„A moderate use of digital resources for learning at school is usually associated with better performance, while the opposite holds true for more intense use.“
EU-Kommission (Hrsg.), The twin challenge of equity and excellence in basic skills in the EU (2024), S. 5.

„The association between the intensity of using digital resources for learning at school and mathematics performance is clearly non-linear. It is strongly positive in most countries when students move from no use to up to one hour per day. When the intensity further increases, the relationship tends to become negative.“
EU-Kommission (Hrsg.), The twin challenge of equity and excellence in basic skills in the EU (2024), S. 33.

„Classroom management is a fundamental and the most generic aspect of teaching quality. It refers to the strategies, techniques, and processes explored by teachers to establish and maintain a well-organized, focused, and orderly learning environment. An orderly classroom environment with minimal disruptions allows students to focus on learning and making the most of their educational experience.“
IEA (Hrsg.), Effective and Equitable Teacher Practice in Mathematics and Science Education (2024), S. 25.

„Analyses of TIMSS data from 2011 to 2019 have revealed a decline in aspects of teaching quality related to teacher support and instructional clarity across Nordic countries. One possible explanation for this decline is the changing characteristics of student populations.“
IEA (Hrsg.), Effective and Equitable Teacher Practice in Mathematics and Science Education (2024), S. 170.

„The increasing diversity of student populations may pose greater challenges for teachers in meeting the needs of all students, which could contribute to lower perceived teacher support and instructional clarity.“
IEA (Hrsg.), Effective and Equitable Teacher Practice in Mathematics and Science Education (2024), S. 172.

„Classroom management was identified as having the largest correlation with student achievement in mathematics compared to other dimensions of teaching quality, which is consistent with previous research. Good classroom management is considered a prerequisite to facilitate other dimensions of teaching quality, such as in creating a supportive classroom climate and implementing cognitive activation, which can promote student achievement.“
IEA (Hrsg.), Effective and Equitable Teacher Practice in Mathematics and Science Education (2024), S. 173.

„By minimizing disruptions during learning, teachers can create a structured environment that fosters positive relationships between students and teachers and among students and maximize the amount of time available for cognitively challenging instruction.“
IEA (Hrsg.), Effective and Equitable Teacher Practice in Mathematics and Science Education (2024), S. 173.

„Classroom management, referring to maintaining order and discipline in class and time on task, is the strongest predictor of achievement.“
IEA (Hrsg.), Effective and Equitable Teacher Practice in Mathematics and Science Education (2024), S. 209.

„We identified three resilience levels among students. The emergence of resilient students benefited from science classroom discipline, teacher-directed instruction, inquiry-based teaching, adjusting instruction, and teacher support.“
Univ.-Prof. Dr. Tao Jiang u. a., Typologies of secondary school student academic resilience in science with classroom and school context predictors (2024), S. 1.

„The cultural shift has transformed Japanese schools. Teachers no longer perceive themselves as the authority figures transmitting knowledge, and students learn in a problem-solving style to develop thinking skills. In contrast, although the Hong Kong curriculum also emphasises student-centredness, in practice, the dominant learning style remains rote.“
Univ.-Prof. Dr. Tao Jiang u. a., Typologies of secondary school student academic resilience in science with classroom and school context predictors (2024), S. 5.

„Generell gehen 63 Prozent der Befragten regelmäßig im Unterricht online, elf Prozent nutzen digitale Spiele im Unterricht. Was die Zugangsgeräte betrifft, wird ein Tablet von 39 Prozent regelmäßig verwendet, gefolgt von Whiteboards und Smartphones (jeweils 35 %) sowie der Schulcloud (33 %). Etwa jede/-r Vierte nutzt Smartboards (26 %), jede/-r Fünfte Laptops (21 %) und Computer (18 %).“
mpfs (Hrsg.), JIM-Studie 2023. Basisuntersuchung zum Medienumgang 12- bis 19-Jähriger (2023), S. 57.

„Die empirischen Befunde legen nahe, dass ein hoher Kompetenzzuwachs der Schüler/-innen durch eine effiziente Klassenführung, ein hohes Ausmaß an kognitiver Aktivierung, ein mittleres Maß an Klassenunterricht und Partner-/Gruppenarbeiten sowie eine leistungsstarke Klassenkomposition begünstigt wird.“
Dr. Max Nachbauer, Die Effekte von Schule auf Leistungsentwicklung und Leistungsunterschiede nach sozialer Herkunft (2023), S. 8.

„Werden die Handys der Schüler*innen für den Unterricht eingesetzt, steigt das Risiko, dass die Schüler*innen die Geräte nicht nur für Bildungsaktivitäten nutzen oder dass sie sich durch Benachrichtigungen ablenken lassen. […] Viele Schulen haben Richtlinien eingeführt, die Ablenkungen durch digitale Geräte entgegenwirken sollen. Die Wirksamkeit dieser Vorgaben hängt von Inhalt und Gestaltung der Richtlinien ebenso ab wie von den Ressourcen, die für ihre Durchsetzung zur Verfügung stehen.“
OECD (Hrsg.), PISA 2022 Ergebnisse, Band I. Lernstände und Bildungsgerechtigkeit (2023), S. 241.

