Schwippert Progress in Reading Literacy in National and International Context. The Impact of PIRLS 2006 in 12 Countries

1. Auflage 2012
ISBN: 978-3-8309-7666-0
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 268 Seiten

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.

Autoren/Hrsg.

Schwippert, Knut

Inhaltsverzeichnis

1;Contents;6
2;Foreword;8
3;Chapter 1 Introduction;10
3.1;1.1 Overview;10
3.2;1.2 PIRLS 2001 and 2006;10
3.3;1.3 Relevance and Benefit of Large-Scale Assessments in Education;13
3.4;1.4 The Impact of PIRLS Project;18
3.5;1.5 Structure of the Book;21
4;Chapter 2 PIRLS 2006 in Brief;24
4.1;2.1 Introduction;24
4.2;2.2 Assessing Reading Literacy in PIRLS 2006;25
4.3;2.3 The PIRLS 2006 Target Population;28
4.4;2.4 PIRLS 2006 International Findings;29
4.5;2.5 Conclusion;43
5;Chapter 3 The Impact of PIRLS in Austria;48
5.1;3.1 Austria at a Glance1;48
5.2;3.2 Austria’s Education System as a Context for PIRLS;48
5.3;3.3 Austria’s Participation in Large-Scale Assessments;51
5.4;3.4 PIRLS 2006: National Results;53
5.5;3.6 The Impact of PIRLS 2006;56
5.6;3.7 Future Activities;58
5.7;3.8 Concluding Remarks;59
6;Chapter 4 The Impact of PIRLS in Belgium (Flemish);62
6.1;4.1 Belgium and Flanders at a Glance;62
6.2;4.2 The Education System in Flanders;63
6.3;4.3 Experience with Large-Scale Assessments;65
6.4;4.4 National Results and the Impact of PIRLS;68
6.5;4.5 Conclusion;72
7;Chapter 5 The Impact of PIRLS in England;76
7.1;5.1 A Short Country Description;76
7.2;5.2 England’s Education System;76
7.3;5.3 The Country’s Current National Assessment System;77
7.4;5.4 The Country’s Experience in International Large-Scale Assessments;78
7.5;5.5 National Results, Impact, and (Expected) Long-Term Effects of PIRLS 2001 and 2006 Since the First Publication;79
7.6;5.6 Expected Future Activities;83
7.7;5.7 Concluding Remarks;83
8;Chapter 6 The Impact of PIRLS in Germany;86
8.1;6.1 A Short Country Description: Germany at a Glance;86
8.2;6.2 Germany’s Education System as a Context for PIRLS;87
8.3;6.3 Experience with Large-Scale Assessments;88
8.4;6.4 National Results and the Impact of PIRLS;92
8.5;6.5 Future Activities;99
8.6;6.6 Concluding Remarks;101
9;Chapter 7 The Impact of PIRLS in the Hong Kong Special Administrative Region of China;108
9.1;7.1 Hong Kong at a Glance;108
9.2;7.2 Hong Kong’s Education System as a Context for PIRLS;108
9.3;7.3 Experience with Large-Scale Assessments;111
9.4;7.4 National Results and Impact of PIRLS;113
9.5;7.5 Impact of PIRLS 2006;116
9.6;7.6 Anticipated Future Activities;124
9.7;7.7 Concluding Remarks;124
10;Chapter 8 The Impact of PIRLS in Hungary;130
10.1;8.1 Hungary at a Glance;130
10.2;8.2 Hungary’s Education System as a Context for PIRLS;130
10.3;8.3 Hungary’s Experience of Large-Scale Assessments;132
10.4;8.4 National Results;134
10.5;8.5 Impact of PIRLS;136
10.6;8.6 Future Activities;137
10.7;8.7 Concluding Remarks;138
11;Chapter 9 The Impact of PIRLS in Latvia;140
11.1;9.1 Latvia at a Glance;140
11.2;9.2 Latvia’s Education System;141
11.3;9.3 Participation in Large-Scale Assessments;143
11.4;9.4 National Results and the Impact of PIRLS;144
11.5;9.5 Future Activities;148
11.6;9.6 Concluding Remarks;148
12;Chapter 10 The Impact of PIRLS in the Netherlands;152
12.1;10.1 The Netherlands at a Glance;152
12.2;10.2 The Netherlands’ Education System as a Context for PIRLS1;152
12.3;10.3 Experience with Large-Scale Assessments;155
12.4;10.4 PIRLS 2006: National Results;156
12.5;10.5 Impact of PIRLS 2006;158
12.6;10.6 Future Activities;160
12.7;10.7 Concluding Remarks;161
13;Chapter 11 The Impact of PIRLS in New Zealand;164
13.1;11.1 New Zealand at a Glance;164
13.2;11.2 New Zealand’s Education System;165
13.3;11.3 Experience in Large-Scale Assessments;169
13.4;11.4 PIRLS 2006: New Zealand Results and the Impact of PIRLS;171
13.5;11.5 Recent and Future Activities;178
13.6;11.6 Concluding Comments;179
14;Chapter 12 The Impact of PIRLS in the Russian Federation;184
14.1;12.1 The Russian Federation at a Glance;184
14.2;12.2 Russian Education System as a Context for PIRLS 2006;185
14.3;12.3 Russia’s Experience of National Large-Scale Assessment Programs;188
14.4;12.4 Russia’s Experience of International Large-Scale Assessment Programs;189
14.5;12.5 National Results, Impact, and Expected Long-Term Effects of PIRLS;191
14.6;12.6 Future Activities;194
14.7;12.7 Concluding Remarks;196
15;Chapter 13 The Impact of PIRLS in the Slovak Republic;200
15.1;13.1 The Slovak Republic at a Glance;200
15.2;13.2 The National Education System;200
15.3;13.3 Slovakia’s Experience of Large-Scale Assessments;203
15.4;13.4 National Results, Impact, and (Expected) Long-Term Effects of PIRLS;207
15.5;13.5 Expected Future Activities;210
15.6;13.6 Concluding Remarks;211
16;Chapter 14 The Impact of PIRLS in South Africa;212
16.1;14.1 South Africa at a Glance;212
16.2;14.2 South Africa’s Education System as a Context for PIRLS;213
16.3;14.3 South Africa’s Involvement in International and National Large-Scale Assessments of Education;215
16.4;14.4 National Results and the Impact of PIRLS;217
16.5;14.5 Future Activities;223
16.6;14.6 Concluding Comments;224
17;Chapter 15 The Impact of PIRLS in 12 Countries: A Comparative Summary;228
17.1;15.1 Nature and Structure of the Comparative Analysis;228
17.2;15.2 General Context Data: Countries at a Glance;229
17.3;15.3 Countries’ Education Systems as a Context for PIRLS;230
17.4;15.4 National PIRLS Results at a Glance;238
17.5;15.5 Reporting of PIRLS Results and the Impact of that Reporting;241
17.6;15.6 Impact of PIRLS;245
17.7;15.7 Concluding Comments;251
18;Chapter 16 Concluding Remarks;254
19;Bibliography of International PIRLS Publications 2001;258
20;Bibliography of International PIRLS Publications 2006;259
21;Information on the Contributing Authors;260