OECD Education Working Papers

From OECD Publishing
Contact information at EDIRC.
Bibliographic data for series maintained by ().

Access Statistics for this working paper series.
Is something missing from the series or not right? See the RePEc data check for the archive and series.

279: Developing measures of engagement in PISA

Janine Buchholz, Marta Cignetti and Mario Piacentini

278: Learning (in) Indigenous languages: Common ground, diverse pathways

Denise Angelo, Samantha Disbray, Ruth Singer, Carmel O'Shannessy, Jane Simpson, Hilary Smith, Barbra Meek and Gillian Wigglesworth

277: The impact of growing participation in PISA on scaling outcomes: A Monte Carlo simulation study

Artur Pokropek, Marek Muszyński and Tomasz Żółtak

276: Reinforcing and innovating teacher professionalism: Learning from other professions

Anita Mezza

275: Policy responses to false and misleading digital content: A snapshot of children’s media literacy

Jordan Hill

274: The state of the field of computational thinking in early childhood education

Marina Umaschi Bers, Amanda Strawhacker and Amanda Sullivan

273: The Inclusion of LGBTQI+ students across education systems: An overview

Jody McBrien, Alexandre Rutigliano and Adam Sticca

272: The analytical value of non-probability samples in the context of TALIS: A review of current practices in the use of non-probability samples in comparative, cross-national research

Gabor Fulop and Francesco Avvisati

271: Gender stereotypes in education: Policies and practices to address gender stereotyping across OECD education systems

Ottavia Brussino and Jody McBrien

270: Cyberbullying: An overview of research and policy in OECD countries

Francesca Gottschalk

269: Mixed-worded scales and acquiescence in educational large-scale assessments

Janine Buchholz

268: When practice meets policy in mathematics education: A 19 country/jurisdiction case study

William H. Schmidt, Richard T. Houang, William F. Sullivan and Leland S. Cogan

267: Teacher professional identity: How to develop and support it in times of change

Valentina Suarez and Jason McGrath

266: Social and emotional learning (SEL) of newcomer and refugee students: Beliefs, practices and implications for policies across OECD countries

Jody McBrien

265: Multi-stakeholder approach for better integration of refugee students: Stakeholder engagement in the practice-research-policy transfer in refugee education policy

Hanna Siarova and Loes van der Graaf

264: Holistic refugee and newcomer education in Europe: Mapping, upscaling and institutionalising promising practices from Germany, Greece and the Netherlands

Claudia Koehler, Nektaria Palaiologou and Ottavia Brussino

263: The social and economic rationale of inclusive education: An overview of the outcomes in education for diverse groups of students

Cecilia Mezzanotte

262: Policy approaches and initiatives for the inclusion of gifted students in OECD countries

Alexandre Rutigliano and Nikita Quarshie

261: The resilience of students with an immigrant background: An update with PISA 2018

Lucie Cerna, Ottavia Brussino and Cecilia Mezzanotte

260: Promoting inclusive education for diverse societies: A conceptual framework

Lucie Cerna, Cecilia Mezzanotte, Alexandre Rutigliano, Ottavia Brussino, Paulo Santiago, Francesca Borgonovi and Caitlyn Guthrie

259: How are higher education systems in OECD countries resourced?: Evidence from an OECD Policy Survey

Gillian Golden, Lisa Troy and Thomas Weko

258: Indicators of teenage career readiness: An analysis of longitudinal data from eight countries

Catalina Covacevich, Anthony Mann, Cristina Santos and Jonah Champaud

257: How much do 15-year-olds learn over one year of schooling? An international comparison based on PISA

Francesco Avvisati and Pauline Givord

256: Building capacity for inclusive teaching: Policies and practices to prepare all teachers for diversity and inclusion

Ottavia Brussino

255: Developing indicators to support the implementation of education policies

Pierre Gouëdard

254: Behavioural economics and the COVID-induced education crisis

Nicholas Biddle

253: Upper-secondary education student assessment in Scotland: A comparative perspective

Gordon Stobart

252: More time at school: Lessons from case studies and research on extended school days

Thomas Radinger and Luka Boeskens

251: A strong start for every Indigenous child

Inge Kral, Lyn Fasoli, Hilary Smith, Barbra Meek and Rowena Phair

250: Does test-based school accountability have an impact on student achievement and equity in education?: A panel approach using PISA

Rodrigo Torres

249: The learning gain over one school year among 15-year-olds: An analysis of PISA data for Austria and Scotland (United Kingdom)

Francesco Avvisati and Pauline Givord

248: Thinking about the future: Career readiness insights from national longitudinal surveys and from practice

Catalina Covacevich, Anthony Mann, Filippo Besa, Jonathan Diaz and Cristina Santos

247: Process quality, curriculum and pedagogy in early childhood education and care

Susan Edwards

246: International early learning and child well-being study assessment framework

Rowena Phair

245: Not enough hours in the day: Policies that shape teachers’ use of time

Luka Boeskens and Deborah Nusche

244: PISA-Based Test for Schools: International Linking Study 2020

Tomoya Okubo, Tanja Bastiniac, Tiago Fragoso and Chi Sum Tse

243: Literature review on early childhood education and care for children under the age of 3

Joana Cadima, Gil Nata, Sílvia Barros, Vera Coelho and Clara Barata

242: Improving education outcomes for students who have experienced trauma and/or adversity

Manolya Tanyu, Elizabeth Spier, Scott Pulizzi, Mariah Rooney, Isobel Sorenson and Jessica Fernandez

241: Career ready?: How schools can better prepare young people for working life in the era of COVID-19

Anthony Mann, Vanessa Denis and Chris Percy

240: Improving the collection of information on literacy proficiency in household surveys

William Thorn

239: Curriculum reform: A literature review to support effective implementation

Pierre Gouëdard, Beatriz Pont, Susan Hyttinen and Pinhsuan Huang

238: Policy approaches and practices for the inclusion of students with attention-deficit hyperactivity disorder (ADHD)

Cecilia Mezzanotte

237: Innovating teachers’ professional learning through digital technologies

Andreea Minea-Pic

236: Education policy evaluation: Surveying the OECD landscape

Gillian Golden

235: Policies to support teachers’ continuing professional learning: A conceptual framework and mapping of OECD data

Luka Boeskens, Deborah Nusche and Makito Yurita

234: What matters for language learning?: The questionnaire framework for the PISA 2025 Foreign Language Assessment

Gabriele Marconi, Carla Campos Cascales, Catalina Covacevich and Tue Halgreen

233: Non-cognitive characteristics and academic achievement in Southeast Asian countries based on PISA 2009, 2012, and 2015

Jihyun Lee

232: A tool to capture learning experiences during COVID-19: The PISA Global Crises Questionnaire Module

Jonas Bertling, Nathaniel Rojas, Jan Alegre and Katie Faherty

231: What skills do employers seek in graduates?: Using online job posting data to support policy and practice in higher education

Nora Brüning and Patricia Mangeol

230: Assessing adults’ skills on a global scale: A joint analysis of results from PIAAC and STEP

François Keslair and Marco Paccagnella