„Schüler*innen, die digitale Geräte bis zu einer Stunde pro Tag zum Lernen in der Schule nutzen, erzielten in Mathematik im OECD-Durchschnitt 24 Punkte mehr als Schüler*innen, die digitale Geräte nicht zu diesem Zweck verwenden. Auch nach Berücksichtigung des sozioökomischen Profils der Schüler*innen und der Schulen bleibt noch ein Vorsprung von 14 Punkten. […] Eine übermäßige und/oder schlechte Nutzung digitaler Geräte scheint die Leistungen jedoch zu beeinträchtigen. Die Ergebnisse aus PISA 2022 bestätigen, dass bessere Regeln für den Umgang mit digitalen Geräten in Schulen benötigt werden.“
OECD (Hrsg.), PISA 2022 Ergebnisse, Band I. Lernstände und Bildungsgerechtigkeit (2023), S. 242.

„Small size classes help teachers reduce time spent on disciplinary and class management matters and consequently devote more time on effective instruction, learning activities, and individualized instruction and personalized processes.“
Univ.-Prof. Dr. Spyros Konstantopoulos u. a., Class size and teacher effects on non‑cognitive outcomes in grades K‑3. In: Large-scale Assessments in Education (2023) 11:33, S. 3.

„Experienced teachers may be able to manage classrooms more efficiently and save, as a result, time to create a more collegial and engaging classroom atmosphere, to strengthen effectiveness of instruction, to increase the quality of communication in the classroom, and to have more individualized interactions with students.“
Univ.-Prof. Dr. Spyros Konstantopoulos u. a., Class size and teacher effects on non‑cognitive outcomes in grades K‑3. In: Large-scale Assessments in Education (2023) 11:33, S. 3.

„Our findings indicate that teacher experience has a salient effect on children’s non-cognitive outcomes. In particular, teacher experience is a significant, positive predictor of students’ self-control, interpersonal skills, and approaches to learning and a negative correlate of externalizing problem behaviors.“
Univ.-Prof. Dr. Spyros Konstantopoulos u. a., Class size and teacher effects on non‑cognitive outcomes in grades K‑3. In: Large-scale Assessments in Education (2023) 11:33, S. 17.

„Peer-to-peer tutoring is a common learning support strategy in OECD education systems, with findings from PISA 2018 showing that almost half of all students reported attending a school that provides peer-to-peer tutoring as a form of study help, on average across OECD countries.“
OECD (Hrsg.), Equity and Inclusion in Education - Finding Strength through Diversity (2023), S. 279.

„In horizontally stratified systems, students of different abilities, behaviour or interests are separated into different schools, programmes and classes so that what is learned (content and difficulty) and how it is taught (pedagogy) can be tailored to better meet students’ needs. This sorting and grouping of students is generally termed educational stratification, which refers to the various ways that schools and education systems organise instruction for students with different abilities, behaviour, interests and pace of learning.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 127.

„Grouping students of similar abilities and interests together may enable teachers to tailor their instruction level and teaching strategies to students’ skills and interests, potentially benefitting low- and high-achieving students. In addition, well-resourced and attractive vocational programmes may improve the career prospects of low-achieving and disadvantaged teenagers, especially those at risk of leaving the school system early.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 127.

„Evidence from PISA 2022 shows that 30 % of students reported becoming distracted by using digital devices in mathematics lessons. […] Relying on students’ cell phones at school increases the risk that students use their phones in class for non-educational activities or get distracted by notifications. By contrast, the use of educational software at school has a more moderately negative association with students’ concentration, suggesting that the use of digital resources with pedagogical intent makes a difference, although it does not completely eliminate distractions.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 186.

„On average across OECD countries, students who did not spend time on digital devices for learning at school scored 456 points in mathematics (14 % of students were in this category). Students who spent up to one hour per day on digital devices for learning activities in school (31 % of students) scored 25 points higher in mathematics than students who spent no time, on average across OECD countries. Even after accounting for students’ and schools’ socio-economic profile, students scored 14 points higher, and this positive relationship is observed in over half of all systems with available data. However, on average across OECD countries, students who spent between 5 and 7 hours per day on digital devices for learning activities in school (7.8 % of students) scored 12 points lower than students who spent between 3 and 5 hours per day; after accounting for students’ and schools’ socio-economic profile, the former group of students scored 10 points lower.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 193f.

„Apart from 'traditional' disciplinary problems, around 30 % of students, on average across OECD countries, reported that, in most or every mathematics lesson, they get distracted using digital devices. Equally important, around 25 % of students indicated that, in most or every lesson, they become distracted by other students who are using digital devices, that the teacher has to wait a long time for students to quiet down, that students cannot work well and that students do not start working for a long time after the lesson begins. […] On average across OECD countries, students who reported that they become distracted in every or most mathematics lessons scored 15 points lower in mathematics than students who reported that this never or almost never happens, after accounting for students’ and schools’ socio-economic profile.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 254f.

„Many schools have introduced guidelines addressing the problem of distraction when students use digital devices in school. The content and design of such rules, as well as the capacity to enforce them, determine their effectiveness. When a school’s written statements or rules are too general, imprecise or lenient, they are unlikely to benefit teaching and learning with digital devices. Schools and teachers also need the time and capacity to enforce such rules. […] On average across OECD countries, 30 % of students in schools where the use of cell phones is banned reported using a smartphone several times a day, and 21 % reported using one every day or almost every day at school. These data show that cell phone bans are not always effectively enforced.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 255.

„Students who spend up to one hour per day on digital devices for learning activities in school scored 24 points higher in mathematics than students who spend no time on such devices, on average across OECD countries. Even after accounting for students’ and schools’ socio-economic profile, the former group of students scored 14 points higher. […] However, the relationship becomes negative when students spend more than one hour per day on digital devices for learning in school.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 255.

