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Positive, trustworthy, good-quality relationships protect students ...

„Positive, trustworthy, good-quality relationships protect students from loneliness, low academic performance, and mental and physical health problems. By contrast, negative and poor-quality relationships and experiences at school, such as bullying, can result in students skipping classes, performing poorly and even dropping out of school entirely.“

Dr. Tarek Mostafa u. a., „Science teachers’ satisfaction: Evidence from the PISA 2015 teacher survey“ (2018), S. 51

 

Students attending schools where bullying is frequent score lower ...

„On average across OECD countries, students attending schools where bullying is frequent, by international standards, score 47 points lower in science than students in schools where bullying occurs less frequently.“

OECD (Hrsg.), „PISA In Focus 2017/71“ (April 2017), S. 2

 

PISA 2015: On average, students who speak another language at home scored 54 points lower than non-immigrant students ...

PISA 2015: „On average, students who speak another language at home scored 448 points in science, which is 54 points lower than non-immigrant students who scored on average 502 points in science.“

OECD (Hrsg.), „Educational Opportunity for All“ (2017), S. 86

In Österreich beträgt der Rückstand sogar 79 Punkte (431 Punkte versus 510 Punkte).

 

Computereinsatz und Schülerleistung ...

„On average across OECD countries, students who rank between the 25th and 75th percentiles in the index of ICT use at school (i.e. those in the second and third quarters in their country/economy) perform better than students who use ICT at school the most (those in the top quarter) or the least (those in the bottom quarter). Moreover, students who use ICT the most in their school score 29 points lower in collaborative problem solving, on average, than students who use ICT the least.“

OECD (Hrsg.), „PISA 2015 Results. Collaborative Problem Solving“ (2017), S. 84

 

Bildungsgerechtigkeit neu definiert ...

„In PISA bedeutet Bildungsgerechtigkeit, dass allen Schülerinnen und Schülern, unabhängig von ihrem Geschlecht, ihrem familiären Hintergrund oder ihrem sozioökonomischen Status, qualitativ hochwertige Bildungschancen geboten werden. Nach dieser Definition bedeutet Bildungsgerechtigkeit weder, dass alle die gleichen Ergebnisse erzielen sollten, noch dass bei allen Schülerinnen und Schülern die gleichen Standardlehr- und -lernmethoden zum Einsatz kommen sollten.“

OECD (Hrsg.), „PISA 2015 Ergebnisse. Exzellenz und Chancengerechtigkeit in der Bildung“ (2016), S. 219

 

Von Rang 14 auf Rang 20 ...

„Während Österreich im Jahr 2006 noch den 14. Rang unter den 38 OECD-/EU-Ländern einnahm, belegt es 2015 nur mehr Rang 20.“

BIFIE (Hrsg.), „PISA 2015. Grundkompetenzen am Ende der Pflichtschulzeit im internationalen Vergleich“ (2016), S. 41

 

Leistungsabstand zwischen 15-Jährigen mit und ohne Migrationshintergrund ...

„2015 entfielen im OECD-Durchschnitt rd. 40 % dieses Leistungsabstands auf den sozioökonomischen Status der Schüler und ihre Vertrautheit mit der Unterrichts- bzw. Testsprache in den Aufnahmeländern.“

OECD (Hrsg.), „PISA 2015 Ergebnisse. Exzellenz und Chancengerechtigkeit in der Bildung“ (2016), S. 299

 

Mehr als drei Viertel des Leistungsrückstands von 15-Jährigen mit Migrationshintergrund auf Sprachdefizite und sozioökonomischen Background zurückzuführen ...

„In Österreich bleiben vom absoluten Leistungsunterschied von 70 Punkten nur mehr 16 Punkte übrig, wenn der sozioökonomische Hintergrund und die Lesekompetenz von Jugendlichen mit und ohne Migrationshintergrund statistisch konstant gehalten werden.“

BIFIE (Hrsg.), „PISA 2015. Grundkompetenzen am Ende der Pflichtschulzeit im internationalen Vergleich“ (2016), S. 95

 

PISA 2015 im Vergleich mit PISA 2006 ...

