This volume of PISA 2009 results examines how human, financial and material resources, and education policies and practices shape learning outcomes. Following an introduction to PISA and a Reader's Guide explaining how to interpret the data, Chapter 1 presents a summary of features shared by "successful" school systems. Chapter 2 details how resources, policies and practices relate to student performance. Chapter 3 provides detailed descriptions and in-depth analyses of selected organisational features (how students are sorted into grades, schools, and programmes, school autonomy, etc.) of schools and systems and how those aspects affect performance. Chapter 4 describes and analyzes key aspects of the learning environment (behaviours, discipline, parental involvement, school leadership, etc.) and how they affect performance. The final chapter discusses the policy implications of the findings. Annexes provides detailed statistical data and technical background.
Tables des matières:
Foreword Executive Summary Introduction to PISA Reader’s Guide Chapter 1. Some Features Shared by High-Performing School Systems -Performance differences among countries, schools and students -Common characteristics of successful school systems -The learning environment inside schools and classrooms -The PISA 2009 evidence base Chapter 2. How Resources, Policies and Practices are Related to Student Performance -How PISA examines resources, policies, practices and learning outcomes -How the learning environment is related to student performance -How the features of schools and school systems is interrelated Chapter 3. How Schooling is Organised -Selecting and grouping students -Governance of school systems -Assessment and accountability policies -Resources invested in education Chapter 4. The Learning Environment -Teacher-student relations -Disciplinary climate -How teachers stimulate students' engagement with reading -Student-related factors affecting the school climate -Teacher-related factors affecting the school climate -Parents' involvement in and expectations of schooling -Principal leadership -Relationship between learning environment and school climate variables Policy Implications -A commitment to children matters, as does the belief that all students can attain high levels of achievement -Setting standards and showing how to meet them matters -Autonomy matters when combined with accountability -How resources are allocated in schools matters more than overall spending -The school climate and teacher-student relations matter References Annex A - Technical Background Annex B - Tables of Results Annex C - The Development and Implementation of PISA – A Collaborative Effort