What did PISA and TIMSS ever do for us? The potential of large scale datasets for understanding and improving educational practice

There appears to be something of an intellectual and philosophical gulf between education researchers who seek insights from statistical analyses of complex data-sets such as those provided by the OECD (PISA), and others who seek to develop rich, contextualised socio-historical understandings that c...

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Vydané v:Comparative education Ročník 55; číslo 1; s. 133 - 155
Hlavní autori: Elliott, Julian, Stankov, Lazar, Lee, Jihyun, Beckmann, Jens F
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Oxford Taylor & Francis, Ltd 01.02.2019
Taylor & Francis Ltd
Predmet:
Academic achievement
Asian students
Classroom practice
Classrooms
Cognition
Cross cultural studies
Cultural differences
Cultural factors
Data
Data analysis
Datenanalyse
Education
Educational Practices
Educational tests & measurements
Einflussfaktor
Herausforderung
International studies
Kultureller Unterschied
Large scale assessment
Ostasien
PISA (Programme for International Student Assessment)
Programme for International Student Assessment (PISA)
Reference Materials
Schülerleistung
TIMSS (Third International Mathematics and Science Study)
Trends in International Mathematics and Science Study (TIMSS)
Ursache
Well being
Ökosystem
East Asia
ISSN:1360-0486, 0305-0068, 1360-0486
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Popis
Shrnutí:There appears to be something of an intellectual and philosophical gulf between education researchers who seek insights from statistical analyses of complex data-sets such as those provided by the OECD (PISA), and others who seek to develop rich, contextualised socio-historical understandings that can shed light upon why particular classroom practices operate and are sustained within a given milieu. This paper outlines these different perspectives, with particular reference to non-cognitive factors. Detailed analysis of the roots of high academic achievement, and associated challenges to student wellbeing, in many East Asian countries, is provided. The important influence of broad political and societal factors is highlighted by reference to cross-cultural differences across a large number of countries. The paper concludes by stating that while data from large datasets can assist in gaining greater understanding of cross-cultural differences, to be meaningful, such analyses should be incorporated within complex ecosystemic accounts. (übernommen).
Bibliografia:Refereed article. Includes bibliographical references.
Comparative Education; v.55 n.1 p.133-155; February 2019
Special themed issue : When best practice' meets the pedagogical nexus: recontextualisation, reframing and resilience
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ISSN:1360-0486
0305-0068
1360-0486
DOI:10.1080/03050068.2018.1545386