Highlights From Pirls 2011
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Highlights From Pirls 2011
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Author : Sheila Thompson
language : en
Publisher:
Release Date : 2012
Highlights From Pirls 2011 written by Sheila Thompson and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with Academic achievement categories.
Highlights From Timss And Pirls 2011
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Author :
language : en
Publisher:
Release Date : 2012
Highlights From Timss And Pirls 2011 written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with categories.
Australia has participated in TIMSS since its inception, providing rich data about trends in mathematics and science achievement over 16 years. This is the first time that Australia has participated in PIRLS, or indeed any international study of reading achievement at this level. This publication is an early summary of the TIMSS and PIRLS Australian findings.
U S Timss And Pirls 2011 Technical Report And User S Guide Nces 2013 046
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Author : David Kastberg
language : en
Publisher:
Release Date : 2013
U S Timss And Pirls 2011 Technical Report And User S Guide Nces 2013 046 written by David Kastberg and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013 with categories.
The "U.S. TIMSS and PIRLS 2011 Technical Report and User's Guide" provides an overview of the design and implementation of the Trends in International Mathematics and Science Study (TIMSS) 2011 and the Progress in International Reading Literacy Study (PIRLS) 2011 in the United States and the nine participating benchmarking states: Alabama, California, Colorado, Connecticut, Florida, Indiana, Massachusetts, Minnesota, and North Carolina, along with information designed to facilitate access to the U.S. TIMSS and PIRLS 2011 data. The Trends in International Mathematics and Science Study (TIMSS) 2011 is the fifth such study since this international comparison of student achievement was first conducted in 1995. Developed and implemented at the international level by the International Association for the Evaluation of Educational Achievement (IEA), an international organization of national research institutions and governmental research agencies, TIMSS is used to measure trends in the mathematics and science knowledge and skills of fourth- and eighth-graders. TIMSS is designed to align broadly with mathematics and science curricula in the participating countries. The results, therefore, suggest the degree to which students have learned mathematics and science concepts and skills likely to have been taught in school. TIMSS also collects background information on students, teachers, curricula, and schools to allow cross-national comparisons of educational contexts related to student achievement. In 2011, there were 54 countries and 20 other education systems (including all nine benchmarking states) that participated in TIMSS at the fourth- or eighth-grade level, or both. Also referenced here are three additional reports that provide a detailed treatment of TIMSS 2011 from an international perspective. Two of those reports are available in ERIC and are cross referenced at the end of this abstract. The Progress in International Reading Literacy Study (PIRLS) is an international comparative study of student achievement. PIRLS 2011 represents the third such study since PIRLS was first conducted in 2001. Developed and implemented by the International Association for the Evaluation of Educational Achievement (IEA), an international organization of national research institutions and governmental research agencies, PIRLS is used to measure the reading knowledge and skills of fourth-graders over time. PIRLS is designed to align broadly with reading curricula in the participating education systems. The results, therefore, suggest the degree to which students have learned reading concepts and skills likely to have been taught in school. PIRLS also collects background information on students, teachers, schools, curricula, and official education policies to allow cross-national comparison of educational contexts that may be related to student achievement. In 2011, there were 40 countries and 13 other education systems (including Florida) that participated in PIRLS. Titles of two additional companion reports that provide a detailed treatment of PIRLS 2011 from an international perspective published by the IEA are provided here. Those that are available in ERIC are cross referenced at the end of this abstract. Descriptions of data collection activities and their timing within the United States provide a foundation for researchers seeking to understand the detail of the data. These activities are listed in exhibit 1-1 along with the timing of their implementation. The activities are described in detail in chapter 4 of this report. The basic parameters of the design and administration of TIMSS and PIRLS 2011 in the United States are outlined and a more detailed treatment is provided in subsequent chapters of this report. Appended are: (1) State Sampling Tables; (2) State Participation Rates; (3) TIMSS & PIRLS 2011 Recruitment Materials; (4) Informational Materials; (5) Field Staff Training Materials; (6) U.S. Versions of TIMSS and PIRLS 2011 Student, School, Teacher and Curriculum Questionnaires; and (7) TIMSS and PIRLS 2011 Questionnaire Adaptations. [The following companion reports are available in ERIC: (1) "TIMSS 2011 International Results in Mathematics" (Mullis, Martin, Foy, & Arora, 2012) (ED544554); (2) "TIMSS 2011 International Results in Science" (Martin, Michael O.; Mullis, Ina V. S.; Foy, Pierre; Stanco, Gabrielle M.) (ED544560); (3) "Highlights from TIMSS 2011: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context. NCES 2013-009" (ED537756); (4) "PIRLS 2011 International Results in Reading" (Mullis, Martin, Foy, & Drucker, 2012) (ED544362); and (5) "Highlights from PIRLS 2011: Reading Achievement of U.S. Fourth-Grade Students in an International Context. NCES 2013-010" (ED537758).].
