Teaching Strategies for Instructional Quality: Insights from the TALIS-PISA Link Data
This report explores the relationships between mathematics teachers' teaching strategies and student learning outcomes in eight countries, using information from the TALIS-PISA link database. First, the study seeks to understand the shaping of teaching strategies by examining the way teachers u...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Weitere Verfasser: | , |
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Paris
OECD Publishing
2016
|
| Schriftenreihe: | OECD Education Working Papers
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | This report explores the relationships between mathematics teachers' teaching strategies and student learning outcomes in eight countries, using information from the TALIS-PISA link database. First, the study seeks to understand the shaping of teaching strategies by examining the way teachers use different classroom practices and the prevalence of these strategies among teachers across schools and countries. As a result of this exploration, three teaching strategies are put forward: active learning, cognitive activation and teacher-directed instruction. Second, the report aims at identifying the teaching strategies that are positively associated with student skill acquisition. Third and finally, it analyses the contributions of the school and the classroom settings, the teacher background and beliefs, to the implementation of the teaching strategies found to be positively related to student learning outcomes. Results show that cognitive activation strategies and, to a lesser extent, active learning strategies, have a strong association with students' achievement in mathematics. However, this association seems to be weaker in schools with socio-economically disadvantaged students. Also, teachers from the same school tend to share the same approach to teaching, which indicates that these teaching strategies are part of a "teaching culture" within the school. Teacher self-efficacy and teacher collaboration are shown to be the factors more often associated with the implementation of cognitive activation strategies and active learning. Following on from these findings, the paper concludes with a series of policy recommendations |
| Beschreibung: | 1 Online-Ressource (94 Seiten) 21 x 29.7cm |
| DOI: | 10.1787/5jln1hlsr0lr-en |
Internformat
MARC
| LEADER | 00000nam a2200000zc 4500 | ||
|---|---|---|---|
| 001 | BV047931320 | ||
| 003 | DE-604 | ||
| 007 | cr|uuu---uuuuu | ||
| 008 | 220413s2016 xx o|||| 00||| eng d | ||
| 024 | 7 | |a 10.1787/5jln1hlsr0lr-en |2 doi | |
| 035 | |a (ZDB-13-SOC)061322350 | ||
| 035 | |a (OCoLC)1312699237 | ||
| 035 | |a (DE-599)BVBBV047931320 | ||
| 040 | |a DE-604 |b ger |e aacr | ||
| 041 | 0 | |a eng | |
| 049 | |a DE-384 |a DE-91 |a DE-473 |a DE-824 |a DE-29 |a DE-739 |a DE-355 |a DE-20 |a DE-1028 |a DE-1049 |a DE-188 |a DE-521 |a DE-861 |a DE-898 |a DE-92 |a DE-573 |a DE-19 | ||
| 100 | 1 | |a Le Donné, Noémie |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Teaching Strategies for Instructional Quality |b Insights from the TALIS-PISA Link Data |c Noémie Le Donné, Pablo Fraser and Guillaume Bousquet |
| 264 | 1 | |a Paris |b OECD Publishing |c 2016 | |
| 300 | |a 1 Online-Ressource (94 Seiten) |c 21 x 29.7cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b c |2 rdamedia | ||
| 338 | |b cr |2 rdacarrier | ||
| 490 | 0 | |a OECD Education Working Papers | |
| 520 | |a This report explores the relationships between mathematics teachers' teaching strategies and student learning outcomes in eight countries, using information from the TALIS-PISA link database. First, the study seeks to understand the shaping of teaching strategies by examining the way teachers use different classroom practices and the prevalence of these strategies among teachers across schools and countries. As a result of this exploration, three teaching strategies are put forward: active learning, cognitive activation and teacher-directed instruction. Second, the report aims at identifying the teaching strategies that are positively associated with student skill acquisition. Third and finally, it analyses the contributions of the school and the classroom settings, the teacher background and beliefs, to the implementation of the teaching strategies found to be positively related to student learning outcomes. Results show that cognitive activation strategies and, to a lesser extent, active learning strategies, have a strong association with students' achievement in mathematics. However, this association seems to be weaker in schools with socio-economically disadvantaged students. Also, teachers from the same school tend to share the same approach to teaching, which indicates that these teaching strategies are part of a "teaching culture" within the school. Teacher self-efficacy and teacher collaboration are shown to be the factors more often associated with the implementation of cognitive activation strategies and active learning. Following on from these findings, the paper concludes with a series of policy recommendations | ||
