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Begabtenförderung, das Stiefkind österreichischer „Schulpolitik“ ...

„Die Gruppe der Spitzenschüler wird immer kleiner. Der Anteil jener Jugendlichen, die in mindestens einem der drei Testgebiete Naturwissenschaften, Mathematik und Lesen Spitzenleistungen erbracht haben, ist von 2005 bis 2015 um fünf Prozent gesunken. Bei der Lesestudie Pirls, an der heimische Viertklässler zuletzt vor zwei Jahren teilgenommen haben, lag der Anteil besonders guter Leser bei acht Prozent – und damit im EU-Vergleich im unteren Drittel.“

Der Standard online am 21. April 2018

 

Südkorea: Approximately half the 2012 PISA participants reported receiving private tutoring, often focused on test preparation ...

Südkorea: „Approximately half the 2012 PISA participants reported receiving private tutoring, often focused on test preparation. Overall, expenditures on private tutoring added 2.6 % of gross domestic product to the government’s contribution of 3.5 % toward education. One plausible interpretation of Korea’s and other East Asian jurisdictions’ ILSA (Anm.: International Large-Scale Education Assessments) results is that they are not a result of the public education systems but rather this substantial private investment.“

Dr. Judith D. Singer u. a., „Testing international education assessments“. In: „Science“ vom 6. April 2018; S. 39

 

In every school system, students who reported using the Internet more frequently scored lower in science ...

„Between 2012 and 2015, the time that 15-year-olds reported spending on the Internet increased from 21 to 29 hours per week, on average across OECD countries. […] In every school system, students who reported using the Internet more frequently scored lower in science than students who reported using the Internet less frequently. However, on average across OECD countries, 15-year-olds who used the Internet moderately scored above students who never used the Internet or who used it more intensively.“

OECD (Hrsg.), „PISA in Focus“, Nr. 83, April 2018, S. 2

 

Using the Internet intensively is also associated with less satisfaction with life ...

„Using the Internet intensively — more than 6 hours per day — is also associated with less satisfaction with life, arriving late for school and lower education expectations, according to the OECD report PISA 2015 Results: Students’ Well-Being. Maybe Korean and Japanese parents and students know best, and that is why 15-year-olds reported spending less time connected to the Internet compared to students in other countries, particularly on school days.“

OECD (Hrsg.), „PISA in Focus“, Nr. 83, April 2018, S. 5

36, 79

 

Evidence suggests that digitally connected students perform worse academically ...

„Students everywhere are spending more and more time connected to the Internet, both at and outside of school, and Internet use among disadvantaged students is increasing exponentially. While this may have been good news a decade ago, today it may be a mixed blessing: evidence suggests that digitally connected students perform worse academically, particularly when they use the Internet intensively on school days, and extreme Internet users report lower levels of well-being.“

OECD (Hrsg.), „PISA in Focus“, Nr. 83, April 2018, S. 6

 

Störungsfreier Unterricht ist eine wichtige Grundlage für erfolgreiches Lernen ...

„Dass störungsfreier Unterricht eine wichtige Grundlage ist für erfolgreiches Lernen, gerade auch für Schüler mit ungünstigen Voraussetzungen, wissen wir seit Langem – unter anderem aus den Pisa-Erhebungen.“

Univ.-Prof. DDr. Eckhard Klieme, Die Zeit online am 7. Februar 2018

 

Zugehörigkeitsgefühl zur Schule ...

„93 % aller Schülerinnen und Schüler betrachten die eigene soziale Eingebundenheit als eher hoch oder hoch und nur 1 % gibt eine niedrige soziale Eingebundenheit an. Dieses hohe Zugehörigkeitsgefühl zur Schule belegen für Österreich auch im internationalen Vergleich die Ergebnisse der OECD-Studie PISA 2012.“

BIFIE (Hrsg.), „Standardüberprüfung 2017. Mathematik, 8. Schulstufe. Bundesergebnisbericht“ (2018), S. 32

 

Positive classroom climate ...

„Several studies based on cross-country analysis of PISA data have highlighted the importance of a positive classroom climate for students’ academic achievement.“

Prof. Dr. Tommaso Agasisti u. a., „Academic resilience“ (2018), S. 19

 

Teacher shortages the greatest barrier to improving outcomes ...

„In the PISA 2015 survey, 45 per cent of head teachers in England reported that teacher shortages were the greatest barrier to improving outcomes, compared to around 30 per cent for the OECD. The situation in disadvantaged schools is more acute – since these schools generally face greater recruitment challenges and have higher levels of turnover than other schools.“

Dr. John Jerrim u. a., „Educational disadvantage: how does England compare?“ (2018), S. 8

 

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 in schools with teachers who are satisfied with their current job score 15 points higher in science, on average ...

„Results show that, across all participating countries and economies, students in schools with teachers who are satisfied with their current job score 15 points higher in science, on average, than students with less-satisfied teachers. This difference in performance persists (around five score points) even after accounting for students’ and schools’ socio-economic profile.“

Dr. Tarek Mostafa u. a., „Science teachers’ satisfaction: Evidence from the PISA 2015 teacher survey“ (2018), S. 53

 

PISA reveals that speaking a language at home that is different from the language of assessment can explain much of the difference in academic performance ...

