International Comparisons

This article explore the relationship between per pupil spending and learning, particularly in developing countries that spend much lower levels in education than do OECD countries. Their findings suggest that, when education systems spend above $8,000, the association between student learning and per student spending is no longer statistically significant. Therefore, they find a threshold effect after this level of resources is met, indicating a declining relationship between resources and achievement at high levels of expenditure (consistent with other recent literature). There is a positive relationship between student learning and per pupil expenditure among the low-spending countries (below $8,000 per student), but a flat relationship among high-spending countries. 

The main purpose of the present study was to explore the impact of communicative factors on job satisfaction and employee’s desired need for new ways of communicating.

The purpose of this study is to investigate the influence of distributed leadership (DL) on school effectiveness (SE) in junior secondary schools in Katsina State, Nigeria. The study also investigates if teachers’ commitment (TC) mediates the relationship between DL and SE.

This paper evaluates the impact of a performance-related pay scheme for teachers in England. 

During recent decades, the notion of team leadership has emerged as a central theme in the international discourse on systemic education reform. This issue of Research in Educational Administration and Leadership not only captures a collective sense of commitment to education as means for advancing national social, economic, and political wellbeing but also reflects a changing nature of leadership across a wide spectrum of educational organizations and contexts. 

This paper review the main (four) critiques that have been made of international tests, as well as the rationales and education policy analyses accompanying these critiques. This brief also discusses a set of (four) critiques around the underlying social meaning and educational policy value of international test comparisons. These comparisons indicate how students in various countries score on a particular test, but do they carry a larger meaning? This paper also have some recommendations based on their critiques. 

The work of several such task forces and other groups reviewing empirically supported treatments (ESTs) in the United States, United Kingdom, and elsewhere is summarized here, along with the lists of treatments that have been identified as ESTs

This small-scale pilot study investigated the role of school principals in the induction of new teachers in Ontario, Canada.

The aims of this study were to investigate whether and how teachers' perceptions of social–emotional learning and climate in their schools influenced three outcome variables—teachers' sense of stress, teaching efficacy, and job satisfaction—and to examine the interrelationships among the three outcome variables.

The aims of this study were to investigate whether and how teachers' perceptions of social–emotional learning and climate in their schools influenced three outcome variables—teachers' sense of stress, teaching efficacy, and job satisfaction—and to examine the interrelationships among the three outcome variables.

Studying teacher workload issues has become somewhat of a trend in recent years with studies having already been completed in most other Canadian provinces. The consistency in teacher workload across the country is remarkable (see Appendix 2), and many of the findings in this study are supported by research in other jurisdictions. However, this discussion of the findings will deal primarily with the issues in Newfoundland and Labrador.

Fueled by public incidents and growing evidence of deficiencies in care, concern over the quality and outcomes of care has increased in both the United Kingdom and the United States. Both countries have launched a number of initiatives to deal with these issues. 

This report focuses on the performance of U.S. students2 in the major subject area of reading literacy by presenting results from a combined reading literacy scale and three reading literacy subscales: access and retrieve, integrate and interpret, and reflect and evaluate

This paper is an appendix to the "Highlights From TIMSS 2011: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context" report. It contains the report's standard error tables (Contains 42 tables. TIMSS is used to compare over time the mathematics and science knowledge and skills of fourth- and eighth-graders. The results, therefore, suggest the degree to which students have learned mathematics and science concepts and skills likely to have been taught in school. 

This report: (1) investigates the declining state of the educational system in America, as measured by high school student performance in the United States and other countries; (2) identifies specific problem areas; and (3) offers multiple recommendations for improvement

A report entitled A Nation at Risk was published based on information distilled from commissioned research papers and public hearings. The report contains summaries of the papers and hearings; a list of findings in content, expectations, time, and teaching; a set of recommendations; and aspects of implementation related to con

In the United States, nationally representative data on student achievement come primarily from two sources: the National Assessment of Educational Progress (NAEP)—also known as “The Nation’s Report Card”—and U.S. participation in international assessments, including the Program for International Student Assessment (PISA). In Summary, this study  this study found many similarities between the two assessments. However, it also found important differences in the relative emphasis across content areas or categories, in the
role of context, in the level of complexity, in the degree of mathematizing, in the overall amount
of text, and in the use of representations in assessments

Transforming education is one of the signature challenges of our times. This book sets out exactly and undeniably why the only way to do it is to honor and improve the profession of teaching. Written by two of the sharpest educational thinkers in the world, this book is an incisive critique of the failing reform movements in many countries and a powerful manifesto for the only strategy that can and does work.

