TALIS Positive, High-achieving Students? What Schools and Teachers Can Do

Description

Foreword Acknowledgements Table of contents Reader’s guide Country coverage Reporting student data Reporting teacher data Reporting principal data International averages Data underlying the figures Rounding figures Focusing on statistically significant differences Further technical documentation References Notes Executive summary 1 Overview: What the TALIS-PISA link insights imply for policy and future research Introduction The TALIS-PISA link data Use of advanced statistical methods, including a machine learning technique Overview of the main findings Schools make a difference in how students perform, behave and feel Teacher and school factors selected by lasso, a supervised statistical learning method Teacher and school factors that matter for student academic success and social-emotional development Teacher and school factors that matter more specifically for equity in performance What these findings imply for policy Make the most of teachers’ time Promote an achievement-focused culture within schools Optimise student grouping and teacher assignments Be attentive to teacher job satisfaction and well-being Engage with parents to build a positive school culture What these analyses imply for future research References Notes 2 What do teachers and schools do that matters most for student achievement? Introduction Conceptual mapping of teacher and school factors to student achievement Teacher dimensions with a direct effect on student achievement Classroom practices Teacher dimensions with an indirect effect on student achievement Teacher characteristics, motivation to join the profession and initial education and training Job satisfaction, well-being and self-efficacy Use of working time School dimensions with a direct effect on student achievement Classroom characteristics School culture School dimensions with an indirect effect on student achievement Teacher induction, mentoring, professional development and feedback Collaboration School innovativeness Employment status and formal appraisal School leadership Differential effects on student achievement by subject domain Student characteristics associated with student achievement How to make the most of TALIS-PISA link data in exploring the factors that matter for student achievement? What are the characteristics and practices of teachers and schools that matter for student achievement across subject domains? Teacher and school factors selected by lasso, a supervised statistical learning method Teachers’ classroom practices Teachers’ well-being and job satisfaction Teachers’ use of working time Classmates’ characteristics and class size School culture School leadership Teacher and school dimensions not selected by lasso Differences in student achievement explained by teacher and school factors Do teacher and school factors matter equally across countries and subject domains? Teachers’ classroom practices Teachers’ well-being and job satisfaction Teachers’ use of working time Classmates’ characteristics School culture School leadership Summary References Notes 3 What do teachers and schools do that matters most for students' social and emotional development? Introduction To what extent do schools matter for students’ social and emotional development? Student perception of and part played in school climate Student well-being Student interest in school Summary and discussion To what extent do specific teacher and school factors matter for students’ social and emotional development? Teacher and school factors selected by lasso, a supervised statistical learning method Teachers’ classroom practices Classmates’ characteristics and class size School culture and school leadership Differences in student social-emotional outcomes explained by teacher and school factors Do teacher and school factors matter equally across student social-emotional outcomes and countries? Teachers’ classroom practices Classmates’ characteristics and class size School culture and school leadership Teachers’ use of working time Teacher initial education Teachers’ participation in professional development Teachers’ well-being and job satisfaction Summary References Notes 4 Does what teachers and schools do matter differently depending on student achievement and gender? Introduction Do teacher and school factors matter equally for students with different academic performances? Teachers’ classroom practices Teachers’ well-being and job satisfaction Teachers’ use of working time Classmates’ characteristics School culture Summary How can schools mitigate gender disparities in student performance? Differences in performance between girls and boys within schools Teacher and school factors that matter for gender equity in achievement within schools Teachers’ classroom practices School leadership School culture Teachers’ formal appraisal Teachers’ motivation to join the profession Teacher gender and attitudes in relation to gender disparities in student achievement Summary References Notes Annex A. Technical notes on TALIS-PISA link data Annex A. Technical notes on TALIS-PISA link data Annex B. Technical notes on analyses in this report Annex C. List of tables available on line