Pisa And Pirls: The Effects Of Culture And School Environment

by Kay Cheng Soh

Overview

International comparative studies of student achievement have caught the attention of governments, policy-makers, school leaders and educational researchers globally. They have become benchmarks of education for countries in the world and provide a broad perspective for countries to evaluate their education achievement. However, culture and school environment are two critical factors affecting educational achievement that deserve careful consideration and re-interpretation. This book brings light to these conceptual and methodological issues.The 14 articles in this book deal with various aspects of the Programme for International Student Assessment (PISA) and the Progress in International Reading Literacy Study (PIRLS), including cultural and social environments, principals' roles and views, achievements in Reading, Science, and Mathematics, and the trustworthiness of international comparisons. The articles use PISA and PIRLS data to present new insights and interpretations of international surveys. These insights will help educators, administrators, and policy-makers understand the working mechanisms of their school systems and the relationships between students' achievement and the culture and school environment they are in.This book is a companion volume to the author's earlier publication — PISA: Issues and Effects in Singapore, East Asia, and the World (World Scientific, 2017).

Product Details

ISBN-13:	9789813276536
Publisher:	World Scientific Publishing Company, Incorporated
Publication date:	01/07/2019
Pages:	248
Product dimensions:	6.00(w) x 9.00(h) x 0.63(d)

Table of Contents

About the Author ix

Prologue xi

Part I Cultural and Social Environment 1

Chapter 1 The Influence of Culture on Academic Achievement: Illustration Using PISA 2009 Data 3

Chapter 2 Social Environments for Learning in Finland and Singapore: Perceptions of Students and Principals in PISA 2009 21

Part II Principals' Roles and Views 45

Chapter 3 Principals as Instructional Leaders? A Lesson from the PIRLS 2011 47

Chapter 4 Principals' Leadership and Views on Teachers and Students in PISA 2012: Comparisons between OECD Members and Partners 59

Part III Reading, Science, and Mathematics 77

Chapter 5 PIRLS 2011 Reading and the Effects of Home, School, and Classroom Factors: Confirming and Contradicting Findings 79

Chapter 6 Reading Achievement, Materials, Times, and Purposes in PISA 2010: Comparing OECD Members and Partners 97

Chapter 7 Reading Competencies as Predictors of Science Achievement: Lessons from PISA 2009 Data 117

Chapter 8 Reading Competencies as Predictors of Mathematics Achievement: Lessons from PISA 2009 133

Chapter 9 Collaborative Problem Solving in PISA 2015: Highlights and Reflections 149

Chapter 10 PISA's New Venture in Creative Thinking: Some Conceptual and Methodological Concerns 161

Part IV Trustworthiness of International Comparisons 175

Chapter 11 Readability of PISA Reading Tasks as a Predictor of Reading Performance 177

Chapter 12 Ecological Fallacy in Predicting Reading Achievement: The Case of PIRLS 191

Chapter 13 Mathematics Achievement and Interest Negatively Correlated! 209

Chapter 14 Does Ranking Tell the Truth in International Academic Comparisons? An Example from PISA 2012 and 2015 221

Epilogue 233