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Content
2024
- 321 The Measurement of Socio-economic Status in PISA
by Francesco Avvisati & Celine Wuyts - 320 Innovation in career pathways across five countries
by Paul Herdman & Anthony Mann & Alison Burke & Patrick Signoret - 319 Bridging the research-practice gap in education: Initiatives from 3 OECD countries
by Raphaela Schlicht-Schmälzle & Jordan Hill & Kåre Andreas Folkvord & Kjersti Balle Tharaldsen & Jennifer Wargo & Ulrike Hartmann & Nóra Révai - 318 Enhancing green career guidance systems for sustainable futures
by Young Chang & Anthony Mann - 317 Updated framework for monitoring adult learning: Enhancing data identification and indicator selection
by Mantas Sekmokas & Lotta Larsson & Ashley Roberts & Emanuel von Erlach & Yanjun Guo & Gara Rojas González - 316 Innovative tools for the direct assessment of social and emotional skills
by Adriano Linzarini & Daniel Catarino da Silva - 315 Teenage career development in England: A Review of PISA 2022 Data
by Anthony Mann & Jonathan Diaz & Sara Zapata Posada - 314 Curriculum Frameworks and Visualisations Beyond National Frameworks: Alignment with the OECD Learning Compass 2030
by Miho Taguma & Alena Frid - 313 Beyond grades: Raising the visibility and impact of PISA data on students’ well-being
by Marta Cignetti & Mario Piacentini - 312 Item characteristics and test-taker disengagement in PISA
by Francesco Avvisati & Janine Buchholz & Mario Piacentini & Luis Francisco Vargas Madriz - 311 Beyond literacy: The incremental value of non-cognitive skills
by Beatrice Rammstedt & Clemens M. Lechner & Daniel Danner - 310 Towards more diverse and flexible international large-scale assessments
by Tomoya Okubo - 309 Going global: 39 language versions of the BFI-2-XS
by Beatrice Rammstedt & Lena Roemer & Dorothée Behr & Matthias Bluemke & Clemens Lechner & Steve Dept & Laura Wäyrynen & Chris Soto & Oliver P. John - 308 Mapping study for the integration of accommodations for students with Special Education Needs (SEN) in PISA
by Ava Guez & Ketan & Mario Piacentini - 307 Rethinking education in the context of climate change: Leverage points for transformative change
by Deborah Nusche & Marc Fuster Rabella & Simeon Lauterbach - 306 Fostering higher-order thinking skills online in higher education: A scoping review
by Cassie Hague
2023
- 305 Levelling the playing field in ECEC: Results from TALIS Starting Strong 2018
by Carlos González-Sancho & Manuela Fitzpatrick & Nora Brüning & Stéphanie Jamet - 304 Social and emotional skills: Latest evidence on teachability and impact on life outcomes
by Mykolas Steponavičius & Catharina Gress-Wright & Adriano Linzarini - 303 How are OECD governments navigating the digital higher education landscape?: Evidence from a comparative policy survey
by Nikolaj Broberg & Gillian Golden - 302 Intersectionality in education: Rationale and practices to address the needs of students’ intersecting identities
by Samo Varsik & Julia Gorochovskij - 301 Child participation in decision making: Implications for education and beyond
by Francesca Gottschalk & Hannah Borhan - 300 Indicators of inclusion in education: A framework for analysis
by Cecilia Mezzanotte & Claire Calvel - 299 Digital equity and inclusion in education: An overview of practice and policy in OECD countries
by Francesca Gottschalk & Crystal Weise - 298 Does English instruction teach more reading than listening skills?: Evidence from 15 European education systems
by Gabriele Marconi - 297 Agency in the Anthropocene: Supporting document to the PISA 2025 Science Framework
by Peta J. White & Nicole M. Ardoin & Chris Eames & Martha C. Monroe - 296 What systematic connections should we have around schools to support the work of teachers?: Global lessons and the potential of ambition loops