„Across OECD countries with available data, teacher-led uses of digital devices tend to be associated with higher student performance than student-led uses of digital devices, even after accounting for students and schools’ socio-economic background, school digital infrastructure or students’ perceived digital competence.“
OECD (Hrsg.), Shaping Digital Education (2023), S. 67.

„In most OECD countries, the amount of time students spend using digital devices for schoolwork was negatively associated with their reading performance after accounting for students’ and schools’ socio-economic status. […] These findings appear to suggest that some learning activities could be better done without digital devices and that the use of digital devices might, in some cases, displace more beneficial instructional activities.“
OECD (Hrsg.), Shaping Digital Education (2023), S. 69.

„Although DI (Anm.: DI = differentiated instruction) has been recognised as the key to academic success for all learners and teachers acknowledge it to be a valuable, necessary, and highly significant instructional practice, teachers worldwide struggle to differentiate their instruction and rarely adapt their teaching according to their students' characteristics.“
Univ.-Prof. Dr. Marcela Pozas u. a., The effects of differentiated instruction on teachers’ stress and job satisfaction. In: Teaching and Teacher Education 122 (2023), S. 1.

„Teachers find it most difficult to adapt activities and materials according to students’ skills, abilities, and learning profiles, as well as to conduct formative and regular diagnostic assessments to support student achievement.“
Univ.-Prof. Dr. Marcela Pozas u. a., The effects of differentiated instruction on teachers’ stress and job satisfaction. In: Teaching and Teacher Education 122 (2023), S. 2.

„It can be observed that most of the teachers’ quotes relate rather more to negative experiences than to positive ones concerning the implementation of DI (Anm.: DI = differentiated instruction).“
Univ.-Prof. Dr. Marcela Pozas u. a., The effects of differentiated instruction on teachers’ stress and job satisfaction. In: Teaching and Teacher Education 122 (2023), S. 7.

„With the growth of more student-centered instruction in many countries, it is surprising that student-centered instruction was recurrently found to be negatively associated with math achievement.“
Xiaofang Sarah Wang u. a., Factors predicting mathematics achievement in PISA. In: Large-scale Assessments in Education (2023), 11:24, S. 29.

„Different teaching styles and practices can be especially beneficial for some students but less so for others. It is, therefore, difficult to pinpoint teaching practices that are 'superior' to others. For instance, there is evidence that cognitive activation strategies may be more beneficial for socio-economically advantaged students and teacher-centred instruction for disadvantaged, at-risk students.“
OECD (Hrsg.), Mending the Education Divide (2022), S. 21.

„Good teaching requires a well-managed classroom in which disruptions are minimised and learning time is maximised.“
OECD (Hrsg.), Mending the Education Divide (2022), S. 44.

„Some 62.8 % of Danish and 62.4 % of Austrian students perceive a high-quality approach to cooperative learning at their schools that encourages students to understand the importance of cooperative efforts, to work together and to value cooperation.“
EENEE (Hrsg.), Quality of School Life and Student Outcomes in Europe (2021), S. 36.

„Traditional teacher-led instructional methods may be particularly beneficial to lower attaining students with less skill in autonomous learning.“
Andy Green u. a., The Effects of System Type and System Characteristics on Skills Acquisition in Upper Secondary Education and Training (2021), S. 21.

„With the increasing use of technology based on predetermined content for teaching aids, teacher autonomy is under pressure; in some private systems that rely on technology to deliver content, teacher autonomy is even discouraged. Education systems fixated on test results may privilege education for test preparation rather than the more holistic whole-of-learner development.“
ILO (Hrsg.), The future of work in the education sector in the context of lifelong learning for all, skills and the Decent Work Agenda (2021), S. 33.

„Providing access to digital technologies at school does not automatically lead to better results. In fact, the amount of time teachers spend using digital devices in teaching and learning activities is often negatively associated with reading performance.“
OECD (Hrsg.), 21st-Century Readers (2021), S. 140.

„Data from PISA 2015 show, for the 35 OECD countries that 15-year-old students who report higher exposure to IBSE (Anm.: inquiry-based science education) do not score higher in science than their peers. Worse even, in 25 of these countries, greater exposure to IBSE was negatively associated with science performance.“
Dr. Silvia Salchegger u. a., Explaining Waldorf students’ high motivation but moderate achievement in science. In: Large-scale Assessments in Education, (2021) 9:14, S. 3.

„Austria was among the ten OECD countries where the relationship between IBSE (Anm.: inquiry-based science education) and science achievement was not statistically significant, however it became significantly negative after controlling for social background indicators.“
Dr. Silvia Salchegger u. a., Explaining Waldorf students’ high motivation but moderate achievement in science. In: Large-scale Assessments in Education, (2021) 9:14, S. 3.

„Regarding the relationship between IBSE (Anm.: inquiry-based science education) and motivational outcomes it was shown a universal positive relationship between the amount of IBSE and students’ enjoyment of science ranging between r=0.20 and 0.30 in most countries. Similar positive but weaker associations are observed between interest in broad science topics and exposure to IBSE.“
Dr. Silvia Salchegger u. a., Explaining Waldorf students’ high motivation but moderate achievement in science. In: Large-scale Assessments in Education, (2021) 9:14, S. 4.

„Concerning cognitive outcomes, it was shown that Waldorf students slightly outperform other Austrian students in reading and science but they perform slightly below the population mean in math. Considering that Waldorf students’ socioeconomic status (SES) is decisively higher than other students’ SES, these results indicate underachievement in Waldorf students as their actual achievement is lower than expected by their SES.“
Dr. Silvia Salchegger u. a., Explaining Waldorf students’ high motivation but moderate achievement in science. In: Large-scale Assessments in Education, (2021) 9:14, S. 6.