„PISA reveals that speaking a language at home that is different from the language of assessment can explain much of the difference in academic performance between native students and students with an immigrant background. First and foremost, it affects students’ proficiency in reading, which in turn also influences their competence in other domains.“

OECD (Hrsg.), „The Resilience of Students with an Immigrant Background“ (2018), S. 127

 

PISA shows that whether or not immigrant students speak the language of the assessment at home is strongly associated with their overall academic performance ...

„PISA shows that whether or not immigrant students speak the language of the assessment at home is strongly associated with their overall academic performance.“

OECD (Hrsg.), „The Resilience of Students with an Immigrant Background“ (2018), S. 129

 

A school’s disciplinary climate was a strong predictor of academic achievement and well-being in PISA 2015 ...

„Results suggest that a school’s disciplinary climate was a strong predictor of academic achievement and well-being in PISA 2015. […] The association between disciplinary climate and sense of belonging at school was also strong.“

OECD (Hrsg.), „The Resilience of Students with an Immigrant Background“ (2018), S. 205

 

PISA results suggest that the countries with low early reading ability also have low functional literacy ...

„PISA results suggest that the countries with low early reading ability also have low functional literacy (conceptualized as the inability to comprehend the main message in grade-appropriate texts in late primary school). If students do not learn to read fluently in the early grades, there is little hope that they will develop the skills to succeed on tests like PISA or, more important, in a professional workplace.“

World Bank Group (Hrsg.), „Growing Smarter“ (2018), S. 21

 

The only type of resource that is correlated with student performance is teacher salaries ...

„Analysis of PISA results suggests that the only type of resource that is correlated with student performance is teacher salaries relative to national income. There is a statistically significant positive relationship between teacher salaries relative to GDP per capita and PISA 2012 math scores in economies with GDP per capita of more than US$20,000.“

World Bank Group (Hrsg.), „Growing Smarter“ (2018), S. 113

 

In France, the difference in science performance on the 2015 PISA between the richest and the poorest students was 115 points ...

„In France, the difference in science performance on the 2015 PISA between the richest and the poorest students was 115 points. […] A 100-point difference in PISA scores is roughly equivalent to three years of schooling.“

The World Bank (Hrsg.), „Learning to Realize Education's Promise“ (2018), S. 78

 

Students tend to perform better in schools that provide an environment that is conducive to learning ...

„Students tend to perform better in schools that provide an environment that is conducive to learning. Most of all, this means that students listen to the teacher, treat other students with respect, and do not disrupt the flow of instruction (disciplinary climate).“

OECD (Hrsg.), „PISA in Focus 76“ (September 2017), S. 2

 

Students attending schools where bullying is frequent ...

„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 71“ (April 2017), S. 2

 

15-year-old students whose parents routinely engage in home-based activities with them ...

„PISA data show that 15-year-old students whose parents routinely engage in home-based activities with them, such as eating a meal together or spending time “just talking”, not only score higher, but they are also more satisfied with their life.“

OECD (Hrsg.), „PISA In Focus 2017/71“ (April 2017), S. 5

 

Students who regard their parents as being interested in their school life ...

„Students who regard their parents as being interested in their school life perform better, reported higher achievement motivation, and are more likely to be highly satisfied with their life than students who reported a lack of parental interest.“

OECD (Hrsg.), „PISA In Focus 2017/71“ (April 2017), S. 5

 

Time allocated to after-school study, and particularly to homework, is associated with higher academic achievement ...

„PISA reports reveal that time allocated to after-school study, and particularly to homework, is associated with higher academic achievement.“

OECD (Hrsg.), „Education in Lithuania“ (2017), S. 112

 

Risiko OECD-weit mehr als vervierfacht ...

The difference in the shares of low achievers in PISA between pupils from the bottom and top 25 % segment of the PISA index of socio-economic and cultural status (ESCS) is striking. As many as 33.8 % pupils from the bottom 25 % segment do not reach the basic level of competence in science, while only 7.6 % of those among the top 25 % on the ESCS index do not reach that level.

EU-Kommission (Hrsg.), Education and Training Monitor 2017 (2017), S. 10

 

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

 

If parents and teachers establish relationships based on trust ...

If parents and teachers establish relationships based on trust, schools can rely on parents as valuable partners in the cognitive and socio-emotional education of their students.

OECD (Hrsg.), PISA 2015. Students Well-Being (2017), S. 6

 

The countries where many students feel anxious about a test ...

„PISA results show that countries where students are highly motivated to achieve also tend to be the countries where many students feel anxious about a test, even if they are well prepared for it.“

OECD (Hrsg.), „PISA 2015. Students’ Well-Being“ (2017), S. 6

 

Extreme Internet use ...