by Jason McGrath - 295 Professional development for digital competencies in early childhood education and care: A systematic review
by Maria Dardanou & Maria Hatzigianni & Sarika Kewalramani & Ioanna Palaiologou - 294 Digital technologies to support young children with special needs in early childhood education and care: A literature review
by Peta Wyeth & Lisa Kervin & Susan Danby & Natalie Day & Aisha Darmansjah - 293 The assessment of students’ creative and critical thinking skills in higher education across OECD countries: A review of policies and related practices
by Mathias Bouckaert - 292 Catching up on lost learning opportunities: Research and policy evidence on key learning recovery strategies
by Andreea Minea-Pic - 291 A Bayesian workflow for the analysis and reporting of international large-scale surveys: A case study using the OECD Teaching and Learning International Survey
by David Kaplan & Kjorte Harra - 290 Translation and adaptation processes in TALIS 2018
by Béatrice Halleux - 289 Managing student transitions into upper secondary pathways
by Anna Vitoria Perico E Santos - 288 The design of upper secondary education across OECD countries: Managing choice, coherence and specialisation
by Camilla Stronati - 287 AI scoring for international large-scale assessments using a deep learning model and multilingual data
by Tomoya Okubo & Wayne Houlden & Paul Montuoro & Nate Reinertsen & Chi Sum Tse & Tanja Bastianic - 286 The uses of process data in large-scale educational assessments
by Bryan Maddox
2022
- 285 More than just a go-between: The role of intermediaries in knowledge mobilisation
by José Manuel Torres & Mykolas Steponavičius - 284 A snapshot of equity and inclusion in OECD education systems: Findings from the Strength through Diversity Policy Survey
by Samo Varsik - 283 Cross-sector and interprofessional collaborations: A powerful tool for the teaching profession?
by Daniel Nilsson Brodén - 282 Theoretical considerations on scaling methodology in PISA
by Tomoya Okubo - 281 Digital higher education: Emerging quality standards, practices and supports
by François Staring & Mark Brown & Paul Bacsich & Dirk Ifenthaler - 280 Fostering creativity and critical thinking in university teaching and learning: Considerations for academics and their professional learning
by Alenoush Saroyan - 279 Developing measures of engagement in PISA
by Janine Buchholz & Marta Cignetti & Mario Piacentini - 278 Learning (in) Indigenous languages: Common ground, diverse pathways
by Denise Angelo & Samantha Disbray & Ruth Singer & Carmel O'Shannessy & Jane Simpson & Hilary Smith & Barbra Meek & Gillian Wigglesworth - 277 The impact of growing participation in PISA on scaling outcomes: A Monte Carlo simulation study
by Artur Pokropek & Marek Muszyński & Tomasz Żółtak - 276 Reinforcing and innovating teacher professionalism: Learning from other professions
by Anita Mezza - 275 Policy responses to false and misleading digital content: A snapshot of children’s media literacy
by Jordan Hill - 274 The state of the field of computational thinking in early childhood education
by Marina Umaschi Bers & Amanda Strawhacker & Amanda Sullivan - 273 The Inclusion of LGBTQI+ students across education systems: An overview
by Jody McBrien & Alexandre Rutigliano & Adam Sticca - 272 The analytical value of non-probability samples in the context of TALIS: A review of current practices in the use of non-probability samples in comparative, cross-national research
by Gabor Fulop & Francesco Avvisati - 271 Gender stereotypes in education: Policies and practices to address gender stereotyping across OECD education systems
by Ottavia Brussino & Jody McBrien - 270 Cyberbullying: An overview of research and policy in OECD countries
by Francesca Gottschalk - 269 Mixed-worded scales and acquiescence in educational large-scale assessments
