Suchergebnisse

Part I: Introduction -- PISA, policy, and global educational governance / Louis Volante and Xavier Fazio -- Part II: Conceptual and methodological issues -- Problematizing the expansion of PISA's explanatory power / Clara Morgan -- The dialectical impact of PISA on international educational discourse and national education reform / Alexander W. Wiseman and Budi Waluyo -- Measurement and evaluation issues with PISA / Harvey Goldstein -- Part III: Topical issues within national and transnational contexts -- Shanghai-China and the emergence of a global reference society / Charlene Tan and Vicente Chua Reyes, Jr. -- Regional ethnic diversity, school ethnic diversity, and PISA performance across Europe / Sjaak Braster and Jaap Dronkers -- Socioeconomic segregation in secondary schools: evidence from across the UK / John Jerrim, Nikki Shure, Rodrigo Torres, and Gabriel Gutiérrez -- Policy implications of PISA in Germany: the case of teacher education / Christine Sälzer and Manfred Prenzel -- The role of PISA in regional and private/public debates in Italy / Daniele Checchi and Stephano Verzillo -- PISA, policy, and strategic planning in federal Switzerland -- Jeanine Füeg, Vera Husfeldt, and Claudia Zahner Rossier -- The use and misuse of PISA results in Poland / Maciej Jakubowski -- Using PISA to monitor trends and evaluate reforms in Australia -- Geoff N. Masters -- A vernacular response: the impact of PISA and the OECD on New Zealand education / Martin Thrupp -- Disconnected expectations? Labor market skill content and self-expected occupations of PISA 2015 test takers / Javier Luque -- Part IV : Conclusion -- PISA and the future of global educational governance / Sylke Viola Schnepf and Louis Volante.

'Although standards-based reform emerged in the United States and the United Kingdom, the idea has spread across the world, as an approach to systemic reform. It might appear that there is a world-wide "tsunami" of standards-based reform that will standardize and homogenize the educational system across the globe. This volume makes it very clear, however, that there is no one approach to standards-based reform and countries change – there is a danger in paying attention to its evolution and impact in only one context. That's what makes this volume so valuable. Louis Volante has drawn together descriptions from a wide range of countries, all involved in large-scale reform and using standards and assessments as part of their process. What becomes very obvious is that the language may be the same but the words reflect different contexts and can represent very different ideals, values, and processes. I'm sure you will find this book as interesting and challenging as I have – a gem that pushes your thinking and does not allow readers to remain neutral.' (Lorna Earl)

Purpose
Service-learning (SL) shows potential to respond to the global policy agenda of education for sustainable development (ESD) by increasing pro-sustainability competences through direct involvement of students in projects that satisfy identified community needs. Nevertheless, there is a scarcity of studies that attempt to measure the impact of SL on students' sustainability competences, especially the action competence. This study aims to address this gap by examining the experiences of higher education students.


Design/methodology/approach
A pre-post survey design based on the Self-Perceived Action Competence for Sustainability Questionnaire was conducted on an interdisciplinary group of 219 students of two courses (Sustainable Development and Ecology) in Medellin, Colombia, half of which (109) participated in SL projects.


Findings
Sufficient empirical evidence was found to suggest that SL boosts the impact of academic courses regarding action competences in students (specially their willingness to act).


Research limitations/implications
The statistical analysis shows some contradictions that should be addressed in further research.


Practical implications
These results can encourage more educators and universities to implement strategies such as SL to move forward with ESD and thus help overcome the current socioecological crisis.


Originality/value
This paper not only discusses the theoretical potential of SL but also contrasts theory with empirical observations of 13 SL projects assessed in terms of self-perceived action competence for sustainability.

