PISA 2006: Science Competencies for Tomorrow's World: Volume 1 Analysis (Programme for International Student Assessment (PISA))

Rok: 2007
ISBN: 9789264040007
OKCZID: 110178351

Citace (dle ČSN ISO 690):
PISA 2006 - science competencies for tomorrow's world. Paris: Organisation for Economic Co-operation and Development, 2007. 383 s.

Anotace

PISA 2006: Science Competencies for Tomorrow's World presents the results from the most recent Programme for International Student Assessment (PISA) survey, which focused on science and also assessed mathematics and reading. It is divided into two volumes: the first offers an analysis of the results, the second contains the underlying data.Volume 1: Analysis gives the most comprehensive international picture of science learning today, exploring not only how well students perform, but also their interests in science and their awareness of the opportunities that scientific competencies bring as well as the environment that schools offer for science learning. It places the performance of students, schools and countries in the context of their social background and identifies important educational policies and practices that are associated with educational success. By showing that some countries succeed in providing both high quality education and equitable learning outcomes, PISA sets ambitious goals for others. Table of contents in English Foreword Chaper 1. Introduction -PISA- An Overview -What PISA Measures and How -What is Difference About the PISA 2006 Survey? --A Detailed Understanding of Student Performance in and Attitudes to Science --A Comparison of Change over Time --The Introduction of New Background Information about Students READER'S GUIDE Chapter 2. A Profile of Student Performance in Science -Introduction -The PISA Approach to Assessing Student Performance in Science -What Students Can Do in Science -An Overview of Student Performance in Different Areas of Science --Identifying Scientific Issues --Explaining Phenomena Scientifically --Using Scientific Evidence -Implications for Policy Chapter 3. A Profile of Student Engagement in Science -Introduction -Measuring Attitudes and Engagement in PISA -Do Students Support Scientific Inquiry? -Do Students Believe They Can Succeed in Science? -Are Students Interested in Science? -Do Students Feel Responsible towards Resources and the Environment? -Overview of Gender Differences in Science Performance and Attitudes towards Science -Implications for Policy Chapter 4. Quality and Equity in the Performance of Students and Schools -Introduction -Securitng Consistent Standards for Schools: A Profile of Between- and Within-School Differences in Student Performance -The Quality of Learning Outcomes and Equity in the Distribution of Learning Opportunities -Socio-Economic Difference and the Role that Education Policy Can Play in Moderating the Impact of Socio-Economic Disadvantage -Socio-Economic Background and the Role of Parents -Implications for Policy Chapter 5. School and System Characteristics and Student Performance in Science -Introduction -Admittance, Selection and Grouping Policies -Public and Private Stakeholders in the Management and Financing of Schools -The Role of Parents: School Choice and Parental Influence on Schools -Accountability Arrangements -Approaches to School Management and the Involvement of Stakeholders in Decision Making -School Resources -The Joint Impact of School and Systems Resources, Practices, and Policies on Student Performance -The Joint Impact of School and Systems Resources, Practices, and Policies on the Relationship betweeen Socio-Economic Background and Student Performance in Science -Implications for Policy Chapter 6. A Profile of Student Performance in Reading and Mathematics from PISA 2000 to PISA 2006 -Introduction -What Students Can Do in Reading -Student Performance in Reading -What Students Can Do in Mathematics -Student Performance in Mathematics -Implications for Policy References Annex A. Technical Background -A1. Construction of Indices and other Derived Measures -A2. The PISA Target Population, the PISA Samples, and the Definition of Schools -A3. Standard Errors, Sig

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