„Waldorf students are more interested in science topics and report more enjoyment of learning science than other students. On the other hand, Waldorf students perform remarkably lower in science as measured by PISA than expected by their sociodemographic background.“
Dr. Silvia Salchegger u. a., Explaining Waldorf students’ high motivation but moderate achievement in science. In: Large-scale Assessments in Education, (2021) 9:14, S. 16f.

„Concerning science achievement, the present study showed that IBSE (Anm.: inquiry-based science education) is not a significant mediator of the relationship between Waldorf school attendance and science achievement. Therefore, Waldorf students’ underperformance in science may not be explained by their higher exposure to IBSE. […] Rather ineffective IBSE strategies might be applied in Waldorf education.“
Dr. Silvia Salchegger u. a., Explaining Waldorf students’ high motivation but moderate achievement in science. In: Large-scale Assessments in Education, (2021) 9:14, S. 17.

„Virtual charter schools, which use technology to deliver education at students’ homes, are found to have a substantial negative effect on achievement. By contrast, so-called 'no excuses' charter schools, which emphasize standardized tests, behavioural standards and longer instruction time, have produced outcome improvements, especially for disadvantaged groups.“
UNESCO (Hrsg.), Non-state actors in education (2021), S. 45.

„Strong empirical research indicates that certain teaching methods are highly beneficial for the academic achievement of at-risk students in addition to being beneficial for the achievement of all students in general. These teaching methods are based around direct, teacher-centered instruction. In contrast, teaching methods based around minimally-guided instruction tend to be ineffective (or even detrimental) for at-risk students.“
Kevin Butler, The Value of Direct Instruction for At-Risk Students. In: Journal of Education and Development; Vol. 4, No. 2; August 2020, S. 10.

„Teachers who see themselves as responsible for their students’ learning and do not expect students to learn primarily on their own are more effective. Accordingly, it is important to try to maintain a high-energy classroom atmosphere and consider oneself the primary factor in a student’s learning.“
Kevin Butler, The Value of Direct Instruction for At-Risk Students. In: Journal of Education and Development; Vol. 4, No. 2; August 2020, S. 12.

„In the TALIS 2018 survey, teachers report significant and increasing needs for training, especially on teaching students with special needs, the use of ICT and teaching in a multicultural or multilingual setting. Both the participation rate and the need for training in these areas are reported to have increased over the last five years.“
Luka Boeskens, MSc, u. a., Policies to support teachers’ continuing professional learning (2020), S. 31.

„Teachers employing a methodology that combines the traditional teacher-led approach with more innovative practices based on inquiry and teamwork seems to be a powerful tool for improving non-cognitive educational achievement. Science teaching and learning practices that include experimentation and critical thinking increase students’ self-efficacy in science and reduce test anxiety. These insights are especially important given that student-oriented teaching methods seem to be negatively linked to academic achievement.“
Elena Govorova u. a., How Schools Affect Student Well-Being: A Cross-Cultural Approach in 35 OECD Countries (2020), S. 11.

„A classic teacher-directed approach, where the teacher leads class discussions and explains ideas, is associated with higher levels of science enjoyment and better predisposition toward cooperative working. These results support the idea of the importance of an adaptive pedagogy that brings together innovation and teacher-directed instruction, rather than teachers opting exclusively for either one of these approaches.“
Elena Govorova u. a., How Schools Affect Student Well-Being: A Cross-Cultural Approach in 35 OECD Countries (2020), S. 11.

„TALIS 2018 data show that Denmark is the country with the highest proportion of teachers reporting that they believe they can support student learning through digital technology 'quite a bit' or 'a lot' (88 % of teachers), and it is also the country with the highest proportion of teachers indicating that they let students use ICT for projects or class work 'frequently' or 'always' (90 %). Japan is the country with the lowest proportion of teachers who report confidence in their ability to support student learning through use of technology (35 %) and also the lowest proportion of teachers reporting student use of ICT 'frequently' or 'always' (18 %).“
OECD (Hrsg.), What Students Learn Matters: Towards a 21st Century Curriculum (2020), S. 61.

„Teachers should be given sufficient autonomy to make decisions about their tasks and methods. Teachers’ work autonomy is related to the choice of teaching methods, educational strategies and content within the limit set by the national curriculum. The literature shows that the degree of perceived work autonomy is indicative of teachers’ well-being and has a direct link to job satisfaction.“
Carine Viac u. a., Teachers’ well-being (2020), S. 37.

„Teachers with high selfefficacy beliefs are more willing to implement innovative pedagogical methods in the classroom, use adequate teaching methods that encourage students’ autonomy, take responsibility for students with special learning needs, manage classroom problems, and keep students on task.“
Carine Viac u. a., Teachers’ well-being (2020), S. 45.