by Janine Buchholz - 268 When practice meets policy in mathematics education: A 19 country/jurisdiction case study
by William H. Schmidt & Richard T. Houang & William F. Sullivan & Leland S. Cogan - 267 Teacher professional identity: How to develop and support it in times of change
by Valentina Suarez & Jason McGrath - 266 Social and emotional learning (SEL) of newcomer and refugee students: Beliefs, practices and implications for policies across OECD countries
by Jody McBrien - 265 Multi-stakeholder approach for better integration of refugee students: Stakeholder engagement in the practice-research-policy transfer in refugee education policy
by Hanna Siarova & Loes van der Graaf - 264 Holistic refugee and newcomer education in Europe: Mapping, upscaling and institutionalising promising practices from Germany, Greece and the Netherlands
by Claudia Koehler & Nektaria Palaiologou & Ottavia Brussino - 263 The social and economic rationale of inclusive education: An overview of the outcomes in education for diverse groups of students
by Cecilia Mezzanotte
2021
- 262 Policy approaches and initiatives for the inclusion of gifted students in OECD countries
by Alexandre Rutigliano & Nikita Quarshie - 261 The resilience of students with an immigrant background: An update with PISA 2018
by Lucie Cerna & Ottavia Brussino & Cecilia Mezzanotte - 260 Promoting inclusive education for diverse societies: A conceptual framework
by Lucie Cerna & Cecilia Mezzanotte & Alexandre Rutigliano & Ottavia Brussino & Paulo Santiago & Francesca Borgonovi & Caitlyn Guthrie - 259 How are higher education systems in OECD countries resourced?: Evidence from an OECD Policy Survey
by Gillian Golden & Lisa Troy & Thomas Weko - 258 Indicators of teenage career readiness: An analysis of longitudinal data from eight countries
by Catalina Covacevich & Anthony Mann & Cristina Santos & Jonah Champaud - 257 How much do 15-year-olds learn over one year of schooling? An international comparison based on PISA
by Francesco Avvisati & Pauline Givord - 256 Building capacity for inclusive teaching: Policies and practices to prepare all teachers for diversity and inclusion
by Ottavia Brussino - 255 Developing indicators to support the implementation of education policies
by Pierre Gouëdard - 254 Behavioural economics and the COVID-induced education crisis
by Nicholas Biddle - 253 Upper-secondary education student assessment in Scotland: A comparative perspective
by Gordon Stobart - 252 More time at school: Lessons from case studies and research on extended school days
by Thomas Radinger & Luka Boeskens - 251 A strong start for every Indigenous child
by Inge Kral & Lyn Fasoli & Hilary Smith & Barbra Meek & Rowena Phair - 250 Does test-based school accountability have an impact on student achievement and equity in education?: A panel approach using PISA
by Rodrigo Torres - 249 The learning gain over one school year among 15-year-olds: An analysis of PISA data for Austria and Scotland (United Kingdom)
by Francesco Avvisati & Pauline Givord - 248 Thinking about the future: Career readiness insights from national longitudinal surveys and from practice
by Catalina Covacevich & Anthony Mann & Filippo Besa & Jonathan Diaz & Cristina Santos - 247 Process quality, curriculum and pedagogy in early childhood education and care
by Susan Edwards - 246 International early learning and child well-being study assessment framework
by Rowena Phair - 245 Not enough hours in the day: Policies that shape teachers’ use of time
by Luka Boeskens & Deborah Nusche - 244 PISA-Based Test for Schools: International Linking Study 2020
by Tomoya Okubo & Tanja Bastiniac & Tiago Fragoso & Chi Sum Tse
2020
- 243 Literature review on early childhood education and care for children under the age of 3