| 650 | 4 | |a Education | |
| 700 | 1 | |a Fraser, Pablo |4 ctb | |
| 700 | 1 | |a Bousquet, Guillaume |4 ctb | |
| 856 | 4 | 0 | |u https://doi.org/10.1787/5jln1hlsr0lr-en |x Verlag |z kostenfrei |3 Volltext |
| 912 | |a ZDB-13-SOC | ||
| 943 | 1 | |a oai:aleph.bib-bvb.de:BVB01-033312813 | |
Datensatz im Suchindex
| _version_ | 1818805996065128448 |
|---|---|
| adam_text | |
| adam_txt | |
| any_adam_object | |
| any_adam_object_boolean | |
| author | Le Donné, Noémie |
| author2 | Fraser, Pablo Bousquet, Guillaume |
| author2_role | ctb ctb |
| author2_variant | p f pf g b gb |
| author_facet | Le Donné, Noémie Fraser, Pablo Bousquet, Guillaume |
| author_role | aut |
| author_sort | Le Donné, Noémie |
| author_variant | d n l dn dnl |
| building | Verbundindex |
| bvnumber | BV047931320 |
| collection | ZDB-13-SOC |
| ctrlnum | (ZDB-13-SOC)061322350 (OCoLC)1312699237 (DE-599)BVBBV047931320 |
| discipline | Wirtschaftswissenschaften |
| discipline_str_mv | Wirtschaftswissenschaften |
| doi_str_mv | 10.1787/5jln1hlsr0lr-en |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>00000nam a2200000zc 4500</leader><controlfield tag="001">BV047931320</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="007">cr|uuu---uuuuu</controlfield><controlfield tag="008">220413s2016 xx o|||| 00||| eng d</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1787/5jln1hlsr0lr-en</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(ZDB-13-SOC)061322350</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1312699237</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV047931320</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">aacr</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-384</subfield><subfield code="a">DE-91</subfield><subfield code="a">DE-473</subfield><subfield code="a">DE-824</subfield><subfield code="a">DE-29</subfield><subfield code="a">DE-739</subfield><subfield code="a">DE-355</subfield><subfield code="a">DE-20</subfield><subfield code="a">DE-1028</subfield><subfield code="a">DE-1049</subfield><subfield code="a">DE-188</subfield><subfield code="a">DE-521</subfield><subfield code="a">DE-861</subfield><subfield code="a">DE-898</subfield><subfield code="a">DE-92</subfield><subfield code="a">DE-573</subfield><subfield code="a">DE-19</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Le Donné, Noémie</subfield><subfield code="e">Verfasser</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Teaching Strategies for Instructional Quality</subfield><subfield code="b">Insights from the TALIS-PISA Link Data</subfield><subfield code="c">Noémie Le Donné, Pablo Fraser and Guillaume Bousquet</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Paris</subfield><subfield code="b">OECD Publishing</subfield><subfield code="c">2016</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 Online-Ressource (94 Seiten)</subfield><subfield code="c">21 x 29.7cm</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">OECD Education Working Papers</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">This report explores the relationships between mathematics teachers' teaching strategies and student learning outcomes in eight countries, using information from the TALIS-PISA link database. First, the study seeks to understand the shaping of teaching strategies by examining the way teachers use different classroom practices and the prevalence of these strategies among teachers across schools and countries. As a result of this exploration, three teaching strategies are put forward: active learning, cognitive activation and teacher-directed instruction. Second, the report aims at identifying the teaching strategies that are positively associated with student skill acquisition. Third and finally, it analyses the contributions of the school and the classroom settings, the teacher background and beliefs, to the implementation of the teaching strategies found to be positively related to student learning outcomes. Results show that cognitive activation strategies and, to a lesser extent, active learning strategies, have a strong association with students' achievement in mathematics. However, this association seems to be weaker in schools with socio-economically disadvantaged students. Also, teachers from the same school tend to share the same approach to teaching, which indicates that these teaching strategies are part of a "teaching culture" within the school. Teacher self-efficacy and teacher collaboration are shown to be the factors more often associated with the implementation of cognitive activation strategies and active learning. Following on from these findings, the paper concludes with a series of policy recommendations</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Education</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Fraser, Pablo</subfield><subfield code="4">ctb</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Bousquet, Guillaume</subfield><subfield code="4">ctb</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.1787/5jln1hlsr0lr-en</subfield><subfield code="x">Verlag</subfield><subfield code="z">kostenfrei</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-13-SOC</subfield></datafield><datafield tag="943" ind1="1" ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-033312813</subfield></datafield></record></collection> |