„In Finnland, der Slowakischen Republik und den Vereinigten Arabischen Emiraten verschlechterten sich die Schülerleistungen in Naturwissenschaften im Durchschnitt um mehr als 10 Punkte alle drei Jahre (bei Annahme einer kontinuierlichen Veränderungsrate).“

OECD (Hrsg.), „PISA 2015 Ergebnisse. Exzellenz und Chancengerechtigkeit in der Bildung“ (2016), S. 92

 

Absentismus ...

„Auffallend hohe Quoten von Schulleitungen, die das Lernen und Schulklima an ihrer Schule durch Absentismus gefährdet sehen, finden sich in Finnland (44 Prozent), Österreich (49 Prozent), Slowenien (53 Prozent) und Kanada (56 Prozent).“

Univ.-Prof. Dr. Kristina Reiss u. a., „PISA 2015. Eine Studie zwischen Kontinuität und Innovation“ (2016), S. 210

 

Das sozioökonomische Niveau der Elternhäuser ...

„In den skandinavischen Staaten Finnland, Schweden oder Norwegen sowie der Schweiz oder Kanada liegt der sozioökonomische Status signifikant über dem OECD-Mittelwert.“

Univ.-Prof. Dr. Kristina Reiss u. a., „PISA 2015. Eine Studie zwischen Kontinuität und Innovation“ (2016), S. 291f

 

Sweden experienced the most rapid decline of all OECD countries ...

„Sweden experienced the most rapid decline of all OECD countries in the performance of 15 year-olds, as measured in the OECD’s Programme for International Student Assessment (PISA) survey.“

EU-Kommission (Hrsg.), „Education and Training Monitor 2016 – Country analysis“ (2016), S. 278

 

12 OECD-Staaten haben die maximale Ausschlussquote bei PISA 2015 missachtet ...

„The sampling standards used in PISA permitted countries to exclude up to a total of 5 % of the relevant population either by excluding schools or by excluding students within schools. All but 12 countries – the United Kingdom (8.22 %), Luxembourg (8.16 %), Canada (7.49 %), Norway (6.75 %), New Zealand (6.54 %), Sweden (5.71 %), Estonia (5.52 %), Australia (5.31 %), Montenegro (5.17 %), Lithuania (5.12 %), Latvia (5.07 %), and Denmark (5.04 %) – achieved this standard.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 247f

 

Doppelt so viel Unterrichtszeit ...

„In Canada, Chile, Denmark and Hong Kong (China), 15-year-olds spend five hours per week in language-of-instruction classes, while students in Austria, Finland and Russia spend less than 2 hours and 30 minutes per week in these classes.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 43

 

Förderung besonderer Interessen und Begabungen ...

„Across OECD countries, 39 % of students are enrolled in schools that offer a science club (Anm.: in Österreich nur 5 %) and 66 % attend schools that offer science competitions (Anm.: in Österreich nur 31 %).“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 59

 

Lehrerzentrierter Unterricht ...

„In all but three education systems – Indonesia, Korea and Peru – using teacher-directed instruction more frequently is associated with higher science achievement, after accounting for the socio-economic status of students and schools; and students in all countries also hold stronger epistemic beliefs, such as believing that scientific ideas change in light of new evidence, when their teachers used these strategies more frequently.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 65

 

Erklärendes Lehren ...

„On average across OECD countries, and after accounting for the socio-economic status of students and schools, students who reported that their teacher explains scientific ideas “in many lessons” or in “every lesson” score 28 points higher in science. […] However, students score somewhat lower in science when they reported that a whole class discussion occurs “in many lessons” or “every lesson”.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 65

 

Forschendes Lernen ...