This paper will explain Round Tables, a practical, engaging alternative to the traditional classroom presentation. Round Tables are small groups of students, with each student given a specific speaking role to perform.

The most successful teacher induction programs reported here include opportunities for experts and neophytes to learn together in a supportive environment promoting time for collaboration, reflection and acculturation into the profession of teaching. 

This study have sought to investigate teacher success in Hong Kong. The study aims to achieve the following objectives: to acquire an initial understanding of how Hong Kong teachers conceptualize teacher success, to identify the factors hindering teacher success; to study the relationship between professional development and teacher success.

In the last 20 years, international surveys assessing learning in reading, mathematics and science have been headline news because they put countries in rank order according to performance. The three most well known surveys are TIMSS, PISA and PIRLS. The survey offer information about international performances for the use of others in order to drive up education standards everywhere. They also emphasise that their aim is to facilitate dissemination of ideas on which features of education systems lead to the best performances.

This report is one of a series of reports on teacher quality systems in top-performing countries commissioned by the Center on International Education Benchmarking of the National Center on Education and the Economy. In addition to these reports, researchers have collected authentic tools used by the systems highlighted to assist policymakers and practitioners interested in adapting lessons learned for their own context and culture.

This article describes the methods, results, and lessons of this rapid expansion. Ten elements have been essential to the success and may be significant in other settings where it is desired to improve tuberculosis control or other public health services on a large scale.

The inauguration of the ESI section of School Psychology Quarterly represents a new era in research for our profession that we hope will usher in advancements for both the science and practice of school psychology.

A meta‐analysis of the relationship between science instruction and student engagement was performed. The 16 studies represented a total of 4518 students and 376 teachers from the United States and Australia.

This paper reviews studies on teacher stress and burnout conducted over the past decade. The range of studies considered indicates that this topic is now of major international concern.

The purpose of this paper is to examine relationships between principal leadership, dimensions of school capacity, and teacher professional learning in 32 Hong Kong primary schools.

Using a randomized control trial in 11 Chinese primary schools, we studied the effects of pay-for-grades programs on academic cheating. We randomly assigned 82 classrooms into treatment or control conditions, and used a statistical algorithm to determine the occurrence of cheating. 

This Brown Center Report (BCR) on American Education is the sixth and final edition in the third volume and the 16th issue overall. The series began in 2000. As in the past, the report comprises three studies. Also in keeping with tradition, the first section features recent results from state, national, or international assessments; the second section investigates a thematic topic in education, either by collecting new data or by analyzing existing empirical evidence in a novel way; and the third section looks at one or more education policies.

This report attempts to summarize the most important and interesting trends emerging from TIMSS across the past two decades. The report is organized from macro to micro perspectives. The first chapter provides an overview of student achievement worldwide. The second and third chapters explore curriculum and instruction. The fourth and fifth chapters narrow the focus to two topics of interest among policymakers. 

This book examines seven jurisdictions that have worked to develop comprehensive teaching policy systems: Singapore and Finland, the states of New South Wales and Victoria in Australia, the provinces of Alberta and Ontario in Canada, and the province of Shanghai in China. 

Trends Shaping Education Spotlights is a series of briefs bringing together global mega trends, academic research and concrete policy examples to support strategic thinking in education. Using a multidisciplinary lens and a visual and concise format, this is a series directed at a broad audience, including policy makers, principals and teachers, researchers and parents and students.

This article describes early aspects of the nationwide implementation of an evidence‐based program (EBP) in Norway and the design for studying program fidelity over time. 

This report describes the reading literacy of fourth-graders in 35 countries, including the United States. The report provides information on a variety of reading topics, but with an emphasis on U.S. results. The report also presents information on reading and instruction in the classroom and explores the reading habits of fourth-graders outside of school. This report defines reading literacy for fourth-graders, highlights the performance and distribution of fourth-graders relative to fourth-graders in other countries, and illustrates, through international benchmarking, the performance of assessed students.

This volume of PISA 2009 results looks at the progress countries have made in raising student performance and improving equity in the distribution of learning opportunities. 

Volume II of PISA's 2009 results looks at how successful education systems moderate the impact of social background and immigrant status on student and school performance. 

US President Obama has launched one of the world’s most ambitious education reform agendas. Under the heading “Race to the Top”, this agenda encourages US states to adopt internationally benchmarked standards and assessments that prepare students for success in college and the workplace: recruit, develop, reward, and retain effective teachers and principals. 

The OECD’s Programme for International Student Assessment (PISA) surveys, which take place every three years, have been designed to collect information about 15-year-old students in participating countries.