„In most participating countries, extreme Internet use – more than six hours per day – has a negative relationship with students’ life satisfaction and engagement at school.“

OECD (Hrsg.), „PISA 2015. Students’ Well-Being“ (2017), S. 6

 

PISA suggests that without strong pedagogy, there is no benefit to having technology in the classroom ...

„The Organisation for Economic Co-operation and Development (OECD), which has studied the impact of ICTs on learning outcomes in more than 60 countries through its Programme for International Student Assessment (PISA), suggests that without strong pedagogy, there is no benefit to having technology in the classroom.“

UNICEF (Hrsg.), „Children in a Digital World“ (2017), S. 21

 

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

 

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

 

Wahrscheinlichkeit, das Grundkompetenzniveau im Bereich Naturwissenschaften nicht zu erreichen ...

„Die Wahrscheinlichkeit, das Grundkompetenzniveau im Bereich Naturwissenschaften nicht zu erreichen, ist in den OECD-Ländern bei sozioökonomisch benachteiligten Schülerinnen und Schülern fast dreimal so hoch wie bei sozioökonomisch begünstigten Schülerinnen und Schülern.“

OECD (Hrsg.), „PISA 2015 Ergebnisse. Exzellenz und Chancengerechtigkeit in der Bildung“ (2016), S. 218

 

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

 

Ursachen der Leistungsvarianz ...

„Zu den Ursachen der Leistungsvarianz zählen in der Tat nicht nur die Lebensumstände der Schülerinnen und Schüler, sondern auch ihre unterschiedlichen Interessen und Erwartungen sowie ihre Einsatzbereitschaft.“

OECD (Hrsg.), „PISA 2015 Ergebnisse. Exzellenz und Chancengerechtigkeit in der Bildung“ (2016), S. 224

 

Attitude-Achievement-Paradox ...

„Die in PISA ermittelten Durchschnittswerte für naturwissenschaftliche Aktivitäten, Freude an Naturwissenschaften und instrumentelle Motivation korrelieren allesamt negativ mit den Durchschnittsergebnissen in PISA, ein Phänomen, das häufig als „Attitude-Achievement-Paradox“ bezeichnet wird.“

OECD (Hrsg.), „PISA 2015 Ergebnisse. Exzellenz und Chancengerechtigkeit in der Bildung“ (2016), S. 148-151

 

Sicherzustellen, dass die begabtesten und nicht die wohlhabendsten Schülerinnen und Schüler Zugang zu den besten Bildungsmöglichkeiten haben ...

„Sicherzustellen, dass die begabtesten und nicht die wohlhabendsten Schülerinnen und Schüler Zugang zu den besten Bildungsmöglichkeiten haben, ermöglicht […] einen effizienten Einsatz von Ressourcen und eine generelle Verbesserung der Ergebnisse im Bildungs- und Sozialbereich.“

OECD (Hrsg.), „PISA 2015 Ergebnisse. Exzellenz und Chancengerechtigkeit in der Bildung“ (2016), S. 218

 

Konzentration von Schülerinnen und Schülern mit Migrationshintergrund nicht automatisch negative Effekte ...

„Die Konzentration von Schülerinnen und Schülern mit Migrationshintergrund in bestimmten Schulen hat nicht automatisch negative Effekte auf die Leistungen oder die soziale Integration der Schüler.“

OECD (Hrsg.), „PISA 2015 Ergebnisse. Exzellenz und Chancengerechtigkeit in der Bildung“ (2016), S. 278

 

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

 

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

Anmerkung: In Österreich liegt das sozioökonomische Niveau der Elternhäuser sogar schon unter dem OECD-Mittelwert!

 

Sweden experienced the most rapid decline of all OECD countries in the performance of 15 year-olds ...

„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

 

The amount of time that students spend learning is a basic component of their opportunity to learn ...

„The amount of time that students spend learning is a basic component of their opportunity to learn. […] An increase in class time of up to four hours per week is associated with a large improvement in performance in the three PISA subjects.“

OECD (Hrsg.), „Equations and Inequalities“ (2016), S. 133

 

No association between school autonomy and student performance ...

„After accounting for the socio-economic profile of students and schools, there is no association between school autonomy and student performance in science, on average across OECD countries.“

OECD (Hrsg.), „PISA 2015 Results. Policies and Practices for Successful Schools“ (2016), S. 37

 

Pervasive truancy in a school seems to affect even students who may not be truants themselves ...

„Pervasive truancy in a school seems to affect even students who may not be truants themselves. […] Student truancy has a discernible effect on the learning environment and, ultimately, on student performance and engagement.“

OECD (Hrsg.), „PISA 2015 Results. Policies and Practices for Successful Schools“ (2016), S. 36

 

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

 

Ability-grouped classes ...

„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

 

Students in smaller classes reported more frequently than students in larger classes that their teachers adapt their instruction to their needs ...

„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

 

Lehrergehälter ...

„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)

 

Schools with 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

 

Hours in regular mathematics lessons ...

„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

 

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

 

Teachers are more likely to use all teaching practices if there is a better disciplinary climate ...