by Joana Cadima & Gil Nata & Sílvia Barros & Vera Coelho & Clara Barata - 242 Improving education outcomes for students who have experienced trauma and/or adversity
by Manolya Tanyu & Elizabeth Spier & Scott Pulizzi & Mariah Rooney & Isobel Sorenson & Jessica Fernandez - 241 Career ready?: How schools can better prepare young people for working life in the era of COVID-19
by Anthony Mann & Vanessa Denis & Chris Percy - 240 Improving the collection of information on literacy proficiency in household surveys
by William Thorn - 239 Curriculum reform: A literature review to support effective implementation
by Pierre Gouëdard & Beatriz Pont & Susan Hyttinen & Pinhsuan Huang - 238 Policy approaches and practices for the inclusion of students with attention-deficit hyperactivity disorder (ADHD)
by Cecilia Mezzanotte - 237 Innovating teachers’ professional learning through digital technologies
by Andreea Minea-Pic - 236 Education policy evaluation: Surveying the OECD landscape
by Gillian Golden - 235 Policies to support teachers’ continuing professional learning: A conceptual framework and mapping of OECD data
by Luka Boeskens & Deborah Nusche & Makito Yurita - 234 What matters for language learning?: The questionnaire framework for the PISA 2025 Foreign Language Assessment
by Gabriele Marconi & Carla Campos Cascales & Catalina Covacevich & Tue Halgreen - 233 Non-cognitive characteristics and academic achievement in Southeast Asian countries based on PISA 2009, 2012, and 2015
by Jihyun Lee - 232 A tool to capture learning experiences during COVID-19: The PISA Global Crises Questionnaire Module
by Jonas Bertling & Nathaniel Rojas & Jan Alegre & Katie Faherty - 231 What skills do employers seek in graduates?: Using online job posting data to support policy and practice in higher education
by Nora Brüning & Patricia Mangeol - 230 Assessing adults’ skills on a global scale: A joint analysis of results from PIAAC and STEP
by François Keslair & Marco Paccagnella - 229 The role of labour market information in guiding educational and occupational choices
by Andrea-Rosalinde Hofer & Aleksandra Zhivkovikj & Roger Smyth - 228 Inclusion of Roma students in Europe: A literature review and examples of policy initiatives
by Alexandre Rutigliano - 227 Mapping policy approaches and practices for the inclusion of students with special education needs
by Ottavia Brussino - 226 Digital strategies in education across OECD countries: Exploring education policies on digital technologies
by Reyer van der Vlies - 225 The economic impacts of learning losses
by Eric A. Hanushek & Ludger Woessmann - 224 Education responses to COVID-19: Implementing a way forward
by Pierre Gouëdard & Beatriz Pont & Romane Viennet - 223 PIAAC Thematic Review on Adult Learning
by Richard Desjardins - 222 Why parenting matters for children in the 21st century: An evidence-based framework for understanding parenting and its impact on child development
by Hannah Ulferts - 221 How a student’s month of birth is linked to performance at school: New evidence from PISA
by Pauline Givord - 220 Teaching and Learning International Survey (TALIS) 2018 analysis plan
by Heather Price & Ralph Carstens - 219 Examining a congruency-typology model of leadership for learning using two-level latent class analysis with TALIS 2018
by Alex J. Bowers - 218 Trustworthy artificial intelligence (AI) in education: Promises and challenges
by Stéphan Vincent-Lancrin & Reyer van der Vlies - 217 Measuring process quality in early childhood education and care through Situational Judgement Questions: Findings from TALIS Starting Strong 2018 Field Trial
by Trude Nilsen & Pauline Slot & Hynek Cigler & Minge Chen - 216 The emergence of alternative credentials
by Shizuka Kato & Victoria Galán-Muros & Thomas Weko - 215 What difference do networks make to teachers’ knowledge?: Literature review and case descriptions
