The 13th issue of IEA Compass brief “Female Science and Mathematics Teachers: Better Than They Think?” explores the relationship between teachers’ gender and students’ mathematics and science achievement, as well as gender differences in science and mathematics teachers’ self-efficacy and its relation to job satisfaction based on IEA’s Trends in International Mathematics and Science Study (TIMSS) 2015 data.
PISA in Focus is a series of monthly education policy-oriented notes designed to describe a PISA topic in a concise, user-friendly way. May issue focuses on the importance of readers knowing how to distinguish between fact and opinion and learning strategies to detect biased information and malicious content, such as phishing emails or fake news.
PISA in Focus is a series of monthly education policy-oriented notes designed to describe a PISA topic in a concise, user-friendly way. April issues focuses on the impact of the growth mindset over students’ performance and well being.
Based on the data of PISA 2018, a cycle with reading as the major assessment domain, this new report addresses how 15-year-old students are developing reading skills to navigate the technology-rich 21st century.
IEA Compass: Briefs in Education Series addresses issues of interest to a broad range of educational stakeholders, especially those involved in influencing educational decision and policymaking.
PISA in Focus is a series of monthly education policy-oriented notes designed to describe a PISA topic in a concise, user-friendly way. March issues focuses on differences of girls and boys in engaging with global and intercultural issues.
PISA in Focus is a series of monthly education policy-oriented notes designed to describe a PISA topic in a concise, user-friendly way. December issue focuses on PISA for Development (PISA-D).
Teaching in Focus policy briefs use data from the OECD’s Teaching and Learning International Survey (TALIS) to discuss issues relevant to teachers and teacher policies in a concise, user-friendly way. April issue looks at the role of schools and teachers in closing the gap in reading performance among boys and girls.
This article by doctoral student Manuel Cardoso, which was published in “Comparative Education Review” (Volume 64, Number 4), addresses the links between international large-scale assessment (ILSA) methodologies, international organizations (IO) ideologies, and education policies.
The OECD – in collaboration with UNCESCO, UNICEF, and The World Bank – conducted a survey on education responses across countries/economies facing the COVID pandemic since 2020, from school closures and remote learning to teacher vaccination and gradual returns to in-class instruction. The data were collected from government authorities between January and February 2021.