PIRLS 2011 Encyclopedia: Education Policy and Curriculum in Reading. Volume 2: L-Z and Benchmarking Participants

Sonst. Personen	Mullis, Ina V. S. (Hrsg.); Martin, Michael O. (Hrsg.); Minnich, Chad A. (Hrsg.); Drucker, Kathleen T. (Hrsg.); Ragan, Moira A. (Hrsg.)
Institution	International Association for the Evaluation of Educational Achievement; Boston College, TIMSS & PIRLS International Study Center
Titel	PIRLS 2011 Encyclopedia: Education Policy and Curriculum in Reading. Volume 2: L-Z and Benchmarking Participants
Quelle	(2012), (398 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-889938-62-2
Schlagwörter	Nachschlagewerk; Educational Policy; Reading Achievement; Reading Instruction; Curriculum Implementation; International Studies; International Education; Teacher Education; Educational Practices; Outcomes of Education; Academic Achievement; Program Descriptions; Educational Strategies; Curriculum Development; Reference Materials; Questionnaires; Demography; Regional Characteristics; Educational Development; Educational Methods; Instructional Systems; Teacher Characteristics; Progress Monitoring; Foreign Countries; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Leseleistung; Leseunterricht; Internationaler Studiengang; Internationale Erziehung; Lehrerausbildung; Lehrerbildung; Bildungspraxis; Lernleistung; Schulerfolg; Schulleistung; Lehrstrategie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Literaturnachweis; Fragebogen; Demografie; Regionaler Faktor; Bildungsentwicklung; Educational method; Erziehungsmethode; Unterrichtsorganisation; Ausland
Abstract	For more than 50 years, the International Association for the Evaluation of Educational Achievement (IEA) has been instrumental in developing an analytical model for understanding the relationships between educational policy (the intended curriculum), classroom and instructional practices (the implemented curriculum), and educational learning outcomes (the achieved curriculum). The "PIRLS 2011 Encyclopedia" describes the intended curriculum in the countries and sub-national jurisdictions that participated in the PIRLS 2011 and prePIRLS assessments, providing a detailed description of the national contexts for the teaching and learning of reading. Each PIRLS 2011 participant contributed a chapter to this volume summarizing the overall structure of its education system, its reading curriculum and instructional approaches, its requirements for teacher preparation, and the types of assessments and examinations that are employed to monitor educational outcomes at the national level. The policy-related information provided in the "PIRLS 2011 Encyclopedia" is intended to complement the data on educational outcomes that are provided in the companion report, "PIRLS 2011 International Results in Reading" (ED544362). This information may be used not only to help understand the relationships among policies, practices, and outcomes within countries, but also to provide potentially powerful insights into international best practice. An appendix presents a list of organizations and individuals responsible for PIRLS 2011. (Individual sections contain references.) [For Volume 1, see ED544363.] (ERIC).
Anmerkungen	International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands. Tel: +31-20-625-3625; Fax: +31-20-420-7136; e-mail: department@iea.nl; Web site: http://www.iea.nl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10