Authors Louis Volante and Francesca Borgonovi looks back into the long discussed topic of gender disparity in learning outcomes. They refer to the recent PISA studies and convey that things are changing, and the gap is closing up. However, the interesting problem is that, it is not the boys who are necessarily doing better, rather it is the performance of the girls that has declined.
In this article author Adam Carey explain how the gap of schooling quality between the wealthy and the poor is increasing over time with respect to teacher shortages. Research shows that students from disadvantaged schools are more than five times more likely to have their learning disrupted due to teacher absenteeism.
Sabine Meinck and Agnes Stancel-Piątak explain in their blog the importance of early childhood education, and the factors that encourage early childhood learning. The blog post refers to their article 'Preparing the ground: The importance of early learning activities at home for fourth grade student achievement' in which they disseminate their findings basing on data from TIMSS and PIRLS studies.
This article is an excerpt from the book 'Limitless Mind' authored by Jo Boaler, which explains the importance of stimulating academic environments that boost learning and increase productivity.
A new research paper authored by Jihyun Lee and Minge Chen, illustrates empirical findings that measure predictive validities of non-cognitive variables for mathematics achievement based on the TIMSS 2015 study, for students in the primary and secondary school across multiple countries.
The article by Sarah Todd narrates results from a study conducted using the data from PISA 2012 to support the claim that the stereotype of girls not being good at math is false. The study reported that girls showed to have a 'comparative advantage' in reading, and are almost as good as boys in math.
Rebecca Vukovic, in her article, writes about the recent published results of TALIS 2018 study. She focuses on describing the objectives of the study of to measure the state of the teaching profession. The assessment of teachers' performances was measured against different indicators such as the teaching time in a classroom, their assessment practices, and their teaching pedagogy for innovative learning.
John Holden describes in his article that the gender gap in reading is considerable where statistics from multiple studies show that girls are more avid readers and likely to be better at it than in math, where as boys are found to be better in math than in reading.