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.
The PIRLS 2016 International Database has been made available for individuals interested in the data collected and analyzed as part of PIRLS 2016.
The authors of this article summarize the findings from their research paper 'Literacy and Growth: Policy Implications of New Evidence From PIAAC' that discusses the impact of differences in average adult literacy and numeracy skills and the distribution of literacy skill by proficiency levels on labor productivity and GDP. This research paper uses data from the PIAAC study.
In the article, 'Gender gap in STEM fields could be due to girls’ reading skills, not math ability', the author, Stephanie De Marco, states that it is not that girls are poor in their math skills, it is because they are more inclined towards reading and this is why there are fewer girls in the STEM field careers. This became apparent from a study conducted by Thomas Breda and Clotilde Napp using data from the PISA study.