In the larger context of migration, the education and integration of immigrant children within Canadian school systems has become a pressing concern for education policy makers. Through a systematic content analysis, this study developed a Multidimensional Support Model to examine education policies and support measures that have been articulated by Ministries and Departments of Education across Canada to facilitate the integration and success of immigrant students in K–12 public education systems. The discussion underscores the timeliness and rationale for Ministries and Departments of Education to develop a stand-alone policy document to address all of the unique needs of immigrant students comprehensively and devote greater attention to the socio-economic challenges immigrant students disproportionately face. Developing this document would also address the importance of greater policy coherence and collaboration among ministry sectors. The utility of the proposed support model, which drew on the existing literature, is also discussed in relation to future research studies. Keywords: immigrant children, integration policies, inclusive education ; Dans le large contexte de la migration, l'éducation et l'intégration des enfants immigrants dans les systèmes scolaires canadiens sont devenues une préoccupation urgente pour les décideurs de l'éducation. Grâce à une analyse de contenu systématique, cette étude a élaboré un modèle de soutien multidimensionnel pour examiner les politiques et les mesures de soutien en éducation développées par les ministères de l'Éducation du Canada pour faciliter l'intégration et la réussite des élèves immigrants de la maternelle à la 12e année dans le système d'éducation publique. La discussion fait ressortir l'argumentation et la nécessité, pour les ministères de l'Éducation, d'élaborer rapidement une politique indépendante pour examiner en profondeur tous les besoins uniques des étudiants immigrants et de consacrer une plus grande attention aux défis socio-économiques auxquels ils ...

Immigrant and refugee students consistently demonstrate a performance disadvantage when one considers their achievement against non-immigrant students. This paper examines the double- and tripledisadvantages that characterise immigrant and refugee student groups. To highlight the different levels of adversity they face, not only to socioeconomic background characteristics but also migration trajectory related factors are mentioned. Next, the paper synthesises trends from policies and practices associated with more favourable student outcomes. Concrete examples are discussed from the cases of Canada, New Zealand and the European Union. Finally, implications for policymakers, educational leaders, and schools are discussed. The paper concludes with a critical view on simply policy borrowing and calls for contextually and culturally responsive adaptation of promising policies and the implementation of new policies that effectively engage communities and enhance the skills of educators.

Intro -- Foreword -- Acknowledgements -- Contents -- Editors and Contributors -- Socioeconomic Inequality in Education Systems -- 1 Socioeconomic Inequality and Student Outcomes Across Education Systems -- Abstract -- 1.1 Introduction -- 1.2 Measurement Issues Regarding Socioeconomic Background -- 1.3 Parent-Child Education Links in TIMSS and PISA -- 1.4 The Structure and Contents of This Volume -- References -- 2 The Impact of Education Policies on Socioeconomic Inequality in Student Achievement: A Review of Comparative Studies -- Abstract -- 2.1 Introduction -- 2.2 Methods -- 2.2.1 Selection Criteria -- 2.2.2 Keywords and Data Collection -- 2.3 Results -- 2.3.1 Source Studies -- 2.3.2 Measures of Socioeconomic Inequality -- 2.4 Determinants of Socioeconomic Inequality in Student Achievement -- 2.4.1 Learning Environments Outside School -- 2.4.2 Home Learning Environments -- 2.4.3 School Learning Environments -- 2.4.4 Time for Learning -- 2.4.5 Content Coverage -- 2.4.6 School Culture -- 2.4.7 School Mix -- 2.4.8 Differentiation -- 2.4.9 Accountability -- 2.4.10 Interaction Between Differentiation and Accountability -- 2.4.11 Autonomy -- 2.4.12 Private Schools and Competition Among Schools -- 2.4.13 Public Expenditure on Education -- 2.4.14 Teacher Qualification -- 2.4.15 Additional Results -- 2.5 Conclusions -- Funding Note -- References -- National Profiles -- 3 Socioeconomic Inequality and Student Outcomes in English Schools -- Abstract -- 3.1 Introduction -- 3.2 Key Characteristics of the Student Population -- 3.2.1 Gender -- 3.2.2 Household Income -- 3.2.3 Minority Ethnic Origins -- 3.2.4 English as an Additional Language -- 3.2.5 Regional Differences -- 3.2.6 Family Structure -- 3.2.7 Parental Education -- 3.3 Educational Outcomes of Low SES Children -- 3.3.1 PISA -- 3.3.2 Official Measure of Educational Inequality.