„According to PISA data, students say that their teachers are more likely to use all teaching practices if there is a better disciplinary climate (except for student-oriented strategies), a system of classroom management in place, and students feel supported by their teachers and have good relations with them. Other PISA findings also show that the disciplinary climate in mathematics lessons and student performance go hand-in-hand.“

OECD (Hrsg.), „Ten Questions for Mathematics Teachers“ (2016), S. 29

 

Students who had skipped a whole day of school prior to the PISA assessment ...

„On average across OECD countries, students who had skipped a whole day of school at least once in the two weeks prior to the PISA assessment score 45 points lower in the science assessment than students who had not skipped a day of school (33 points lower after accounting for the socio-economic profile of students and schools).“

OECD (Hrsg.), „PISA 2015 Results. Policies and Practices for Successful Schools“ (2016), S. 36

 

Students do not score higher in science when frequently exposed to enquirybased instruction ...

„Perhaps surprisingly, in no education system do students who reported that they are frequently exposed to enquirybased instruction (when they are encouraged to experiment and engage in hands-on activities) score higher in science.“

OECD (Hrsg.), „PISA 2015 Results. Policies and Practices for Successful Schools“ (2016), S. 36

 

Greater choice to parents and students ...

„In recent decades, reforms in many countries have tended to give greater choice to parents and students, to enable them to choose the schools that meet the child’s education needs or preferences.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 126

 

Schools conduct their own entrance examinations in Macao ...

„In Macao (China), although there are no national examinations, schools conduct their own entrance examinations at both the lower and upper secondary levels.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 130

 

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 students’ needs, knowledge and level of understanding.“

OECD (Hrsg.), PISA 2015. Results in Focus (2016), S. 11

 

Teacher-directed science instruction ...

„The goal of teacher-directed science instruction is to provide a well-structured, clear and informative lesson on a topic, which usually includes teachers’ explanations, classroom debates and students’ questions. Even if these strategies render students passive during class, some teacher direction is essential if students are expected to acquire generally accepted science knowledge.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 63

 

Teacher-directed instruction ...

„Across OECD countries, teacher-directed instruction is more commonly used in socio-economically advantaged schools than in disadvantaged schools.“

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

 

Hands-on activities ...

„Some of the arguments against using hands-on activities in science class should not be completely disregarded. These include that these activities do not promote deep knowledge, that they are an inefficient use of time, or that they only work when there is good laboratory material and teacher preparation.“

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

 

What makes schools effective ...

„Research into what makes schools effective finds that learning requires an orderly, supportive and positive environment both in and outside the classroom.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 81

 

Schulschwänzen ...

„On average across OECD countries, students who had skipped a whole day of school at least once in the two weeks prior to the PISA assessment score 45 points lower in the science assessment than students who had not skipped a day of school (33 points lower after accounting for the socio-economic profile of students and schools).“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 81

 

Zuspätkommen ...

„On average across OECD countries, students who had arrived late for school at least once in the two weeks prior to the PISA assessment score 27 points lower on the science assessment than students who had never arrived late, and 23 points lower after accounting for the socio-economic profile of students and schools.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 84

 

Respektlosigkeit ...

„The most negative association with science performance, both before and after accounting for the socio-economic status of students and schools, is students lacking respect for their teachers, followed by student truancy, students skipping classes and students intimidating or bullying other students.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 93

 

Promoting students regardless of their mastery of the content ...

„If the curriculum is cumulative and further learning depends on a solid understanding of what had been previously learned, then promoting students regardless of their mastery of the content might put lowperforming students in an increasingly difficult position at higher grades.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 160

 

Countries with low academic inclusion and high social inclusion ...

„Some countries and economies, such as the Netherlands, have low academic inclusion (performance varies considerably between schools) and high social inclusion (advantaged and disadvantaged students are relatively evenly distributed across schools), whereas others, like Spain, have high academic inclusion and low socio-economic inclusion.“

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

 

Benefits of doing homework ...

„Doing homework can help students identify and apply material they have learned, provide additional stimulation for highperforming students, and guarantee that struggling students are learning the basics.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 216

 

Extracurricular activities can improve students' cognitive and non-cognitive skills ...

„Extracurricular activities, such as sports activities and teams, debate clubs, academic clubs, bands, orchestras or choirs, can improve students’ cognitive and non-cognitive skills.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 218

 

Skills needed to succeed in school - and beyond ...

„Skills such as persistence, independence, following instructions, working well within groups, dealing with authority figures and fitting in with peers are needed for students to succeed in school – and beyond.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 218

 

Inequalities already present when students enter formal schooling ...

„Many of the inequalities observed in school systems are already present when students first enter formal schooling and persist as students progress through education.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 218

 

Countries where teachers’ salaries are higher ...

„PISA shows that, on average, a higher percentage of students expects to work as teachers in countries where teachers’ salaries are higher.“

OECD (Hrsg.), „PISA in Focus“ Nr. 58, Dezember 2015, S. 1

 

15-year-old pupils in Denmark and Austria ...