| id | DE-604.BV047931320 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T19:34:57Z |
| indexdate | 2024-12-18T19:02:44Z |
| institution | BVB |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-033312813 |
| oclc_num | 1312699237 |
| open_access_boolean | 1 |
| owner | DE-384 DE-91 DE-BY-TUM DE-473 DE-BY-UBG DE-824 DE-29 DE-739 DE-355 DE-BY-UBR DE-20 DE-1028 DE-1049 DE-188 DE-521 DE-861 DE-898 DE-BY-UBR DE-92 DE-573 DE-19 DE-BY-UBM |
| owner_facet | DE-384 DE-91 DE-BY-TUM DE-473 DE-BY-UBG DE-824 DE-29 DE-739 DE-355 DE-BY-UBR DE-20 DE-1028 DE-1049 DE-188 DE-521 DE-861 DE-898 DE-BY-UBR DE-92 DE-573 DE-19 DE-BY-UBM |
| physical | 1 Online-Ressource (94 Seiten) 21 x 29.7cm |
| psigel | ZDB-13-SOC |
| publishDate | 2016 |
| publishDateSearch | 2016 |
| publishDateSort | 2016 |
| publisher | OECD Publishing |
| record_format | marc |
| series2 | OECD Education Working Papers |
| spelling | Le Donné, Noémie Verfasser aut Teaching Strategies for Instructional Quality Insights from the TALIS-PISA Link Data Noémie Le Donné, Pablo Fraser and Guillaume Bousquet Paris OECD Publishing 2016 1 Online-Ressource (94 Seiten) 21 x 29.7cm txt rdacontent c rdamedia cr rdacarrier OECD Education Working Papers This report explores the relationships between mathematics teachers' teaching strategies and student learning outcomes in eight countries, using information from the TALIS-PISA link database. First, the study seeks to understand the shaping of teaching strategies by examining the way teachers use different classroom practices and the prevalence of these strategies among teachers across schools and countries. As a result of this exploration, three teaching strategies are put forward: active learning, cognitive activation and teacher-directed instruction. Second, the report aims at identifying the teaching strategies that are positively associated with student skill acquisition. Third and finally, it analyses the contributions of the school and the classroom settings, the teacher background and beliefs, to the implementation of the teaching strategies found to be positively related to student learning outcomes. Results show that cognitive activation strategies and, to a lesser extent, active learning strategies, have a strong association with students' achievement in mathematics. However, this association seems to be weaker in schools with socio-economically disadvantaged students. Also, teachers from the same school tend to share the same approach to teaching, which indicates that these teaching strategies are part of a "teaching culture" within the school. Teacher self-efficacy and teacher collaboration are shown to be the factors more often associated with the implementation of cognitive activation strategies and active learning. Following on from these findings, the paper concludes with a series of policy recommendations Education Fraser, Pablo ctb Bousquet, Guillaume ctb https://doi.org/10.1787/5jln1hlsr0lr-en Verlag kostenfrei Volltext |
| spellingShingle | Le Donné, Noémie Teaching Strategies for Instructional Quality Insights from the TALIS-PISA Link Data Education |
| title | Teaching Strategies for Instructional Quality Insights from the TALIS-PISA Link Data |
| title_auth | Teaching Strategies for Instructional Quality Insights from the TALIS-PISA Link Data |
| title_exact_search | Teaching Strategies for Instructional Quality Insights from the TALIS-PISA Link Data |
| title_exact_search_txtP | Teaching Strategies for Instructional Quality Insights from the TALIS-PISA Link Data |
| title_full | Teaching Strategies for Instructional Quality Insights from the TALIS-PISA Link Data Noémie Le Donné, Pablo Fraser and Guillaume Bousquet |
| title_fullStr | Teaching Strategies for Instructional Quality Insights from the TALIS-PISA Link Data Noémie Le Donné, Pablo Fraser and Guillaume Bousquet |
| title_full_unstemmed | Teaching Strategies for Instructional Quality Insights from the TALIS-PISA Link Data Noémie Le Donné, Pablo Fraser and Guillaume Bousquet |
| title_short | Teaching Strategies for Instructional Quality |
| title_sort | teaching strategies for instructional quality insights from the talis pisa link data |
| title_sub | Insights from the TALIS-PISA Link Data |
| topic | Education |
| topic_facet | Education |
| url | https://doi.org/10.1787/5jln1hlsr0lr-en |
| work_keys_str_mv | AT ledonnenoemie teachingstrategiesforinstructionalqualityinsightsfromthetalispisalinkdata AT fraserpablo teachingstrategiesforinstructionalqualityinsightsfromthetalispisalinkdata AT bousquetguillaume teachingstrategiesforinstructionalqualityinsightsfromthetalispisalinkdata |