Rebecca Vukovic, in her article, argues that although almost 90% of teachers in OECD's TALIS 2018 study reported that they liked their profession, only a few reported that they think they were valued by the society. In this article, the author goes on to disseminate findings from the TALIS 2018 study to highlight teachers' views on different aspects of their profession.
The author in the article assesses the impacts of the ongoing pandemic crisis by the COVID-19 virus. The article proposes mitigation strategies to adapt to the given situation to minimize the negative impacts on educational practices and learning, such as making use of technology to continue teaching and learning practices, empowering teachers and encouraging innovation, and maintaining the social fabric of schools in the society.
Jenny Anderson and Amanda Shendruk disseminate results of Programme for International Student Assessment (PISA) for its 2018 cycle under various themes across countries. They emphasize that similar to the previous cycle of PISA, China and Singapore ranked top in math, science, and reading. The article also stated that Estonia performed significantly better than its performance in the prior cycle.
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.
Outcomes and Causal Inference in International Comparative Assessment European Training Network (OCCAM-ETN) has launched a blog site with the aim to disseminate research related to international large-scale assessments, such as PISA, TIMSS, PIRLS, and ICCS.