„15-year-old pupils in Denmark receive four hours of instruction per week in mathematics and 4.7 hours in language, while pupils of the same age in Austria receive only 2.7 hours of weekly classroom lessons in mathematics and 2.4 hours in language.“

Univ.-Prof. Dr. Victor Lavy, „Do Differences in Schools' Instruction Time Explain International Achievement Gaps?“ in „The Economic Journal“ 125 (November 2015), S. 397

 

Total weekly hours of instruction in mathematics, language and science is 55 % higher in Denmark than in Austria ...

„Overall, total weekly hours of instruction in mathematics, language and science is 55 % higher in Denmark (11.5 hours) than in Austria (7.4 hours).“

Univ.-Prof. Dr. Victor Lavy, „Do Differences in Schools' Instruction Time Explain International Achievement Gaps?“ in „The Economic Journal“ 125 (November 2015), S. 397

 

The average 15-year-old student in an OECD country ...

„Based on students’ self-reports in PISA 2012, the average 15-year-old student in an OECD country spends 3 hours and 38 minutes per week in mathematics lessons. […] Across OECD countries, students in 2012 spent an average of 13 minutes per week more in mathematics classes than they did in 2003.“

OECD (Hrsg.), „PISA in Focus“, Nr. 54, August 2015, S. 1f

In Österreich sind es hingegen nur 2 Stunden 36 Minuten; um 10 Minuten weniger als im Jahr 2003. (Quelle: ebendort)

 

Österreichs Mathematik-Ergebnis bei PISA 2012 ...

„After accounting for the PISA index of economic, social and cultural status (ESCS), mathematics performance of students attending schools located in a village, hamlet or rural area (fewer than 3 000 people) is one of the highest among PISA-participating countries and economies.“

OECD, „Education GPS online“, Abfrage vom 9. Februar 2015

 

Österreichs 10-Jährige ...

„Austria is among the countries with the largest differences between native Austrians and immigrants when controlling for socio-economic status. This result is confirmed by TIMSS/PIRLS 2011 for pupils who do not have German as their mother tongue when controlling for cultural capital.“

Michael Bruneforth, MA, u. a., „Country Background Report for Austria“ (2015), S. 47

 

15-Jährige Österreichs mit Schule sehr zufrieden ...

„82 % of students are satisfied with their school (a larger proportion than in most OECD countries) and 77 % of students find the conditions in their school ideal, compared to the OECD average of 61 %.“

Michael Bruneforth, MA, u. a., „Country Background Report for Austria“ (2015), S. 117

 

Österreichs 15-Jährige fühlen sich in der Schule wohl ...

„While in 2003 Austria was already one of the countries where students expressed the strongest sense of belonging at school, the situation improved further until 2012: the proportion of students who reported that they feel lonely at school shrank from an already low level, and the proportion of students who reported that other students seem to like them increased from 78 % to 94 %.“

Michael Bruneforth, MA, u. a., „Country Background Report for Austria“ (2015), S. 117

 

Arbeitsmoral der LehrerInnen ...

„The highest positive values of the index are found for Austria, United Kingdom and Ireland, and the lowest negative values for the index were found in Italy, Spain and Greece.“

EU-Kommission (Hrsg.), „Teaching Practices in Primary and Secondary Schools in Europe“ (2015), S. 98

 

Schweden ...

„The performance of 15 year-olds in the OECD’s Programme for International Student Assessment (PISA) surveys deteriorated steadily between 2000 and 2012 in all three core subjects measured — mathematics, reading and science. The decline over the past decade has been greater than that of any other country participating in PISA.“

EU-Kommission (Hrsg.), „Education and Training Monitor 2015 - Country analysis“ (2015), S. 262

 

According to Japanese students in PISA 2012, student truancy is low and conduciveness to learning in classrooms is above the OECD average ...

„According to Japanese students in PISA 2012, student truancy is low (8.9%, compared to the OECD average of 35.3%), and conduciveness to learning in classrooms (disciplinary climate) is above the OECD average.“

OECD (Hrsg.), „Education Policy Outlook. Japan“ (2015), S. 10

 

Performance of Swedish 15-year olds in mathematics ...

„The performance of Swedish 15-year olds in mathematics, literacy and science has been steadily declining since the first OECD Programme for International Student Assessment (PISA) survey in 2000.“

Jon Kristian Pareliussen u. a., „Skills and Inclusive Growth in Sweden“ (2015), S. 5

 

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

„Over the past decade Sweden experienced the most rapid decline of all OECD countries in the performance of 15-year olds, as measured in the PISA survey.“

Jon Kristian Pareliussen u. a., „Skills and Inclusive Growth in Sweden“ (2015), S. 8

 

The kinds of skills that are easiest to teach and test ...

„The kinds of skills that are easiest to teach and test are also easiest to automate, digitise and outsource.“

Dr. Andreas Schleicher, „Schools for 21st-Century Learners“ (2015), S. 12

 

Insgesamt ist die Korrelation zwischen PIAAC und PISA nicht hoch ...