by Nóra Révai - 214 Attendance in early childhood education and care programmes and academic proficiencies at age 15
by Jaime Balladares & Miloš Kankaraš - 213 Teachers’ well-being: A framework for data collection and analysis
by Carine Viac & Pablo Fraser
2019
- 212 The relevance of general pedagogical knowledge for successful teaching: Systematic review and meta-analysis of the international evidence from primary to tertiary education
by Hannah Ulferts - 211 Leadership for quality early childhood education and care
by Anne L. Douglass - 210 Strength through diversity: Country spotlight report for Chile
by Caitlyn Guthrie & Hanna Andersson & Lucie Cerna & Francesca Borgonovi - 209 Introduction of multistage adaptive testing design in PISA 2018
by Kentaro Yamamoto & Hyo Jeong Shin & Lale Khorramdel - 208 Assessing students’ social and emotional skills through triangulation of assessment methods
by Miloš Kankaraš & Eva Feron & Rachel Renbarger - 207 Assessment framework of the OECD Study on Social and Emotional Skills
by Miloš Kankaraš & Javier Suarez-Alvarez - 206 Policy approaches to integration of newly arrived immigrant children in schools: The case of the Netherlands
by Özge Bilgili - 205 Using process data to understand adults’ problem-solving behaviour in the Programme for the International Assessment of Adult Competencies (PIAAC): Identifying generalised patterns across multiple tasks with sequence mining
by Qiwei He & Francesca Borgonovi & Marco Paccagnella - 204 Means, ends and meaning in accountability for strategic education governance
by Glenn Fahey & Florian Köster - 203 Refugee education: Integration models and practices in OECD countries
by Lucie Cerna - 202 Upgrading the ICT questionnaire items in PISA 2021
by Adrien Lorenceau & Camille Marec & Tarek Mostafa - 201 Invariance analyses in large-scale studies
by Fons J. R. Van de Vijver & Francesco Avvisati & Eldad Davidov & Michael Eid & Jean-Paul Fox & Noémie Le Donné & Kimberley Lek & Bart Meuleman & Marco Paccagnella & Rens van de Schoot - 200 Moving towards more school autonomy in Austria: Refocusing the role of school supervision
by Michael Bruneforth & Claire Shewbridge & Rien Rouw - 199 Constructive accountability, transparency and trust between government and highly autonomous schools in Flanders
by Claire Shewbridge & Marc Fuster & Rien Rouw - 198 The lives of teachers in diverse classrooms
by Neda Forghani-Arani & Lucie Cerna & Meredith Bannon - 197 Starting Strong Teaching and Learning International Survey 2018 Conceptual Framework
by Megan P. Y. Sim & Julie Bélanger & Agnes Stancel-Piątak & Lynn Karoly - 196 Learning in rural schools: Insights from PISA, TALIS and the literature
by Alfonso Echazarra & Thomas Radinger - 195 Impacts of technology use on children: Exploring literature on the brain, cognition and well-being
by Francesca Gottschalk - 194 Strength through diversity’s Spotlight Report for Sweden
by Lucie Cerna & Hanna Andersson & Meredith Bannon & Francesca Borgonovi - 193 Curriculum alignment and progression between early childhood education and care and primary school: A brief review and case studies
by Elizabeth A. Shuey & Najung Kim & Alejandra Cortazar & Ximena Poblete & Lorena Rivera & María José Lagos & Francesca Faverio & Arno Engel - 187 Enquête internationale sur l’enseignement et l’apprentissage (TALIS) : Cadre conceptuel
by John Ainley & Ralph Carstens
2018
- 192 Compétences en littératie et configurations familiales
by Nicolas Jonas & William Thorn - 192 Literacy skills and family configurations
by Nicolas Jonas & William Thorn - 191 Interviewers, test-taking conditions and the quality of the PIAAC assessment
by François Keslair - 190 Early Career Teachers: Pioneers Triggering Innovation or Compliant Professionals?
