explains only part of the performance difference between students who ...
    • What Really Works to Improve Learning in Developing Countries? : An Analysis of Divergent Findings in Systematic Reviews 

      Evans, David K.; Popova, Anna (World Bank, 2015-02)
      In the past two years alone, at least six systematic reviews or meta-analyses have examined the interventions that improve learning outcomes in low- and middle-income countries. However, these reviews have sometimes reached ...
    • What Students Say Versus What They Do Regarding Scientific Inquiry 

      Salter, Irene Y.; Atkins, Leslie J. (John Wiley & Sons, 2013)
      We teach a course for elementary education undergraduates that gives students an opportunity to conduct open-ended scientific inquiry and pursue their own scientific questions in much the sameway that practicing research ...
    • What TALIS reveals about teachers across education levels 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2014-12)
      The report New insights from TALIS 2013: Teaching and Learning in Primary and Upper Secondary Education (OECD, 2014) presents an overview of teachers and teaching in primary and upper secondary education for a sample of ...
    • What Works in Girl´s Education : evidence for the World´s Best Investment 

      Sperling, Gene B.; Winthrop, Rebecca; Kwauk, Christina (Brookings Institution, 2016)
      This book shows clearly what girls and women themselves have known across generations: the world cannot afford to NOT educate its girls. Girls’ education is the key to our new and better future. The key to increased health, ...
    • What Works in Migrant Education? : A Review of Evidence and Policy Options 

      Nusche, Deborah (OECD, 2009-02)
      Education plays an essential role in preparing the children of immigrants for participation in the labour market and society. Giving these children opportunities to fully develop their potential is vital for future economic ...
    • What works to improve teacher attendance in developing countries? : A systematic review 

      Guerrero, Gabriela; León, Juan; Zapata, Mayli; Sugimaru, Claudia; Cueto, Santiago (EPPI-Centre, 2012-10)
      Previous studies have found national averages of teacher absenteeism in developing countries that range from 3 percent to 27 percent. However, within countries absenteeism is larger in poorer, more isolated schools, ...
    • What's Stalling Learning? Using a Formative Assessment Tool to Address Critical Incidents in Class 

      Hessler, H. Brooke; Taggart, Amy Rupiper (Georgia Southern University. Centers for Teaching & Technology, 2011-01)
      The article reports on the use of Brookfield’s (1995) formative assessment tool, the “Critical Incident Questionnaire” (CIQ) to help students and teachers identify and discuss key factors affecting learning. It offers ...
    • When is competition between schools beneficial? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2014-08)
      In most school systems, over 50% of 15-year-olds students attend schools that compete with another school to attract students from the same residential area. Across countries and economies, performance is unrelated to ...
    • Where Are the Global Rankings Leading Us? An Analysis of Recent Methodological Changes and New Developments 

      Rauhvargers, Andrejs (John Wiley & Sons, 2014)
      This article is based on the analysis of the changes in global university rankings and the new ‘products’ based on rankings data in the period since mid-2011. It is a summary and continuation of the European University ...
    • Where did equity in education improve over the past decade? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2017-01)
      The persistence of social inequities in education – the fact that children of wealthy and highly educated parents tend to do better in school than children from less privileged families – is often seen as a difficult-to-reverse ...
    • Who are the academic all-rounders? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2013-08)
      On average across OECD countries, around 4% of students are top performers in reading, mathematics and science (all-rounders). Australia, Finland, Hong Kong-China, Japan, New Zealand, Shanghai-China and Singapore have ...
    • Who are the best online readers? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2015-09)
      The top-performing country in the PISA assessment of digital reading was Singapore, followed by Korea, Hong Kong-China, Japan, Canada and Shanghai-China. Students in Australia, Canada, Ireland, Korea, Singapore and the ...
    • Who are the low-performing students? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2016-02)
      No country or economy participating in PISA 2012 can claim that all of its 15-year-old students have achieved basic proficiency skills in mathematics, reading and science. Some 28% of students score below the baseline level ...
    • Who are the school truants? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2014-01)
      Across OECD countries, 18% of students skipped classes at least once in the two weeks prior to the PISA test, and 15% of students skipped a day of school or more over the same period. Few students in high-performing school ...
    • Who are the strong performers and successful reformers in education? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2013-11)
      Strong performers and successful reformers in education share some key characteristics: a belief in the potential of all their students, strong political will, and the capacity of all stakeholders to make sustained and ...
    • Who Cares About Childcare? Estimations of Childcare Use in Latin America and the Caribbean 

      Mateo Díaz, Mercedes; Rodríguez Chamussy, Lourdes (BID, 2015-05)
      This technical note describes the methodological decisions for the estimation of comparable figures of participation rates in formal childcare in Latin America and the Caribbean, through data from available nationally ...
    • Who pays for what in education? : the real costs revealed through national education accounts 

      UNESCO Institute for Statistics; IIPE. Instituto Internacional de Planificación de la Educación (UNESCO, 2016)
      How much do countries spend on education? Where does the funding come from, and how is it spent? We have trouble answering these questions, simply because many countries lack sustainable systems for collecting, disseminating and ...
    • Who wants to become a teacher? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2015-12)
      Across OECD countries, 5% of students expect to work as teachers: 3% of boys and 6% of girls. The academic profile of students who expect to work as teachers varies, but in many OECD countries, students who expect to work ...