International Empirical Findings about the Success of Education and School Policy

Autor/inn/en	Nguyen, Tristan; Pfleiderer, Mathias
Titel	International Empirical Findings about the Success of Education and School Policy
Quelle	In: International Education Studies, 6 (2013) 2, S.188-196 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	School Policy; Comparative Education; Foreign Countries; Human Capital; Expenditure per Student; Outcomes of Education; Academic Achievement; Institutional Characteristics; Competition; Educational Responsibility; Educational Policy; Resources; Educational Quality; Teacher Effectiveness; Institutional Autonomy; Administrative Organization; Class Size; Educational Improvement; Achievement Tests; Program for International Student Assessment; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Schulpolitik; Vergleichende Erziehungswissenschaft; Ausland; Humankapital; Lernleistung; Schulerfolg; Schulleistung; Wettkampf; Erziehungsverantwortung; Politics of education; Bildungspolitik; Betriebsmittel; Hilfsmittel; Quality of education; Bildungsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Institutionelle Autonomie; Klassengröße; Teaching improvement; Unterrichtsentwicklung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	The PISA studies in recent years have disclosed fundamental problems in the educational and training systems of many countries. According to the studies, it seems that simply increasing the education expenditures per pupil regularly does not sufficiently achieve better pupil performances. This "input-oriented" policy does not have any direct effect on the "output" in the form of better results by the pupils. Therefore, it is the objective of this essay to analyze the framework conditions in which an education system can develop optimally so that the pupils achieve better grades and/or performance at schools. We focus our analysis on the "institutional factors" such as "competition in the school system," "school autonomy," "responsibility," as well as a suitable combination of these factors. The research results of international empirical studies discussed in this paper provide a range of approaches and proposals that governments could use as a guide or as a "cornerstone" for the design of their schools and education systems. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01