OECD Education Working Papers

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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

229: The role of labour market information in guiding educational and occupational choices

Andrea-Rosalinde Hofer, Aleksandra Zhivkovikj and Roger Smyth

228: Inclusion of Roma students in Europe: A literature review and examples of policy initiatives

Alexandre Rutigliano

227: Mapping policy approaches and practices for the inclusion of students with special education needs

Ottavia Brussino

226: Digital strategies in education across OECD countries: Exploring education policies on digital technologies

Reyer van der Vlies

225: The economic impacts of learning losses

Eric Hanushek and Ludger Woessmann

224: Education responses to COVID-19: Implementing a way forward

Pierre Gouëdard, Beatriz Pont and Romane Viennet

223: PIAAC Thematic Review on Adult Learning

Richard Desjardins

222: Why parenting matters for children in the 21st century: An evidence-based framework for understanding parenting and its impact on child development

Hannah Ulferts

221: How a student’s month of birth is linked to performance at school: New evidence from PISA

Pauline Givord

220: Teaching and Learning International Survey (TALIS) 2018 analysis plan

Heather Price and Ralph Carstens

219: Examining a congruency-typology model of leadership for learning using two-level latent class analysis with TALIS 2018

Alex J. Bowers

218: Trustworthy artificial intelligence (AI) in education: Promises and challenges

Stéphan Vincent-Lancrin and Reyer van der Vlies

217: Measuring process quality in early childhood education and care through Situational Judgement Questions: Findings from TALIS Starting Strong 2018 Field Trial

Trude Nilsen, Pauline Slot, Hynek Cigler and Minge Chen

216: The emergence of alternative credentials

Shizuka Kato, Victoria Galán-Muros and Thomas Weko

215: What difference do networks make to teachers’ knowledge?: Literature review and case descriptions

Nóra Révai

214: Attendance in early childhood education and care programmes and academic proficiencies at age 15

Jaime Balladares and Miloš Kankaraš

213: Teachers’ well-being: A framework for data collection and analysis

Carine Viac and Pablo Fraser

212: The relevance of general pedagogical knowledge for successful teaching: Systematic review and meta-analysis of the international evidence from primary to tertiary education

Hannah Ulferts

211: Leadership for quality early childhood education and care

Anne L. Douglass

210: Strength through diversity: Country spotlight report for Chile

Caitlyn Guthrie, Hanna Andersson, Lucie Cerna and Francesca Borgonovi

209: Introduction of multistage adaptive testing design in PISA 2018

Kentaro Yamamoto, Hyo Jeong Shin and Lale Khorramdel

208: Assessing students’ social and emotional skills through triangulation of assessment methods

Miloš Kankaraš, Eva Feron and Rachel Renbarger

207: Assessment framework of the OECD Study on Social and Emotional Skills

Miloš Kankaraš and Javier Suarez-Alvarez

206: Policy approaches to integration of newly arrived immigrant children in schools: The case of the Netherlands

Özge Bilgili

205: Using process data to understand adults’ problem-solving behaviour in the Programme for the International Assessment of Adult Competencies (PIAAC): Identifying generalised patterns across multiple tasks with sequence mining

Qiwei He, Francesca Borgonovi and Marco Paccagnella

204: Means, ends and meaning in accountability for strategic education governance

Glenn Fahey and Florian Köster

203: Refugee education: Integration models and practices in OECD countries

Lucie Cerna

202: Upgrading the ICT questionnaire items in PISA 2021

Adrien Lorenceau, Camille Marec and Tarek Mostafa

201: Invariance analyses in large-scale studies

Fons J. R. Van de Vijver, Francesco Avvisati, Eldad Davidov, Michael Eid, Jean-Paul Fox, Noémie Le Donné, Kimberley Lek, Bart Meuleman, Marco Paccagnella and Rens van de Schoot

200: Moving towards more school autonomy in Austria: Refocusing the role of school supervision

Michael Bruneforth, Claire Shewbridge and Rien Rouw

199: Constructive accountability, transparency and trust between government and highly autonomous schools in Flanders

Claire Shewbridge, Marc Fuster and Rien Rouw

198: The lives of teachers in diverse classrooms

Neda Forghani-Arani, Lucie Cerna and Meredith Bannon

197: Starting Strong Teaching and Learning International Survey 2018 Conceptual Framework

Megan P. Y. Sim, Julie Bélanger, Agnes Stancel-Piątak and Lynn Karoly

196: Learning in rural schools: Insights from PISA, TALIS and the literature

Alfonso Echazarra and Thomas Radinger

195: Impacts of technology use on children: Exploring literature on the brain, cognition and well-being

Francesca Gottschalk

194: Strength through diversity’s Spotlight Report for Sweden

Lucie Cerna, Hanna Andersson, Meredith Bannon and Francesca Borgonovi

193: Curriculum alignment and progression between early childhood education and care and primary school: A brief review and case studies

Elizabeth A. Shuey, Najung Kim, Alejandra Cortazar, Ximena Poblete, Lorena Rivera, María José Lagos, Francesca Faverio and Arno Engel

192: Literacy skills and family configurations

Nicolas Jonas and William Thorn

192: Compétences en littératie et configurations familiales

Nicolas Jonas and William Thorn