| 036a | XA-DE-NW‡XD-US |
| 037b | eng |
| 077a | 363878556 Druckausg.: ‡Progress in reading literacy in national and international context |
| 087q | 978-3-8309-2666-5 |
| 087q | 3-8309-2666-9 |
| 100b | Schwippert, Knut |
| 104b | Lenkeit, Jenny |
| 200b | International Association for the Evaluation of Educational Achievement |
| 331 | Progress in Reading Literacy in National and International Context |
| 335 | the impact of PIRLS 2006 in 12 countries |
| 410 | Münster ; München ; Berlin [u.a.] |
| 412 | Waxmann |
| 425 | 2012 |
| 425a | 2012 |
| 433 | Online Ressource |
| 451 | Studien zur International und Interkulturell Vergleichenden Erziehungswissenschaft ; 13 |
| 454 | Studien zur international und interkulturell vergleichenden Erziehungswissenschaft |
| 455 | 13 |
| 527 | Druckausg.: ‡Progress in reading literacy in national and international context |
| 527 | Available in another formISBN: 978-3-8309-2666-5 |
| 527 | Druckausg. |
| 540a | ISBN 978-3-8309-7666-0 : 26.90 € |
| 540a | ISBN 3-8309-7666-6 : 26.90 € |
| 700 | |1572 |
| 700 | |9572 |
| 700b | |371.26 |
| 700g | 1270809814 DV 1000 |
| 700g | 1270725092 DO 1250 |
| 750 | Since 2001, the International Association for the Evaluation of Educational Achievement (IEA) has been conducting, in cycles of five years, the Progress in International Reading Literacy Study (PIRLS). The PIRLS program encompasses trend studies designed to monitor progress in reading achievement in an internationally comparative context. PIRLS 2001 and PIRLS 2006 both assessed primary school students in their fourth year of schooling (Grade 4 in the majority of countries).Progress in Reading Literacy in National and International Context is the second book to explore the influence of findings from the PIRLS surveys on different education systems. It presents a compilation of insights from 12 of the 35 countries that participated in PIRLS 2006. These insights relate to the impact of PIRLS on the systemic, governmental, administrative, and school-level aspects of the education systems featured and exemplify how PIRLS has influenced research initiatives, policy development, and national capacity-building. The primary aim of this book and its predecessor (Progress in Reading Literacy: The Impact of PIRLS 2001 in 13 Countries, edited by Knut Schwippert and published in 2007) has been to explore the opportunities that PIRLS’ findings hold for the development of education systems. Five of the 12 countries participating in the current impact of PIRLS project contributed to the 2001 project. For these countries, the current book provided opportunity to view, from a longitudinal perspective, the transformative processes initiated in response to the findings of both surveys. The book thus provides in-depth information on the various aspects of the national education systems represented herein that have originated, been restructured, or otherwise been modified as a direct or an indirect consequence of the results of the 2001 and 2006 PIRLS surveys.The book also gives a brief overview of the design, implementation, and main international findings of PIRLS 2001 and 2006. These introductory chapters are followed by country chapters, each of which is written by authors with unique insider perspectives gained from their work in their home institutions within their national contexts. Findings from these chapters are assembled in a comparative summary. |
| 753 | Biographical note: Knut Schwippert, geb. 1965, studierte in Hamburg Lehramt berufliche Schulen / Oberstufe und legte 1993 das Erste Staatsexamen ab. In den Jahren 1990-2001 war er Senior Researcher bei der "International Association for the Evaluation of Educational Achievement" (IEA) in Hamburg. Von 1999 bis 2000 arbeitete er als wissenschaftlicher Angestellter am Max-Planck-Institut für Bildungsforschung in Berlin. Seit 2008 ist er Professor für Erziehungswissenschaft mit dem Schwerpunkt Internationales Bildungsmonitoring und Bildungsberichterstattung an der Universität Hamburg. -- -- |
| 756 | Since 2001, the International Association for the Evaluation of Educational Achievement (IEA) has been conducting, in cycles of five years, the Progress in International Reading Literacy Study (PIRLS). The PIRLS program encompasses trend studies designed to monitor progress in reading achievement in an internationally comparative context. PIRLS 2001 and PIRLS 2006 both assessed primary school students in their fourth year of schooling (Grade 4 in the majority of countries). Progress in Reading Literacy in National and International Context is the second book to explore the influence of findings from the PIRLS surveys on different education systems. It presents a compilation of insights from 12 of the 35 countries that participated in PIRLS 2006. These insights relate to the impact of PIRLS on the systemic, governmental, administrative, and school-level aspects of the education systems featured and exemplify how PIRLS has influenced research initiatives, policy development, and national capacity-building. The primary aim of this book and its predecessor (Progress in Reading Literacy: The Impact of PIRLS 2001 in 13 Countries, edited by Knut Schwippert and published in 2007) has been to explore the opportunities that PIRLS findings hold for the development of education systems. Five of the 12 countries participating in the current impact of PIRLS project contributed to the 2001 project. For these countries, the current book provided opportunity to view, from a longitudinal perspective, the transformative processes initiated in response to the findings of both surveys. The book thus provides in-depth information on the various aspects of the national education systems represented herein that have originated, been restructured, or otherwise been modified as a direct or an indirect consequence of the results of the 2001 and 2006 PIRLS surveys.The book also gives a brief overview of the design, implementation, and main international findings of PIRLS 2001 and 2006. These introductory chapters are followed by country chapters, each of which is written by authors with unique insider perspectives gained from their work in their home institutions within their national contexts. Findings from these chapters are assembled in a comparative summary. |
| 902s | 209579234 Lernerfolg |
| 902s | 214920739 Lesekompetenz |
| 902s | 209555394 Bildungsforschung |
| 902s | 209494948 Projekt |
| 012 | 391820389 |
| 081 | Progress in Reading Literacy in National and International Context |
| 100 | E-Book UTB-scholars EBS |
| 125a | Elektronischer Volltext - Campuslizenz |
| 655e | $uhttps://elibrary.utb.de/doi/book/10.31244/9783830976660 |
