|
|
Bei Amazon kaufen|
Umschlagtext
The PIRLS 2011 International Results in Reading summarizes fourth grade student achievement in each of the 49 countries and nine benchmarking entities which participated in PIRLS and prePIRLS 2011. The report includes trends in reading achievement over time for participants in the previous PIRLS 2001 and 2006 assessments, as well as student performance at the PIRLS International Benchmarks. Achievement results also are presented for reading purposes and comprehension processes. The Reading Report provides a rich array of information which describes the educational contexts for reading, including home environment support, students' backgrounds and attitudes toward reading, the reading curriculum, teachers' education and training, classroom characteristics and activities, and school contexts for reading learning and instruction.
Rezension
Internationale Schulleistungsvergleichsstudien haben seit Jahren Konjunktur und sind spätestens seit den ersten PISA-Erhebungen, die Deutschlands Schülern und Schulen relativ schlechte Ergebnisse attestierten, einer breiteren Öffentlichkeit bekannt. Hier ist auch dieser Band "PIRLS 2011 International Results in Reading" anzusiedeln, der in Deutschland vom W. Bertelsmann Verlag in original amerikanischer Sprache vertrieben wird, im Original herausgegeben von der "International Association for the Evaluation of Educational Achievement (IEA)", einem unabhängigen, internationalen Zusammenschluss von nationalen Forschungseinrichtungen und staatlichen Forschungsagenturen in weltweit über 60 Ländern. Die IEA führt internationale Vergleichsstudien mit dem Ziel durch, tiefgreifende Erkenntnisse über die Auswirkungen von Politik und Praktiken innerhalb von Bildungssystemen sowie systemübergreifend zu gewinnen. Seit ihrer Gründung im Jahre 1958 hat die IEA mehr als 30 länderübergreifende Studien durchgeführt. Die IEA-Studien konzentrieren sich auf Themen, die für ihre Mitglieder von besonderem Interesse sind, unter anderem Mathematik, Naturwissenschaften, Lesen, politische Bildung, Computer- und Informationskompetenz und Lehrerbildung. Die wissenschaftliche Leitung für die TIMSS & PIRLS Studien liegt in den Händen des Internationalen Studienzentrums am Boston College, Lynch School of Education, Boston (USA). - PIRLS (=Progress in International Reading Literacy Study) 2011 beschreibt die Lernleistungen von Schülern der vierten Jahrgangsstufe aus 49 Ländern und 9 Benchmark-Teilnehmern, die an den Studien PIRLS und prePIRLS 2011 teilgenommen haben. „PIRLS 2011 International Results in Reading" liefert ein breites Spektrum an Informationen und beschreibt bildungsrelevante Zusammenhänge, in denen das Lesen lernen eingebettet ist. Dazu zählen die Unterstützung im häuslichen Umfeld, der soziale Hintergrund von Schülern sowie ihre Einstellung gegenüber dem Lesen, das Curriculum für den Leseunterricht, die Lehreraus- und -fortbildung, spezifische Klassenmerkmale und Klassenaktivitäten sowie schulische Gegebenheiten in Bezug auf Leseunterricht und Lesen lernen.
Oliver Neumann, lehrerbibliothek.de Verlagsinfo
Themenbereich: Bildungs- und Sozialforschung IEA studies focus on student achievement and the factors related to it. They provide high quality data for evidence-based educational policy and reform. Currently, there are five ongoing studies in a range of topics: ICILS 2013 (computer and information literacy), TIMSS 2011 (mathematics and science), PIRLS 2011 (reading literacy), ICCS 2009 (civic and citizenship education), and TEDS-M (mathematics teacher education). ICILS 2013 builds on a tradition of IEA surveys carried out between 1989 and 2006 on ICT use in schools, but features a new computer-based student assessment of computer and information literacy. TIMSS 2011 and PIRLS 2011, which are in their fifth and third cycle, respectively, are part of IEA's regular series of international assessments in mathematics, science, and reading. This cycle of studies allows countries to monitor changes in educational achievement in basic school subjects over time. ICCS 2009 is a study of how young people are prepared to undertake their roles as citizens in 38 countries, and includes novel regional assessment modules for Asia, Europe, and Latin America. TEDS-M is IEA's first study of tertiary education, with a focus on policies and practices in mathematics teacher education. Mullis, I.V.S., Martin, M.O., Foy, P., & Drucker, K.T. (2012). Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College. The PIRLS 2011 International Results in Reading summarizes fourth grade student achievement in each of the 49 countries and nine benchmarking entities which participated in PIRLS and prePIRLS 2011. The report includes trends in reading achievement over time for participants in the previous PIRLS 2001 and 2006 assessments, as well as student performance at the PIRLS International Benchmarks. Achievement results also are presented for reading purposes and comprehension processes. The Reading Report provides a rich array of information which describes the educational contexts for reading, including home environment support, students' backgrounds and attitudes toward reading, the reading curriculum, teachers' education and training, classroom characteristics and activities, and school contexts for reading learning and instruction. Inhaltsverzeichnis
Foreword 1
Executive Summary 5 Top-performing Countries in PIRLS 2011 6 More IncreasesThan Decreases Over the Post Decade 7 Little Reduction in Large Gender Gap Favoring Girls 7 High Percentages of Students Reach PIRLS International Benchmarks 8 Top-performing Countries Demonstrate Relative Strength inlnterpreting, Integrating, and EvaluatingComprehension Skills 9 Supportive Home Environment and Early Start Crucial in Developing Children's Reading Achievement 10 Successful SchoolsTend to Be Well-resourced 14 Successful Schools Emphasize Academic Success and Have Safe and Orderly Environments 16 Teacher Education and Career Satisfaction Related to Higher Reading Achievement 18 Students with Positive AttitudesToward Reading Have Higher Achievement 19 Engaging Instruction Related to Higher Reading Achievement 21 Instruction Affected by Students Lacking in Basic Nutrition and Sleep 22 Introduction 25 Countries Participating in PIRLS 2011 26 Exhibitl Countries Participating in PIRLS 2011 27 The PIRLS Trend Assessments in Reading Comprehension 28 New Policy Relevant Context Questionnaire Scales 28 New Initiatives for Developing Countries 29 The PIRLS 2011 Assessmentof Reading Comprehension 30 Quality Assurance 31 PIRLS 2011 Reports 32 Chapter 1 35 International Student Achievement in Reading Reading Achievement Across Countries 36 Exhibit 1.1 Distribution of Reading Achievement (PIRLS) 38 Exhibit 1.2 Distribution of Reading Achievement (prePIRLS) 39 Exhibit 1.3 Multiple Comparisons of Average Reading Achievement 42 Exhibit 1.4 Trends in Reading Achievement 48 Gender Differences in Reading 51 Exhibit 1.5 Average Reading Achievement by Gender (PIRLS) 52 Exhibit 1.6 Average Reading Achievement by Gender (prePIRLS) 53 Exhibit 1.7 Trends in Reading Achievement by Gender 55 Chapter 2 61 Performance at the PIRLS 2011 International Benchmarks Exhibit 2.1 PIRLS 2011 International Benchmarks of Reading Achievement 65 Exhibit 2.2 Performance at the International Benchmarks of Reading Achievement 68 Exhibrt 2.3 Trends in Percentages of Students Reaching the International Benchmarks of Reading Achievement 70 What Can Students Do at the PIRLS International Benchmarks? 72 Exhibit 2.4 Low International Benchmark - Example Item 1 73 Exhibit 2.5 Intermediate International Benchmark-Example Item 2 75 Exhibit 2.6 Intermediate International Benchmark-Example Item 4 76 Exhibit 2.7 High International Benchmark - Example Item 4 78 Exhibit 2.8 High International Benchmark- Example Item 5 79 Exhibit 2.9 High International Benchmark- Example Item 6 80 Exhibit 2.10 High International Benchmark-Example Item 7 81 Exhibit 2.11 Advanced International Benchmark-Example Item 8 83 Exhibit 2.12 Advanced International Benchmark-Example Item 9 84 Chapter 3 87 International Student Achievement in the PIRLS Reading Purposes and Comprehension Processes Relative Achievement by Literary and Informational Reading Purposes 89 Exhibit 3.1 Achievement in Reading Purposes (PIRLS) 90 Exhibit 3.2 Achievement in Reading Purposes (prePIRLS) 91 Relative Achievement by Reading Comprehension Processes 93 Trends in Achievement in Reading Purposes and Comprehension Processes 95 Exhibit 3.3 Achievement in Comprehension Processes (PIRLS) 96 Exhibit 3.4 Achievement in Comprehension Processes (prePIRLS) 97 Exhibit 3.5 Trends in Achievement for Reading Purposes 98 Exhibit 3.6 Trends in Achievement for Comprehension Processes 101 Achievement in the Reading Purposes and Comprehension Processes by Gender 104 Exhibit 3.7 Achievement in Reading Purposes and Comprehension Processes by Gender (PIRLS) 105 Exhibit 3.8 Achievement in Reading Purposes and Comprehension Processes by Gender (prePIRLS) 106 Chapter 