„Insgesamt ist die Korrelation zwischen PIAAC und PISA nicht hoch, es stellt sich die Frage, woher die Unterschiede in den Werten kommen, wenn die beiden Erhebungen im Prinzip die gleichen Kompetenzen erfassen sollen.“

Statistik Austria (Hrsg.), „Schlüsselkompetenzen von Erwachsenen – Vertiefende Analysen der PIAAC-Erhebung 2001/12“ (2014), S. 72

 

Finland has in fact lost 22 points since 2000 ...

„Finland has in fact lost 22 points since 2000. This immense loss is only surpassed by Sweden which has lost a stunning 33 points on the PISA reading scale since 2000.“

Univ.-Prof. Dr. Ludger Wößmann, „The Economic Case for Education“ (2014), S. 24

 

PISA test scores are not measuring the ‚quality‘ of a country’s schooling system ...

„PISA test scores are not measuring the ‚quality‘ of a country’s schooling system per se. Rather, PISA test scores are influenced by several factors, many of which are beyond schools’ control (e.g. the willingness of parents to provide their children with extra tuition).“

Dr. John Jerrim, „Why do East Asian children perform so well in PISA?“ (2014), S. 17

 

Monitoring of student outcomes ...

„There is increasing recognition that the monitoring of student outcomes must extend beyond knowledge and skills in key subject areas and include broader learning outcomes, including students’ critical thinking skills, social competencies, engagement with learning and overall well-being.“

OECD (Hrsg.), „Improving Schools in Wales“ (2014), S. 121

 

Turkish students in Austria score 115 points below the OECD average ...

„Turkish students in Austria score 115 points below the OECD average.“

OECD (Hrsg.), „PISA in Focus 33“ (Oktober 2013), S. 2

115 PISA-Punkte entsprechen etwa drei Lernjahren.

 

Summative assessment culture in many parts of the world ...

„The summative assessment culture that has emerged in many parts of the world, especially in the United States, has undermined one of the most potent uses of tests; i.e., as learning tools.“

Univ.-Prof. Dr. Olusola Adesope u. a., „The neglected benefits of testing: Implications for classroom and self-directed learning“ in „The WERA Educational Journal“, August 2013, S. 22

 

Students who reported that, during their lessons, 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

 

PISA: In Österreich liegen die Schüler/innen mit eingewanderten Eltern im Schnitt um 67 Punkte zurück ...

PISA: „In Österreich liegen die Schüler/innen mit eingewanderten Eltern im Schnitt um 67 Punkte zurück. [...] Ähnlich stark ist der Rückstand von Kindern von Migranten/Migrantinnen in Schweden, Belgien, Finnland und Italien.“

BIFIE (Hrsg.), „Nationaler Bildungsbericht Österreich 2012“ (2013), Band 1, S. 154

67 PISA-Punkte entsprechen mehr als eineinhalb Lernjahre.

 

Höhere Lehrergehälter können dabei helfen, die besten Kandidaten für den Lehrerberuf zu gewinnen ...

„Höhere Lehrergehälter können dabei helfen, die besten Kandidaten für den Lehrerberuf zu gewinnen, und sie signalisieren, dass Lehrer als Angehörige wissenschaftlicher Berufe anerkannt und behandelt werden.“

OECD (Hrsg.), „DEUTSCHLAND – Ländernotiz – Ergebnisse aus PISA 2012“ (2013), S. 10

 

Policies aimed at supporting immigrant students ...

„Not understanding the language of the country of residence upon arrival is a disadvantage; but so is insufficient exposure to that language outside of school. Policies aimed at supporting immigrant students who do not speak the language of assessment at home should focus on both school and home.“

OECD (Hrsg.), „PISA 2012 Results: Excellence through Equity“ (2013), S. 80

 

PISA has thrown a country to the top of the international ranking charts ...

Finnland: „PISA has thrown a country to the top of the international ranking charts that least follows the OECD’s ‘standard global reform package’ – i.e. an accountability-driven and standardized-test based model of global education.“

Univ.-Prof. Dr. Heinz-Dieter Meyer u. a., „PISA and the Globalization of Education Governance: some puzzles and problems“ in Meyer u. a., „PISA, Power und Policy“ (2013), S. 14

 

In Shanghai schools, children are geared to an exam-oriented culture ...

„In Shanghai schools, children are geared to an exam-oriented culture and a teaching system that emphasizes memorization and rote learning. They drill a lot and learn basic facts and structures of logic from these repetitive exercises.”

Univ.-Prof. Dr. David Kamens, „Globalization and the Emergence of an Audit Culture: PISA and the search for ‘best practices’ and magic bullets“ in Meyer u. a., „PISA, Power und Policy“ (2013), S. 132

 

Strongest impact of socio-economic background on mathematics performance ...

„Among OECD countries, the strongest impact of socio-economic background on mathematics performance is found in Chile, France, Hungary and the Slovak Republic …“

OECD (Hrsg.), „Lessons from PISA 2012 for the United States“ (2013), S. 29

 

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

 

Die besten Studierenden für den Lehrerberuf durch höheres Gehalt sowie berufliches Ansehen ...