This first volume of PISA 2009 survey results provides comparable data on 15-year-olds' performance on reading, mathematics, and science across 65 countries. 

This article examines the state of progress of evidence-based educational policies in Europe and identifies organizations for the generation and dissemination of evidence. Further, it discusses some of the most relevant challenges facing the development of evidence-informed education policies in Europe.

The focus of the report is on the performance of U.S. students relative to their peers in other countries on TIMSS and TIMSS Advanced 2015, and, for TIMSS results, on changes in achievement since 2011 and 1995. This report also describes the characteristics of students who participated in the advanced mathematics and physics assessments at the end of high school, and describes the performance of males and females in these subjects. In addition, it includes achievement in Florida, and international benchmarks to provide a way to interpret the scale scores by describing the types of knowledge and skills students demonstrate at different levels along the TIMSS scale. 

This articles suggest policymakers to focus less on the international test and more on how states compare to each other when trying to improve schools. This article also shows how it's not worthwhile to compare school in countries where the conditions are different. 

This study aimed to explore differences in teachers’ expectations and judgments of student reading performance for Maori, Pacific Island, Asian and New Zealand European students. A further objective was to compare teacher expectations and judgments with actual student achievement.

In this paper, student-level indicators of opportunity to learn (OTL) included in the 2012 Programme for International Student Assessment are used to explore the joint relationship of OTL and socioeconomic status (SES) to student mathematics literacy. This paper suggest that in most countries, the organization and policies defining content exposure may exacerbate educational inequalities.

This study highlights the progress made over the past 30 years in delivering the evidence that education practitioners need to make informed decisions. His conclusions are based on three studies: Effective Programs for Struggling Readers: A Best-Evidence Synthesis; A Synthesis of Quantitative Research on Reading Programs for Secondary Students; and Effective Programs in Elementary Mathematics: A Best-Evidence Synthesis. The research found that the number of rigorous randomized or quasi-experimental studies in elementary reading for struggling readers, secondary reading, and elementary math rose significantly over the past 20 years. 

This article presents a definition and rationale for evidence-based reform in education, and a discussion of the current state of evidence-based research, focusing on China, the U.S., and the UK. The article suggests ways in which Chinese, U.S., UK, and other scholars might improve the worldwide quality of evidence-based reform in education.

This Campbell systematic review examines the impact of class size on academic achievement. The review summarises findings from 148 reports from 41 countries. Ten studies were included in the meta‐analysis.

This annual publication is thedefinitive compendium of data on virtually every aspects of education from pre-kindergarten through graduate school. Its chapters include: All Levels of Education, Elementary and Secondary Education, Postsecondary Education, Federal Funds for Education and Related Activities, Outcomes of Education, International Comparisons of Education, and Libraries and Use of Technology. 

The purpose of this document is to provide background information that will be useful in interpreting the 2007 results from the Trends in International Mathematics and Science Study (TIMSS) by comparing its design, features, framework, and items with those of the U.S. National Assessment of Educational Progress and another international assessment in which the United States participates, the Program for International Student Assessment (PISA). The report found, because there are differences in the features, frameworks and items of the national and international assessments, direct comparisons among the assessments are not useful. Rather the results from different studies should be thought of as different lenses through which to view and better understand U.S. student performance.

This document provide background information that will be useful in interpreting the results from two key international assessments that are being released in November and December 2007 and in comparing these results with recent findings from the U.S. National Assessment of Educational Progress in similar subjects. In sum, there appears to be an advantage in capitalizing on the complementary information presented in national and international assessments. NAEP measures in detail the reading, mathematics and science knowledge of U.S. students as a whole, and can also provide trend information for individual states, different geographic regions, and demographic population groups. International assessments like PIRLS and PISA add value by providing a method for comparing our performance in the United States to the performance of students in other nations. However, their differences need to be recognized when interpreting results. 

This article show different approach that researcher took to answer questions on social gradient in education between the countries. Comparing some of these results highlights weak service delivery in many developing countries. Even where resources may be similar, social gradients are steep in some, indicating much worse educational outcomes for the poor. And public resources are often extremely poorly converted into learning. The differential ability of schools and school systems to convert resources into learning outcomes remains a major impediment to improving educational outcomes, and indeed life chances, for the poor.

This report synthesizes what research says works in improving teacher skills and knowledge, what nations that outperform the United States in education are doing, and provides an analysis of newly available data from the federal Schools and Staffing Survey and other sources to indicate where the nation stands in building the capacity of educators to help students reach high standards. It includes newly analyzed data from the federal Schools and Staffing Survey and other data sources.