Highlights From Pirls 2011
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Author : Sheila Thompson
language : en
Publisher:
Release Date : 2012
Highlights From Pirls 2011 written by Sheila Thompson and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with categories.
The Progress in International Reading Literacy Study (PIRLS) is an international comparative study of student achievement. In 2011, PIRLS was administered to nationally representative samples of 4th-grade students in 53 education systems around the world. The PIRLS assessment measures student performance on a combined reading literacy scale, as well as two subscales of purposes of reading: reading for literary experience and reading to acquire and use information. This report compares the performance of U.S. students with their peers around the world and also examines how the reading literacy of U.S. 4th-grade students has changed since the first administration of PIRLS in 2001 and the previous administration in 2006. Results are presented by two student characteristics (sex and race/ethnicity) and by one measure of school poverty (percent of students in the school eligible for free or reduced-price lunch). In the United States, one state, Florida, participated as a separate education system and is included in international comparisons. Total counts of education systems include Florida, not only as part of the U.S. national sample of public and private schools, but also individually with the state level public school sample. Note that because all education systems participating in PIRLS are treated equally, Florida is compared with the United States (national sample) throughout this report. All differences described in this report are statistically significant at the 0.05 level. No statistical adjustments to account for multiple comparisons were used. Key findings for the reading literacy scale in 2011 include the following: (1) The average score for U.S. students (556) was higher than the international PIRLS scale average, which is set to 500; (2) In 2011 the United States was among the top 13 education systems (5 education systems had higher averages and 7 were not measurably different). The United States average was higher than 40 education systems; (3) The 5 education systems with average scores above the U.S. average were Hong Kong-CHN, Florida-USA, the Russian Federation, Finland, and Singapore; (4) Compared with 2001, the U.S. average score was 14 points higher in 2011 (542 in 2001 vs. 556 in 2011); (5) Compared with 2006, the U.S. average score was 16 points higher in 2011 (540 in 2006 vs. 556 in 2011); (6) Considering the percentage of 4th-graders performing at or above the "Advanced" international reading benchmark: two education systems had a percentage that was higher than the United States, 7 education systems had percentages that were not measurably different than the United States, and 43 education systems had percentages lower than the United States; (7) The average score for girls was higher than the average scores for boys in the United States (562 vs. 551) and in the one education system separately assessed in the United States, Florida (576 vs. 561); (8) Compared to the U.S. national average reading score: White, Asian, and multiracial students scored higher on average, while Black and Hispanic 4th-graders scored lower on average than the U.S. average; and (9) In the United States, schools were classified into five categories on the basis of the percentage of students in the school eligible for free or reduced-price lunch. The percentage of students eligible and the average reading score in each category are as follows: less than 10 percent (605), 10 to 24.9 percent (584), 25 to 49.9 percent (568), 50 to 74.9 percent (544), and 75 percent or more (520). In all cases, children from schools with a lower level of free lunch eligibility had a higher average score than children from schools with a higher level of free lunch eligibility. Appended are: (1) Technical Notes; (2) Reading Passages and Items; (3) PIRLS-NAEP Comparison; and (4) Online Resources and Publications. (Contains 11 tables, 5 figures and 20 footnotes.).
Highlights From Pirls 2016 Australia S Perspective
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Author :
language : en
Publisher:
Release Date : 2018
Highlights From Pirls 2016 Australia S Perspective written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018 with categories.
Pirls 2011 International Results In Reading
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Author : Ina V. S. Mullis
language : en
Publisher:
Release Date : 2012-12
Pirls 2011 International Results In Reading written by Ina V. S. Mullis and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012-12 with categories.
Early Literacy Matters
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Author : Carol E. Canady
language : en
Publisher: CRC Press
Release Date : 2020-11-29
Early Literacy Matters written by Carol E. Canady and has been published by CRC Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020-11-29 with Education categories.