„Im Allgemeinen gewinnen Länder, die in PISA gut abschneiden, die besten Studierenden für den Lehrerberuf, indem sie ihnen ein höheres Gehalt sowie berufliches Ansehen bieten. […] So verdienen beispielsweise Lehrkräfte der Sekundarstufe I in Korea und der Partnervolkswirtschaft Hongkong (China), zwei leistungsstarken Systemen bei der PISA-Lesekompetenzstudie, über das Doppelte des Pro-Kopf-BIP des betreffenden Landes.“

OECD (Hrsg.), „PISA im Fokus 13“ (Februar 2012), S. 3

... und damit mehr als Doppelte der Lehrkräfte Österreichs.

 

The countries that perform well in PISA attract the best students into the teaching profession ...

„The countries that perform well in PISA attract the best students into the teaching profession by offering them higher salaries and greater professional status.“

OECD (Hrsg.), „PISA in Focus 13“ (Februar 2012), S. 3

 

Frankreich ist das Land der großen Diskrepanz ...

„Frankreich ist das Land der großen Diskrepanz: Während die Elite fast mit der internationalen Spitzengruppe mithalten kann, befinden sich 40 % seiner Schützlinge in den Tiefen des Rankings. Auf der einen Seite ist man auf Augenhöhe mit Finnland und Südkorea, auf der anderen nähert man sich Mexiko und der Türkei an.“

Univ.-Prof. Dr. Christian Baudelot, übersetzt von und zitiert nach Univ.-Prof. Dr. Christine Delory-Momberger, „Der Umgang mit Diversität als ein fundamentales Problem der französischen Schule“ in Schelle u. a., „Schule und Unterricht in Frankreich“ (2012), S. 18

 

Denmark has excluded more students than any of the other 64 participating countries ...

„Approximately 8 % of students were excluded from the Danish PISA testing due to academic, social or physical disabilities. Denmark has excluded more students than any of the other 64 participating countries.“

Univ.-Prof. Dr. Niels Egelund u.a., „PISA Ethnic 2009 – immigrant and native Danish students‘ results in PISA 2009“. In: Niels Egelund (Hrsg.), „Northern Lights on PISA 2009 – focus on reading“ (2012), S. 16

In Österreich wurde nicht einmal 1 % der SchülerInnen von der Testung ausgeschlossen.

 

Dänemark: In PISA 2009, about 8 % of all Danish students were excluded from the PISA test and survey due to language disabilities or special education needs ...

Dänemark: „In PISA 2009, about 8 % of all Danish students were excluded from the PISA test and survey due to language disabilities or special education needs. Most likely, some of these were immigrant students with poor Danish language skills.“

Univ.-Prof. Dr. Niels Egelund u.a., „PISA Ethnic 2009 – immigrant and native Danish students‘ results in PISA 2009“. In: Niels Egelund (Hrsg.), „Northern Lights on PISA 2009 – focus on reading“ (2012), S. 16

In Österreich, wo wesentlich mehr SchülerInnen die Unterrichtssprache nicht als Umgangssprache sprechen, wurde nicht einmal 1 % der SchülerInnen von der Testung ausgeschlossen …

 

Many of the countries that performed best on PISA had the lowest ranking on entrepreneurship ...

„Professor Yong Zhao put countries’ rankings on PISA mathematics scores together with their perceived entrepreneurial capacity, and found a striking negative correlation. Many of the countries that performed best on PISA had the lowest ranking on entrepreneurship.“

IPPR (Hrsg.), „Oceans of Innovation“ (2012), S. 46

 

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

 

Education is a shared responsibility ...

„Some parents believe that once their child begins formal schooling, only teachers are responsible for educating them. But education is a shared responsibility; and results from PISA show that even older students benefit when their parents are actively engaged in their education.”

OECD (Hrsg.), „Let’s Read them a Story! The Parent Factor in Education“ (2012), S. 30

 

Although PISA states that it does not test school knowledge, the PISA results are interpreted as valid measures of the quality of national schools systems ...

„Although PISA states that it does not test school knowledge, and that it does not test according to national curricula or testing school knowledge, the PISA results are interpreted, also in OECD reports, as valid measures of the quality of national schools systems.“

Univ.-Prof. Dr. Svein Sjoeberg, „PISA: Politics, fundamental problems and intriguing results“ (2012), S. 3

 

The performance advantage among students whose parents read to them in their early school years is evident ...

„Fifteen-year-old students whose parents often read books with them during their first year of primary school show markedly higher scores in PISA 2009 than students whose parents read with them infrequently or not at all. The performance advantage among students whose parents read to them in their early school years is evident regardless of the family’s socio-economic background.“

OECD (Hrsg.), „PISA in Focus 10" (November 2011), S. 1

 

It does not require a PhD or unlimited hours for parents to make a difference ...

„It does not require a PhD or unlimited hours for parents to make a difference. […] What these activities do demand, though, is genuine interest and active engagement.“

OECD (Hrsg.), „PISA in Focus 10“ (November 2011), S. 1

 

Students whose parents discuss political or social issues with them ...