4 109 Home Environment Support for Reading Achievement Exhibit 4.1 Home Resources for Learning 112 Exhibit 4.2 Components of the Home Resources for Learning Scale 114 Exhibit 4.3 Students Spoke the Language of the Test Before Starting School 118 Exhibit 4.4 Parents Like Reading 120 Exhibit 4.5 Parents' Educational Expectations for Their Children 122 Exhibit 4.6 Early Literacy Activities Before Beginning Primary School 126 Exhibit 4.7 Students Attended Preprimary Education 128 Exhibit 4.8 Could Do Early Literacy Tasks When Began Primary School 132 Chapter 5 135 School Resources forTeaching Reading Schools with Students from Advantaged Home Backgrounds 136 Exhibit 5.1 School Location 138 Exhibit 5.2 School Composition by Student Economic Background 142 Exhibit 5.3 Schools with Students Having the Language of the Test as Their Native Language 144 Exhibit 5.4 Schools Where Students Enter the Primary Grades with Early Literacy 146 Schools with Sufficient Facilities, Books, and Technology 148 Exhibit 5.5 Instruction Affected by Reading Resource Shortages 150 Exhibit 5.6 Teacher Working Conditions 152 Exhibit 5.7 Size of School Library 156 Exhibit 5.8 Schools with Computers Available for Instruction 158 Chapter 6 161 School Climate Schools Emphasize Academic Success 162 Exhibit 6.1 School Emphasis on Academic Success- Principal Reports 164 Exhibit 6.2 School Emphasis on Academic Success-Teacher Reports 166 Exhibit 6.3 Principals Spend Time on Leadership Activities 170 Exhibit 6.4 Emphasis in Early Grades on Reading Skills and Strategies 172 Schools with Discipline and Safety Problems 174 Exhibit 6.5: Safe and Orderly School 176 Exhibit 6.6: School Discipline and Safety 178 Exhibit 6.7: Students Bullied at School 182 Chapter 7 185 Teacher Preparation Exhibit 7.1 Reading Teachers' Formal Education 188 Exhibit 7.2 Teachers Emphasized Language and Reading Areas in Their Formal Education and Training 190 Exhibit 7.3 Teachers'Years of Experience 192 Exhibit 7.4 Teacher Time Spent on Professional Development Related to Reading in the Fast Two Years 196 Exhibit 7.5 Teacher Career Satisfaction 198 Chapter 8 201 Classroom Instruction Students' Attitudes Toward Reading 202 Exhibit 8.1 Students Like Reading 204 Exhibit 8.2 Students Motivated to Read 206 Exhibit 8.3 Students Confident in Reading 208 Instructional Time and Approaches 211 Exhibit 8.4 Instructional Time Spent on Language and Reading 214 Exhibit 8.5 Collaborate to ImproveTeaching 216 Exhibit 8.6 Instruction to Engage Students in Learning 220 Exhibit 8.7 Students Engaged in Reading Lessons 222 Students Ready to Learn 225 Exhibit 8.8 Teachers Develop Students' Reading Comprehension Skills and Strategies 226 Exhibit 8.9 Instruction Limited by Students Lacking Prerequisite Knowledge or Skills 228 Exhibit 8.10 Instruction Limited by Students Suffering from Lack of Nutrition or Sleep 230 Exhibit 8.11 Instruction Limited by Disruptiveor Uninterested Students 232 Classroom Resources for Teaching Reading 235 Exhibit 8.12 Resources Teachers Use forTeaching Reading 236 Exhibit 8.13 Classroom Libraries 240 Exhibit 8.14 Computer Activities During Reading Lessons. 242 References 245 Appendices 251 Appendix A 253 Countries Participating in PIRLS 2011 and in Earlier PIRLS Assessments Appendix A.1 Countries Participating in PIRLS 2011 and in Earlier PIRLS Assessments 254 Appendix B 257 Characteristics of the Items in the PIRLS 2011 Assessment Appendix B.1 Distribution of Assessment Items by Reading Purposes, Reading Processes, and Item Format 258 Appendix C 261 Population Coverage and Sample Participation Rates Appendix C.1 Information Aboutthe Students Assessed in PIRLS 2011 262 Appendix C.2 Coverage of PIRLS 2011 Target Population 266 Appendix C.3 School Sample Sizes 268 Appendix C.4 Student Sample Sizes 270 Appendix C.5 Participation Rates (Weighted) 272 Appendix C.6 Trends in Student Populations 274 Appendix D 277 Percentage of Students with Achievement Too Low for Estimation Appendix D.1 Percentage of Students with Achievement Too Low for Estimation 278 Appendix E 281 Average Percent Correct in the Reading Purposes and Processes Appendix E.1 Average Percent Correct in the Reading Purposes and Processes 282 Appendix F 285 Percentiles and Standard Deviations of Reading Achievement Appendix F.1 Percentiles of Reading Achievement 286 Appendix F.2 Standard Deviations of Reading Achievement 288 Appendix G 291 Organizations and Individuais Responsible for PIRLS 2011 Appendix H 303 Sample Passages, Questions, and Scoring Guides |