Early Literacy Matters is an innovative action guide for elementary school leaders and instructional coaches dedicated to accelerating literacy performance in the early grades, when prevention of reading difficulties matters most. As a unique father-daughter team with combined expertise in literacy education and instructional leadership, the authors share best practices for literacy success. Readers will learn how to... establish and lead a literacy team, implement embedded professional development, utilize key assessments to frame daily instruction, and illustrate specific organizational and scheduling models needed to support systemic change based on the science of reading. Each chapter features reflection questions and explicit strategies and tools leaders can implement immediately in today’s classrooms.
Jsl Vol 25 N4
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Author : JOURNAL OF SCHOOL LEADERSHIP
language : en
Publisher: Rowman & Littlefield
Release Date : 2015-07-01
Jsl Vol 25 N4 written by JOURNAL OF SCHOOL LEADERSHIP and has been published by Rowman & Littlefield this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015-07-01 with Education categories.
The Journal of School Leadership is broadening the conversation about schools and leadership and is currently accepting manuscripts. We welcome manuscripts based on cutting-edge research from a wide variety of theoretical perspectives and methodological orientations. The editorial team is particularly interested in working with international authors, authors from traditionally marginalized populations, and in work that is relevant to practitioners around the world. Growing numbers of educators and professors look to the six bimonthly issues to: deal with problems directly related to contemporary school leadership practice teach courses on school leadership and policy use as a quality reference in writing articles about school leadership and improvement.
The Condition Of Education 2013
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Author : Susan Aud
language : en
Publisher: Government Printing Office
Release Date : 2013-11-18
The Condition Of Education 2013 written by Susan Aud and has been published by Government Printing Office this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013-11-18 with Education categories.
NOTE: NO FURTHER DISCOUNT FOR THIS PRODUCT TITLE -- OVERSTOCK SALE -- Significantly reduced list price The Condition of Education 2013 summarizes important developments and trends in education using the latest available data. The report presentsindicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. To help inform policymakers and the public about the progress of education in the United States, Congress has mandated that the National Center for Education Statistics (NCES) produce an annual report, "The Condition of Education. This year s report presents 42 indicators of important developments and trends in U.S. education. These indicators focus on population characteristics, participation in education, elementary and secondary education, and postsecondary education."Condition shows, in 2012, about 90 percent of young adults ages 25 to 29 had a high school diploma, or its equivalent, and 33 percent had a bachelor s degree or higher. As in previous years, annual median earnings in 2011 were higher for those with higher levels of education for example, 25- to 34-year-olds with a college degree earned over twice as much as high school dropouts."The Condition of Education 2013 includes the latest data available on these and more key indicators. As new data are released, the indicators will be updated and made available. Along with these indicators, NCES produces a wide range of reports and data to help inform policymakers and the American public about trends and conditions in U.S. education.""" As this year s In 2011, almost two-thirds of 3- to 5-year-olds were enrolled in preschool, and nearly 60 percent of these children were in full-day programs. At the elementary and secondary level, there were about 50 million public school students in 2011, a number that is expected to grow to 53 million in the next decade. Of these students, nearly 2 million attended charter schools. Postsecondary enrollment in 2011 was at 21 million students, including 18 million undergraduate and 3 million graduate students. NCES s newest data on elementary and secondary schools show that about one in five public schools was considered high poverty in 2011 meaning that 75 percent or more of their enrolled students qualified for free or reduced-price lunch up from about to one in eight in 2000. In school year 2009 10, some 3.1 million public high school students, or 78.2 percent, graduated on time with a regular diploma. And, in 2011, about 68 percent of recent high school completers were enrolled in college the following fall. Meanwhile, the status dropout rate, or the percentage of 16- to 24-year-olds who are not enrolled in school and do not have a high school diploma or its equivalent, declined from 12 percent in 1990 to 7 percent in 2011. At 4-year colleges in 2011, nearly 90 percent of full-time students at public and private nonprofit institutions were under the age of 25. However, only about 29 percent of full-time students at private for-profit colleges were, while 39 percent were between the ages of 25 to 34 and another 32 percent were 35 and older. About 56 percent of male students and 61 percent of female students who began their bachelor s degree in the fall of 2005, and did not transfer, had completed their degree by 2011. In that year, there were 1.7 million bachelor s degrees and over 700,000 master s degrees awarded."
The Condition Of Education
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Author :
language : en
Publisher:
Release Date : 2013
The Condition Of Education written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013 with Education categories.