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Übersicht zur Erhebung: Chapter 16 - Curriculum and Learning Time in International School Achievement Studies

Erhebung: Chapter 16 - Curriculum and Learning Time in International School Achievement Studies
Übergeordnete Studie: PISA 2015 - Programme for International Student Assessment
Abstract: This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "Curriculum and Learning Time in International School Achievement Studies": Students’ opportunities to learn are closely related to student achievement and thus are an important aspect of education effectiveness research. International school achievement studies have stressed their importance for questions of equity in education. This chapter concentrates on the quantity of opportunities to learn: i.e., the curriculum content and the amount of learning time that a student experiences. A literature review leads to the identification of core concepts of curriculum and learning time that should be included in international large-scale assessments (ISLAs) in order to enable meaningful reporting, provide useful data for secondary research, and facilitate policy making. The resulting theoretical frameworks, combined with the literature on education effectiveness research, are compared against previous measures for both concepts in ILSAs, and provide the foundation for questionnaire material that was developed for, implemented and evaluated in the field trial for PISA 2015.
Studienleitung: Klieme, Eckhard / Kuger, Susanne / Jude, Nina
Koordination: German Institute for International Educational Research
Persistent identifier:
Website: http://www.oecd.org/pisa/
Beteiligte Institutionen:
Förderung: OECD
Erhebungsmethode: Fragebogen - papierbasiert
Erhebungszeitraum: 2014
Stichprobe: Student, Principal, Teacher Science
Erhebungsraum: Albania, Algeria, Argentina, Australia, Austria, Belgium, Brazil, Bulgaria, Canada, Chile, People's Republic of China, Chinese Taipei, Colombia, Costa Rica, Croatia, Czech Republic, Denmark, Dominican Republic, Estonia, Finland, Former Yugoslav Republic of Macedonia, France, Georgia, Germany, Greece, Hong Kong- China, Hungary, Iceland, Indonesia, Ireland, Israel, Italy, Japan, Jordan, Kazakhstan, Korea, Kosovo, Latvia, Lebanon, Lithuania, Luxembourg, Macao-China, Malaysia, Malta, Mexico, Moldova, Montenegro, Netherlands, New Zealand, Norway, Peru, Poland, Portugal, Qatar, Romania, Russian Federation, Singapore, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, Thailand, Trinidad and Tobago, Tunisia, Turkey, United Arab Emirates, United Kingdom, United States of America, Uruguay, Vietnam
Erhebungsschwerpunkte der Studie auf einen Blick: tagcloud
Skalen nach Konstrukt: Individual and institutional background Processes at the school level Processes of teaching and learning
Skalenhandbuch:
  • Kuger, Susanne / Jude, Nina / Klieme, Eckhard: Documentation of Scales (online): PISA 2015 Field Trial – Core 6, Context , In: Datenbank zur Qualität von Schule (DaQS) , Frankfurt am Main: Deutsches Institut für Internationale Pädagogische Forschung (DIPF) 2016 DOI:10.7477/150:0:1
Studienbezogene Publikationen:
  • Kuger, Susanne / Klieme, Eckhard / Jude, Nina / Kaplan, David: Assessing Contexts of Learning. An International Perspective , Dordrecht: Springer 2016 , ISBN: 978-3-319-45356-9
Zusätzliche Materialien: Leider liegen uns die Fragebögen zu dieser Studie nicht vor.
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