„After accounting for students’ and schools’ socio-economic profile, greater exposure to enquiry-based instruction is negatively associated with science performance in 56 countries and economies. Perhaps surprisingly, in no education system do students who reported that they are frequently exposed to enquiry-based instruction score higher in science.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 71

 

Low academic inclusion in the Netherlands ...

„The low academic inclusion in the Netherlands is not associated with greater socio-economic segregation of students across schools.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 173

 

Ability grouping becoming popular again ...

„Ability grouping within the same school appears to be becoming popular again. […] Across OECD countries, 46 % of students attend schools whose principal reported that students are grouped by ability into different classes.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 176

 

Instruction in at least one subject in an ability-grouped class ...

„In Australia, Canada, Hong Kong (China), Ireland, Israel, Malta, New Zealand, Singapore, Thailand, the United Kingdom, the United States and Viet Nam, at least three in four students receive instruction in at least one subject in an ability-grouped class.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 176

 

Teachers adapt their instruction to students' needs in smaller classes ...

„On average across OECD countries, students in smaller classes reported more frequently than students in larger classes that their teachers adapt their instruction to their needs, knowledge and level of understanding.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 184

 

Gehalt der LehrerInnen der Sekundarstufe I und II ...

„On average, the salaries of teachers with minimum training and 15 years of experience in OECD countries exceed the per capita GDP in their country by 10 % for lower secondary teachers and by 16 % for upper secondary teachers.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 193

Anmerkung: In Österreich liegt das Gehalt der LehrerInnen der Sekundarstufe I nicht um 10 % über, sondern um 2 % unter dem BIP/Kopf, und das der Sekundarstufe II nicht um 16 %, sondern nur um 6 % über dem BIP/Kopf. (Quelle: OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), Table II.6.54)

 

Teachers adapt their lessons to students’ needs and knowledge in smaller classes ...

„PISA 2015 findings show that, on average across OECD countries, in schools with smaller classes, students were more likely to report that their teachers adapt their lessons to students’ needs and knowledge, provide individual help to struggling students, and change the structure of the lesson if students find it difficult to follow.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 208

 

Time spent in mathematics lesson ...

„In Chile, Peru and Singapore, students spend more than five hours in regular mathematics lessons, whereas in Austria, Bulgaria, Croatia and Montenegro students spend less than half of that time in mathematics class.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 211

 

Highly qualified candidates for the teaching profession ...

„The most successful education systems select and retain highly qualified candidates for the teaching profession and ensure that they are constantly improving.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 230

 

Students who reported that their peers don’t listen to what the teacher says ...

„Students who reported that, during their lessons, their peers don’t listen to what the teacher says, there is noise and disorder, the teacher has to wait a long time for students to quieten down, students cannot work well, and students don’t start working for a long time after the lesson begins tend to think that school is not useful for them or for their future.“

OECD (Hrsg.), „PISA in Focus 24“ (Jänner 2013), S. 2

 

Erfolgreiche Schulsysteme entlohnen ihre Lehrkräfte in der Regel besser ...

„Die PISA-Ergebnisse zeigen seit langem, dass erfolgreiche Schulsysteme ihre Lehrkräfte in der Regel besser entlohnen.“

OECD (Hrsg.), „PISA im Fokus 16“ (Mai 2012), S. 1

 

Systems prioritising higher teacher salaries over smaller classes tend to perform better ...

„The findings from PISA suggest that systems prioritising higher teacher salaries over smaller classes tend to perform better.“

OECD (Hrsg.), „Equity and Quality in Education“ (2012), S. 36

 

The PISA test is, by design, not an evaluation of a country’s school system ...

„The PISA test is, by design, not an evaluation of a country’s school system. […] It is, instead, a reflection of a number of factors, many of them out-of-school House style on full stops.“

Univ.-Prof. Dr. David Berliner, „The Context for Interpreting PISA Results in the USA“. In: Pereyra u.a. (Hrsg.), „PISA Under Examination“ (2011), S. 83