„Möglichkeiten und Grenzen einer Digitalisierung im Bildungsbereich werden offensichtlich, wenn man die 23 Faktoren zur Digitalisierung aus ‚Visible Learning‘ betrachtet. Im Durchschnitt erreichen sie einen Gesamteffekt von d=0,33 und bleiben damit unterhalb des in ‚Visible Learning‘ gesetzten Umschlagspunkts von d=0,4 zurück, ab dem erwünschte, weil überdurchschnittliche Effekte auf den Lernerfolg von Schülerinnen und Schülern eintreten.“
Univ.-Prof. Dr. Klaus Zierer, In: özbf (Hrsg.), „begabt & exzellent“, Ausgabe 1, 2019, S. 10

„Digitale Medien können bei der einfachen Wissensvermittlung im Oberflächenniveau (Reproduktion und Reorganisation) hohe Effekte erzielen, beim Tiefenverständnis (Transfer und Problemlösen) stoßen sie jedoch schnell an ihre Grenzen – hier muss die Interaktion von Mensch zu Mensch im Zentrum von Lehr-Lernprozessen stehen.“
Univ.-Prof. Dr. Klaus Zierer, In: özbf (Hrsg.), „begabt & exzellent“, Ausgabe 1, 2019, S. 12

„When asked about their sense of preparedness for using digital technologies for teaching, 39.4 % of teachers in the EU felt well or very well prepared for the use of digital technologies for teaching. In Austria and Finland, only 1 in 5 teachers confirmed feeling well prepared for the use of ICT in teaching. […] In the group of teachers trained after 2013, only Austria (33.1 %) have less than half of the respondents reporting that they did not feel well prepared for using digital technologies for teaching after initial teacher education.“
EU-Kommission (Hrsg.), Education and Training Monitor 2019 (2019), S. 88.

„According to evidence from the Programme for International Student Assessment (PISA), while using digital resources in the classroom is beneficial for learning outcomes up to a point, too much use of digital technologies in the classroom can have negative impacts on learning outcomes.“
OECD (Hrsg.), How's Life in the Digital Age (2019), S. 43.

„The potential of small classes for creating a supportive learning environment is visible in PISA 2015 data: on average across OECD countries, and according to students’ reports, science teachers with smaller class sizes are more likely to adapt their lessons to the needs and knowledge of their students than science teachers in schools with larger class sizes. In addition, in almost every OECD country, students whose science teachers adapt more frequently their teaching outperform academically students whose teachers adapt their teaching less frequently, even after accounting for students’ and schools’ socio-economic profile.“
OECD (Hrsg.), Learning in rural schools (2019), S. 27.

„Students with very high levels of digital device use at school generally perform less well, whether in mathematics, reading or science. Extensive use of new technologies at school may replace other, more efficient educational practices or simply distract students.“
OECD (Hrsg.), „OECD Skills Outlook 2019“ (2019), S. 179

„Many digital device uses are likely to displace more efficient instructional activities when done with high frequency. Spending several hours per week posting work on the school website or working in groups on a computer is more likely to replace other more productive tasks than devoting ten minutes to browsing the Internet for school work.“
OECD (Hrsg.), „OECD Skills Outlook 2019“ (2019), S. 195

PISA 2018: „The countries where student co-operation was most prevalent, relative to competition, were Austria, Croatia, Denmark, Georgia, Germany, Japan and the Netherlands, whereas the countries where student competition was most prevalent, relative to co-operation, were Brazil, Brunei Darussalam, Ireland, Jordan, Korea, Malta, Morocco, New Zealand, Saudi Arabia, Singapore, the United Kingdom, and the United States.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 122

PISA 2018: „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 2018 Results. Where All Students Can Succeed“ (2019), S. 109

„PISA 2015 asked students about the teaching practices they are exposed to at school. […] The findings emphasise the role of a positive school climate in the success of enquiry-based science activities. Enquiry-based science activities are associated with lower scores in science, especially among students who attend disorderly science classes; but this negative association is weakened when students attend disciplined science lessons. The lack of discipline in a classroom makes it more difficult for teachers to organise enquiry-based activities and, in turn, reduces the effectiveness of this practice.“
OECD (Hrsg.), „PISA in Focus 90“ (November 2018), S. 2

„Greater exposure to teacher-directed science instruction is positively associated with science performance in almost all countries, even after accounting for student socio-demographic characteristics, and observed and unobserved school features, such as whether the school is public or private, and how it is funded. […] Teacher-directed practices are likely to deliver good results regardless of the classroom environment.“
OECD (Hrsg.), „PISA in Focus 90“ (November 2018), S. 4

„Die Forschung dazu zeigt, dass Schüler mit Lernschwierigkeiten und defizitären Sprachkompetenzen unbedingt eine starke Struktur, eine klare Führung, ein kognitives Gerüst und viele kurzschrittige Hilfen, Anregungen und Rückmeldungen benötigen, ansonsten sind sie verloren. Begabte, lern- und leistungsstarke Schüler dagegen brauchen dies nicht.“

Univ.-Prof. Dr. Andreas Helmke, news4teachers.de am 7. März 2018

„According to students’ reports across OECD countries, teachers in smaller classes are somewhat more likely to adapt their teaching to the students’ needs and abilities than teachers in schools with larger class sizes.“
OECD (Hrsg.), „Responsive School Systems“ (2018), S. 134

„The results from our randomized experiment suggest that computer devices have a substantial negative effect on academic performance. Our estimates imply that permitting computers or laptops in a classroom lowers overall exam grades by around one-fifth of a standard deviation.“

Univ.-Prof. Dr. Susan Payne Carter u. a., „The Impact of Computer Usage on Academic Performance“ (2018), S. 25

„Our results indicate that students perform worse when personal computing technology is available. […] Even allowing students to use computer devices in a manner that is conducive to professor monitoring (e.g. tablets flat on the desk) can have harmful effects on classroom performance.“

Univ.-Prof. Dr. Susan Payne Carter u. a., „The Impact of Computer Usage on Academic Performance“ (2018), S. 26