„Students whose parents discuss political or social issues with them either weekly or daily score 28 points higher, on average, than those whose parents discuss these issues less often or not at all. […] When socio-economic background is taken into account, the score point advantage drops, but remains important – 16 score points.“

OECD (Hrsg.), „PISA in Focus 10“ (November 2011), S. 3

 

When parents read a book with their child ...

„The score point difference in reading that is associated with parental involvement is largest when parents read a book with their child, when they talk about things they have done during the day, and when they tell stories to their children.“

OECD (Hrsg.), „PISA in Focus 10“ (November 2011), S. 3

 

All parents can help their children achieve their full potential ...

„All parents can help their children achieve their full potential by spending some time talking and reading with their children – even, perhaps especially, when their children are very young.“

OECD (Hrsg.), „PISA in Focus 10“ (November 2011), S. 4

 

Kinder mit einem in der Türkei geborenen Vater ...

„Von den Kindern mit einem in der Türkei geborenen Vater können 56 % (14 % unter und 42 % auf Level 1) im Alter von zehn Jahren nicht sinnerfassend lesen.“

Univ.-Prof. Mag. Dr. Gudrun Biffl u. a., „Schule – Migration – Gender“ (2011), S. 25

 

Jeder vierte männliche Jugendliche Opfer direkter Gewalthandlungen ...

„Jeder vierte männliche Jugendliche war im letzten halben Jahr mindestens zweimal Opfer direkter Gewalthandlungen, jeder dritte war mindestens zweimal Täter.“

Univ.-Prof. Dr. Ferdinand Eder, „PISA 2009, Nationale Zusatzanalysen – Einzelzusammenfassungen“ (2011), S. 3

 

Ruhe und Disziplin in der Klasse ...

„Etwa 32 % (Anm.: der 15-Jährigen Österreichs) berichten, dass es von ihren Lehrpersonen ‚die meisten‘ oder ‚alle‘ oft nicht schaffen, ‚die nötige Ruhe und Disziplin in der Klasse herzustellen‘.“

Univ.-Prof. Dr. Ferdinand Eder, „PISA 2009, Nationale Zusatzanalysen – Einzelzusammenfassungen“ (2011), S. 22

 

Österreichische Jugendliche weisen vielfältige und häufige Gewalterfahrungen auf ...

„Insgesamt zeigen die auf Selbsteinschätzungen beruhenden Ergebnisse, dass österreichische Jugendliche vielfältige und häufige Gewalterfahrungen aufweisen. Die Angaben für direkte Gewalterfahrungen fielen noch höher aus als in den beiden HBSC Studien der OECD.“

Mag. Dr. Dagmar Strohmeier, „PISA 2009, Nationale Zusatzanalysen – Einzelzusammenfassungen“ (2011), S. 26

 

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

 

 

With some exceptions, emigrants reproduce the PISA scores of their aboriginal counterparts wherever they go ...

„With some exceptions, emigrants reproduce the PISA scores of their aboriginal counterparts wherever they go.“

Univ.-Prof. Dr. Julio Carabana, „Why do the Results of Immigrant Students depend so much on their Country of Origin and so little on their Country of Destination?“. In: Pereyra u.a. (Hrsg.), „PISA Under Examination“ (2011), S. 212

 

Norwegen: Teacher's role reduced to facilitator ...

„Analysis of declining Norwegian results in the international surveys revealed that students were sometimes left alone to construct their knowledge from a multitude of experience and the teacher's role was being reduced to facilitator.“

EU-Kommission (Hrsg.), „Mathematics Education in Europe“ (2011), S. 23

 

Mathematikleistung am Ende der Grundschulzeit vorhersagbar ...

„Internationale Studien zeigten, dass sich ein erheblicher Teil der Mathematikleistung am Ende der Grundschulzeit anhand der Zahlenfertigkeit des letzten Kindergartenjahres vorhersagen lasse.“

Univ.-Prof. Dr. Heinz-Elmar Tenorth, Bildungswissenschaftler an der Humboldt-Universität Berlin, Frankfurter Allgemeine Zeitung vom 24. September 2010

 

Pupils aged 15 in Denmark are exposed to 4 hours of instruction per week ...

„Pupils aged 15 in Denmark are exposed to 4 hours of instruction per week in math and 4.7 in language, while pupils of the same age in Austria have only 2.7 hours of weekly classroom lessons in math and 2.4 in language.“

Univ.-Prof. Dr. Victor Lavy, „Do Differences in School's Instruction Time Explain International Achievement Gaps in Maths, Science and Language?“ (2010), S. 1

 

Overall, total weekly hours of instruction in math, language and science ...

„Overall, total weekly hours of instruction in math, language and science is 55 percent higher in Denmark (11.5 hours) than in Austria (7.4 hours).“

Univ.-Prof. Dr. Victor Lavy, „Do Differences in School's Instruction Time Explain International Achievement Gaps in Maths, Science and Language?“ (2010), S. 1