by Alejandro Paniagua & Angelina Sánchez-Martí - 189 Dilemmas of central governance and distributed autonomy in education
by Andrea Frankowski & Martijn van der Steen & Daphne Bressers & Martin Schulz & Claire Shewbridge & Marc Fuster & Rien Rouw - 188 The science of teaching science: An exploration of science teaching practices in PISA 2015
by Tarek Mostafa & Alfonso Echazarra & Hélène Guillou - 187 Teaching and Learning International Survey (TALIS) 2018 Conceptual Framework
by John Ainley & Ralph Carstens - 186 The Power and Promise of Early Learning
by Elizabeth A. Shuey & Miloš Kankaraš - 185 The role of education in promoting positive attitudes towards migration at times of stress
by Francesca Borgonovi & Artur Pokropek - 184 The evolution of gender gaps in numeracy and literacy between childhood and adulthood
by Francesca Borgonovi & Álvaro Choi & Marco Paccagnella - 183 The gender gap in educational outcomes in Norway
by Francesca Borgonovi & Alessandro Ferrara & Soumaya Maghnouj - 182 Education systems, education reforms, and adult skills in the Survey of Adult Skills (PIAAC)
by Huacong Liu - 181 Who Needs Special Education Professional Development?: International Trends from TALIS 2013
by North Cooc - 180 Making skills transparent: Recognising vocational skills acquired through workbased learning
by Viktoria Kis & Hendrickje Catriona Windisch - 179 New technologies and 21st century children: Recent trends and outcomes
by Julie Hooft Graafland - 178 Can we close gaps in literacy by social background over the life course?: Evidence from synthetic 1950-1980 birth cohorts
by Anna K. Chmielewski - 177 Les pratiques et les compétences des adultes en numératie
by Nicolas Jonas - 177 Numeracy practices and numeracy skills among adults
by Nicolas Jonas - 176 Structural characteristics and process quality in early childhood education and care: A literature review
by Pauline Slot - 175 Working it out: Career Guidance and Employer Engagement
by Pauline Musset & Lucia Mytna Kurekova - 174 What difference do standards make to educating teachers?: A review with case studies on Australia, Estonia and Singapore
by Nóra Révai - 173 Social and emotional skills for student success and well-being: Conceptual framework for the OECD study on social and emotional skills
by Oleksandr S. Chernyshenko & Miloš Kankaraš & Fritz Drasgow - 172 Understanding innovative pedagogies: Key themes to analyse new approaches to teaching and learning
by Amelia Peterson & Hanna Dumont & Marc Lafuente & Nancy Law - 171 Lessons learned from the PISA4U pilot: The online programme for school improvement
by Kari Dreyer & Alexandra Cosma & Iveta Hlinková & Jan Henggeormation - 170 Physical health and well-being in children and youth: Review of the literature
by Ruth Aston - 169 Emotional well-being of children and adolescents: Recent trends and relevant factors
by Anna Choi - 168 Science teachers’ satisfaction: Evidence from the PISA 2015 teacher survey
by Tarek Mostafa & Judit Pál - 167 Academic resilience: What schools and countries do to help disadvantaged students succeed in PISA
by Tommaso Agasisti & Francesco Avvisati & Francesca Borgonovi & Sergio Longobardi - 166 Skills for the 21st century: Findings and policy lessons from the OECD survey of adult skills
by John P. Martin - 165 Association between literacy and self-rated poor health in 33 high-and upper-middle-income countries
by Sujay Kakarmath & Vanessa Denis & Marta Encinas-Martín & Francesca Borgonovi & S. V. Subramanian
2017
- 164 Birthplace diversity, income inequality and education gradients in generalised trust: The relevance of cognitive skills in 29 countries
by Francesca Borgonovi & Artur Pokropek - 163 How returns to skills depend on formal qualifications: Evidence from PIAAC
by Jan Paul Heisig & Heike Solga - 162 Education policy implementation: A literature review and proposed framework
by Romane Viennet & Beatriz Pont - 161 Harnessing Spatial Thinking to Support Stem Learning
by Nora Newcombe - 160 Collaboration, alliance, and merger among higher education institutions
by Jonathan Williams - 159 Understanding teachers' pedagogical knowledge: report on an international pilot study
by Kristina Sonmark & Nóra Révai & Francesca Gottschalk & Karolina Deligiannidi & Tracey Burns - 158 The “CHARM” Policy Analysis Framework: Evaluation of Policies to Promote Immigrant Students’ Resilience
by Özge Bilgili - 157 Personality matters: Relevance and assessment of personality characteristics
by Miloš Kankaraš - 156 Adaptive problem solving: Moving towards a new assessment domain in the second cycle of PIAAC
by Samuel Greiff & Katharina Scheiter & Ronny Scherer & Francesca Borgonovi & Ann Britt & Art Graesser & Muneo Kitajima & Jean-François Rouet - 155 Youth in Transition: How Do Some of The Cohorts Participating in PISA Fare in PIAAC?