„The strong appeal of digital-based assessment and learning environments has led many educational systems to adopt them. As findings from the current work reveal, however, digital environments may not always be best suited to fostering deep comprehension and learning.“
Pablo Delgado u. a., „Don't throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension“ (2018), S. 18

„Alle ‚modernen‘ Unterrichtsmaßnahmen (sie sind natürlich nicht neu, sondern alle mindestens hundert Jahre alt) – selbständiges Lernen, Projektarbeit, schülerkontrollierter Unterricht, eigenständiges Lernen, Gruppenarbeit etc. – favorisieren den Nachwuchs der Bildungsschicht.“

Univ.-Prof. Dr. Rainer Dollase, „Profil“ (Zeitung des dphv) vom April 2017, S. 19

Österreich: „PISA data shows that students who use computers moderately at school have somewhat better learning outcomes than students who rarely use them; but students who use computers frequently at school do much worse, even after accounting for socio-economic status and other background factors. As a matter of fact, mastering analytical thinking and conceptual understanding requires intensive teacher-student interactions, and too much technology may distract from this.“

Dr. Volker Ziemann, „Inclusive labour Markets in the digital era: The case of Austria“ (2017), S. 20

„Die Hattie-Studie hat den dominanten, redenden Lehrer rehabilitiert, der aber auch genau weiß, wann er zurücktreten und schweigen muss. Guter Unterricht muss lehrerzentriert und schülerorientiert zugleich sein – im Mittelpunkt steht der Lehrer, und für diesen stehen seine Schüler im Zentrum.“

Michael Felten, „Die Inklusionsfalle. Wie eine gut gemeinte Idee unser Bildungssystem ruiniert“ (2017), S. 128

„In der Metastudie zeigt sich, dass der positive Einfluss der digitalen Unterrichtsmedien auf die Leistung der Schülerinnen und Schüler höher ist, wenn neben digitalen Medien zusätzlich traditionelles Material verwendet wurde.“

Delia Hillmayr M.Sc. u. a., „Digitale Medien im mathematisch-naturwissenschaftlichen Unterricht der Sekundarstufe“ (2017), S. 11

„Frontalunterricht, das Abfragen kurzer Antworten sowie das Antworten und Wiederholen im Chor sind noch weit verbreitete Unterrichtstechniken, während selbständiges Arbeiten und Gruppenarbeit häufig nur kurz und oberflächlich den Unterricht auflockern.“

Univ.-Prof. Dr. Barbara Schulte, „China“ (2017), S. 6

„Bislang konnte in keiner Untersuchung gezeigt werden, dass Offener Unterricht zu besseren Lernerfolgen führt.“

Univ.-Prof. Dr. Miriam Vock u. a., „Umgang mit Heterogenität in Schule und Unterricht“ (2017), S. 70

„Insbesondere Kinder aus sozioökonomisch schwachen Familien, mit geringem Vorwissen oder mit ungünstigen Lernvoraussetzungen können in offenen Lernsituationen überfordert sein und dementsprechend weniger lernen als im lehrergelenkten Unterricht.“

Univ.-Prof. Dr. Miriam Vock u. a., „Umgang mit Heterogenität in Schule und Unterricht“ (2017), S. 70f

„Fähigkeiten zum selbstständigen Lernen vorauszusetzen, benachteiligt systematisch Leistungsschwächere und Schüler_innen aus sozioökonomisch schwächeren Haushalten, wie die empirischen Befunde zur Wirksamkeit Offenen Unterrichts zeigen.“

Univ.-Prof. Dr. Miriam Vock u. a., „Umgang mit Heterogenität in Schule und Unterricht“ (2017), S. 74

„Results suggest that a student-centered instructional strategy has a negative impact on academic achievement in general, and for students with low parental education in particular.“

Ida Andersen u. a., „Student-centered instruction and academic achievement“. In: „British Journal of Sociology of Education", 2017, , Vol. 38, Iss. 4

„Multitasking on a laptop during a lecture not only led to lower scores for these students than those who did not multitask during the lesson, but also that students who could directly view what their multitasking peers were doing also performed more poorly than those who could not view this. In other words, multitasking on a laptop during a lesson poses a significant distraction to those doing the multitasking as well as peers students and this can be detrimental to the learning of both.“

Univ.-Prof. Dr. Paul A. Kirschner u. a., „The myths of the digital native and the multitasker“. In: „Teaching and Teacher Education“, 67 (2017). S. 139

„Students in the East Asian countries of B‑S‑J‑G (Anm: die chinesischen Provinzen Beijing, Shanghai, Jiangsu und Guangdong, die an PISA teilgenommen haben), Japan and Korea reported the lowest use of ICT at school.“

OECD (Hrsg.), „PISA 2015 Results. Collaborative Problem Solving“ (2017), S. 83

„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

„Governments have invested substantial resources in computers, Internet connections, software and ICT more generally. But this investment has not always produced obvious gains in student learning.“

OECD (Hrsg.), „Schools at the crossroads of innovation in cities and regions“ (2017), S. 55f

„Our results showed that nonacademic Internet use was common among students who brought laptops to class and was inversely related to class performance. This relationship was upheld after we accounted for motivation, interest, and intelligence. Classrelated Internet use was not associated with a benefit to classroom performance.“

Dr. Susan M. Ravizza u. a., „Logged In and Zoned Out: How Laptop Internet Use Relates to Classroom Learning“. In: „Psychological Science“, 2017, Vol. 28(2), S. 171

„Research suggests that blended learning – where students use digital tools under adult guidance in a traditional classroom setting – can boost learning outcomes, but only when well planned and if teachers are well supported.“

