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1. The Influence of School Textbooks on TIMSS (Trends in International Mathematics and Science Study) and PIRLS (Progress in International Reading Literacy Study) Performance: A Content Analysis Approach

Author

Orkodashvili, Mariam

Abstract

The paper attempts to investigate the influence of textbooks on the results of international assessments such as TIMSS [Trends in International Mathematics and Science Study] and PIRLS [Progress in International Reading Literacy Study]. It tries to consider the role and impact of school textbooks on PIRLS and TIMSS performance across countries. As the research finds, the predominance of analytical, opinion-expressing, inferencing and evaluative categories in the school textbooks significantly favor the scores in PIRLS across the countries observed. In the case of maths, probability, data analysis and algebra problems are most predominant items schoolbooks of high performing countries in TIMSS. Advanced level analysis, integrating and comparing data, as well as reasoning and analysis could potentially be significant contributors to TIMSS science results.

Published
2016

2. Childbirth Across Cultures: Research and Practice.

Author

Chalmers, Beverley

Subjects
MATERNAL health services, CESAREAN section, CHILDBIRTH, CULTURE, INDUCED labor (Obstetrics)
Abstract

Countries and cultures differ in their approach to childbirth, as well as in their research practices. This paper examines 10 surveys of women's reports of their labor and birth in seven countries spanning North America and Western Europe and Eastern Europe. Similarities and differences in practice are highlighted, and the methodological difficulties of conducting research in cross-cultural settings are examined. This paper discusses innovative and culturally unique perinatal practices that are not revealed by such surveys and stresses the importance of sharing such ideas globally. ( BIRTH 39:4 December 2012) [ABSTRACT FROM AUTHOR]

Published
2012
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3. How Much Do 15-Year-Olds Learn over One Year of Schooling? PISA in Focus. No. 115

Author

Organisation for Economic Cooperation and Development (OECD) (France) and Avvisati, Francesco

Abstract

In 2020 and 2021, schooling, like many other aspects of life, has been heavily affected by the ongoing coronavirus pandemic. During periods of school closure, education systems and schools have often been quick to organise remote support for home-based learning. But several observers have questioned the effectiveness of these schooling surrogates, either in general or for particular types of students. Initial data from national assessments confirm that the results of many students who experienced school closures (particularly those from disadvantaged backgrounds) lag behind those of similar students in previous school years. Learning losses and gains are often compared to the typical learning progression observed in normal times over a year of schooling. This paper shows how international data can be used to investigate learning losses and gains over a school year.

Published
2021
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