by Francesca Borgonovi & Artur Pokropek & François Keslair & Britta Gauly & Marco Paccagnella - 154 Who Makes It Into PISA?: Understanding the Impact of PISA Sample Eligibility Using Turkey as a Case Study (PISA 2003 - PISA 2012)
by Nicholas Spaull - 153 Striking the right balance: Costs and benefits of apprenticeship
by Małgorzata Kuczera - 152 Incentives for apprenticeship
by Małgorzata Kuczera
2016
- 151 Report on the relative strengths and weaknesses of the United States in PISA 2012 mathematics
by Janina Krawitz & Kay Achmetli & Werner Blum & Sebastian Vogel & Michael Besser - 150 Work-based Learning for Youth at Risk: Getting Employers on Board
by Viktoria Kis - 149 Measurement Properties of Non-cognitive scales in the Polish Follow-up Study on PIAAC (POSTPIAAC)
by Marta Palczyńska & Karolina Świst - 148 Teaching Strategies for Instructional Quality: Insights from the TALIS-PISA Link Data
by Noémie Le Donné & Pablo Fraser & Guillaume Bousquet - 147 Regulating Publicly Funded Private Schools: A Literature Review on Equity and Effectiveness
by Luka Boeskens - 146 Education, Labour Market Experience and Cognitive Skills: A First Approximation to the PIAAC Results
by Juan Francisco Jimeno & Aitor Lacuesta & Marta Martínez-Matute & Ernesto Villanueva - 145 Ageing and Literacy Skills: Evidence from IALS, ALL And PIAAC
by Garry Barrett & W. Craig Riddell - 144 "Graduate Jobs" in OECD countries: Analysis Using A New Indicator Based on High Skills Use
by Golo Henseke & Francis Green - 143 The Cost and Benefits of Work-based Learning
by Samuel Mühlemann - 142 Literacy and Numeracy Proficiency in IALS, ALL and PIAAC
by Marco Paccagnella - 141 High-Quality Teacher Professional Development and Classroom Teaching Practices: Evidence from Talis 2013
by Fabian Barrera-Pedemonte - 140 A Framework for the Analysis of Student Well-Being in the PISA 2015 Study: Being 15 In 2015
by Francesca Borgonovi & Judit Pál - 139 United in Diversity: A Complexity Perspective on the Role of Attainment Targets in Quality Assurance in Flanders
by Rien Rouw & Marc Fuster & Tracey Burns & Marlon Brandt - 138 Conditions and Practices Associated with Teacher Professional Development and Its Impact on Instruction in TALIS 2013
by Darleen Opfer - 137 What Makes a School a Learning Organisation?
by Marco Kools & Louise Stoll - 136 The Neuroscience of Mathematical Cognition and Learning
by Chung Yen Looi & Jacqueline Thompson & Beatrix Krause & Roi Cohen Kadosh - 135 Work, train, win: work-based learning design and management for productivity gains
by Viktoria Kis - 134 Returns to ICT Skills
by Oliver Falck & Alexandra Heimisch & Simon Wiederhold - 133 Test-taking engagement in PIAAC
by Frank Goldhammer & Thomas Martens & Gabriela Christoph & Oliver Lüdtke - 132 Age, Ageing and Skills: Results from the Survey of Adult Skills
by Marco Paccagnella - 131 Adults with Low Proficiency in Literacy or Numeracy
by Anke Grotlüschen & David Mallows & Stephen Reder & John Sabatini - 130 How teachers teach and students learn: Successful strategies for school
by Alfonso Echazarra & Daniel Salinas & Ildefonso Méndez & Vanessa Denis & Giannina Rech - 129 The Impact of Literacy, Numeracy and Computer Skills on Earnings and Employment Outcomes
by Marguerita Lane & Gavan Conlon - 128 Budgeting and Accounting in OECD Education Systems: A Literature Review
by Tala Fakharzadeh - 127 Student Learning Time: A Literature Review
by Anna Gromada & Claire Shewbridge - 126 PISA For Development Technical Strand A: Enhancement of PISA Cognitive Instruments
by Ray Adams & John Cresswell