UNICEF (Hrsg.), „Children in a Digital World“ (2017), S. 20

„A 2013 experimental study of 1,123 students in Years 6–12 in California found that, while distribution of computers had a great effect on computer ownership and total hours of computer use, there was no evidence that this affected education outcomes such as grades, standardized test scores, credits earned, attendance and disciplinary action.“

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

„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

„Evidence shows that well-prepared students under good adult guidance may be able to take advantage of technology (or at least not be harmed by its distractions), but poorly prepared students without enough adult guidance are often distracted by technology. Indeed, the risk that technology can distract children in the classroom, especially weaker students, is clear.“

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

„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

„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

„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

„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

„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

„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

„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

„Guter Frontalunterricht ist eine super Unterrichtsform. Es geht nur darum zu hinterfragen, wann welches Format und welche Materialien am sinnvollsten eingesetzt werden können. Auf eine gute Mischung kommt es an.“

Univ.-Prof. Dr. Agnieszka Czejkowska, ORF online am 5. Oktober 2016

„Wird Offener Unterricht nicht gut vorbereitet, indem alle Kinder wissen, wie sie ihr Lernen organisieren müssen, werden soziale Unterschiede sogar noch verstärkt.“

Univ.-Prof. Dr. Agnieszka Czejkowska, ORF online am 5. Oktober 2016

„Einig ist sich die Forschung […] darüber, dass lernschwächere Schüler weitaus mehr auf die Unterstützung durch Lehrkräfte angewiesen sind als stärkere. […] Wer schon zu Hause mit der Bewältigung schulischer Aufgaben allein gelassen wird, sollte dies nicht auch noch in der Schule bleiben.“

Prof. Dr. Karl-Heinz Dammer, Wirtschaftswoche online am 28. September 2016

„Faktisch können gerade Kinder aus sozial schwachen Milieus mit diesen offenen Unterrichtsformen am schlechtesten umgehen. Sie brauchen Zuwendung, Anleitung, Forderung und Ermutigung durch direkte Ansprache und enge Beziehung.“

Prof. Dr. Jochen Krautz, „ÖkologiePolitik“, Nr. 169 (Februar 2016), S. 19

„Alle ‚modernen‘ Unterrichtsmaßnahmen (sie sind natürlich nicht neu, sondern alle mindestens hundert Jahre alt) – selbstständiges Lernen, Projektarbeit, schülerkontrollierter Unterricht, eigenständiges Lernen, Gruppenarbeit etc. – favorisieren den Nachwuchs der Bildungsschicht. Stattdessen sollte man es mal mit ‚direct instruction‘, einer Form des lehrerzentrierten Unterrichts, versuchen.“

Univ.-Prof. Dr. Rainer Dollase, in Hanns Seidel Stifung (Hrsg.), „Akademikerschwemme versus Fachkräftemangel“ (2016), S. 44

„Direkte Instruktion, also eine Form des Unterrichts, in der die Lehrperson klare Ziele verfolgt und die Schülerinnen und Schüler bewusst zur Zielerreichung hinführt, erreicht nach Hattie eine überdurchschnittliche Effektstärke von 0,59.“

Univ.-Prof. Dr. Klaus Zierer, „Hattie für gestresste Lehrer“ (2016), S.61

„On average across OECD countries, students who are exposed to more student-oriented instruction score about 22 points lower than students who are less exposed to this strategy, before any other variable is taken into account. After accounting for the other teaching strategies, students who reported more exposure to student-oriented instruction score about 26 points lower.“

Dr. Alfonso Echazarra u. a., „How teachers teach and students learn: Successful strategies for school“ (2016), S. 56

Schweden:

„More responsibility for learning was given to the pupil at the expense of teacher-led instruction, with negative effects on student outcomes, in particular for weak students.“

Jon Kristian Pareliussen u. a., „Skills and Inclusive Growth in Sweden“ (2015), S. 18

Finnland: „Each school has at least one special teacher, trained to help struggling students. The special teacher is tasked with early identification and intervention, helped by a multi-professional care group consisting of the principal, the special teacher, the school nurse, the school psychologist, a social worker and the class teacher.“

Jon Kristian Pareliussen u. a., „Skills and Inclusive Growth in Sweden“ (2015), S. 20

Finnland: „Only 18.2 % of Finnish students use ICT for projects or class work, far below the average of the participating EU (34 %) and OECD countries (37.5 %). The weekly usage of desktop and laptop computers at grade 8 and 11 is among the lowest in the EU.“

EU-Kommission (Hrsg.), „Education and Training Monitor 2015 - Country analysis“ (2015), S. 91

„On average across 26 EU 13 % of 15-year-olds are in schools reporting that students are grouped by ability within their Mathematics classes in all classes; 33 % are in schools whose students are grouped by ability within their classes in some classes and 54 % are in schools reporting they are not grouped by ability within any of their classes.“

EU-Kommission (Hrsg.), „Teaching Practices in Primary and Secondary Schools in Europe“ (2015), S. 76

„Bei Begabteren scheint die Gestaltung des Unterrichts weniger Einfluss auf ihren Lernerfolg zu haben als bei weniger Begabten. Die scheinen eher von strukturiertem Unterricht zu profitieren. Das ist ein Befund aus der Lernforschung, der sich immer wieder zeigt.“

Univ.-Prof. Mag. Dr. Roland Grabner, Die Presse online am 14. Oktober 2014

„Der Verzicht auf Anleitung führt dazu, dass eine Fehlerkontrolle ausbleibt und die Schüler in ihrem oftmals falschen Selbstbild von ihren Leistungen nicht nur bestärkt, sondern paradoxerweise gleichzeitig auch alleine gelassen werden.“

Univ.-Prof. Dr. Dr. Hannah Bethke, Frankfurter Allgemeine Zeitung online am 27. März 2014

„Aus der Hattie-Studie ist bekannt, dass direkte Instruktion eine besonders wirksame Unterrichtsmethode ist. Besonders eher schwache Lerner erzielen bei dieser Methode deutliche Lernerfolge.“

Dr. Martin Wellenreuther, „Direkte Instruktion – Was ist das, und wie geht das?“, in BELTZ (Hrsg.), PÄDAGOGIK, 66. Jahrgang, Heft 1, 2014, S. 8

„Offene Methoden mit dem Lehrer als Moderator sind […] insgesamt deutlich weniger lerneffizient als Methoden, die den Lehrer als Regisseur des Lernens einsetzen. Als Regisseur führt der Lehrer in Inhalte ein, verdeutlicht Kernideen an Beispielen und strukturiert Übungen von leicht nach schwer.“

Dr. Martin Wellenreuther, „Direkte Instruktion – Was ist das, und wie geht das?“, in BELTZ (Hrsg.), PÄDAGOGIK, 66. Jahrgang, Heft 1, 2014, S. 10

„Leistungsstarke Schüler aus dem Bildungsbürgertum sind in der Grundschule am wenigsten auf vollständige, explizite Erklärungen angewiesen. Sie lernen auch im offenen Unterricht. Im Zweifel können sie die fehlenden Erklärungen zu Hause erhalten. Lernschwache Schüler aus bildungsfernen Schichten können dies nicht. Sie sind die Leidtragenden des offenen Unterrichts.“

Dr. Martin Wellenreuther, „Direkte Instruktion – Was ist das, und wie geht das?“, in BELTZ (Hrsg.), PÄDAGOGIK, 66. Jahrgang, Heft 1, 2014, S. 11

„Enthusiasm for ‚discovery learning‘ is not supported by research evidence, which broadly favours direct instruction.“

Univ.-Prof. Dr. Robert Coe u. a., „What makes great teaching?“ (2014), S. 22

„Von offenen, flexiblen, individualisierten Lernformen in heterogenen Klassen profitieren oft besonders aufgeweckte Schüler, die viel Vorwissen besitzen. Diejenigen aber, die weniger mitbringen, brauchen eher klare Strukturen und klare Vorgaben sowie viel Zeit zum Üben der grundlegenden Kenntnisse.“

Univ.-Prof. Dr. Ulrich Trautwein, Südwest Presse ONLINE am 24. Juli 2013

„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

„Konstruktivistische Lernmethoden oder unstrukturierte Formen offenen Unterrichts führen nach den vorliegenden Metaanalysen gerade für lernschwache Schüler zu einem weiteren Rückstand in ihrem Lernen sowie zu einem Nachlassen der Lernmotivation – solche Verfahren setzen damit die Erfolgschancen benachteiligter Schüler in der Schule weiter herab.“

Univ.-Prof. Dr. Clemens Hillenbrand, Institut für Sonder- und Rehablitätspädagogik an der Universität Oldenburg, „Gymnasium und Inklusion – Möglichkeiten und Grenzen“ (Fachtagung des Deutschen Philologenverbandes), 6. Februar 2012 in Kassel

„Im Gegensatz zu weit verbreiteten pädagogischen Meinungen bildet die gezielte Anleitung des Lernens der Schüler die mit Abstand erfolgreichste Form der Lernförderung, auf die besonders schwache Lerner angewiesen sind.“

Univ.-Prof. Dr. Clemens Hillenbrand, „Gymnasium und Inklusion – Möglichkeiten und Grenzen“ (Fachtagung des Deutschen Philologenverbandes), 6. Februar 2012 in Kassel

„Nach empirischen Untersuchungen ist […] gerade der Frontalunterricht äußerst schülernah. Schüler schätzen den Frontalunterricht und erleben sich dabei als in ihrer Schülerrolle ernstgenommen.“

Univ.-Prof. Dr. Alfred Schirlbauer, „Ultimatives Wörterbuch der Pädagogik“ (2012), S. 38

„Die Ergebnisse zeigen, so Hattie (S. 243), dass aktiver und von Lehrpersonen gelenkter Unterricht effektiver ist als ein Unterricht, bei dem die Lehrenden als Lernbegleiter und Lernunterstützer nur indirekt in das Geschehen eingreifen: ‚(...) only minimal guidance (...) does not work‘.“

Ulrich Steffen u.a., „Was ist das Wichtigste beim Lernen? Die pädagogisch-konzeptionellen Grundlinien der Hattieschen Forschungsbilanz aus über 50.000 Studien“ (2011)

„Classroom teaching that emphasizes the instilment of knowledge and comprehension, often termed ‚traditional‘-style teaching, has a very strong and positive effect on test scores, particularly among girls and pupils of low socioeconomic background.“

Univ.-Prof. Dr. Victor Lavy, „ What Makes an Effective Teacher?“ (2011), S. 1

„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

„Finland reports that whole-group instruction is favoured over individual student work.“

EU-Kommission (Hrsg.), „Mathematics Education in Europe“ (2011), S. 69

„Where classes grouped by ability are in principle disallowed, it is often observed that head teachers reintroduce them in one way or another.“

Univ.-Prof. Dr. Vincent Dupriez, „Methods of Grouping Learners at School“ (2010), S. 7