This book provides a systematic study of the Programme for International Student Assessment (PISA) based on big data analysis, aiming to examine the contextual factors relevant to students’ digital reading performance. The author first introduces the research landscape of educational data mining (EDM) and reviews the PISA framework since its launch and how it has become an important metric to assess the knowledge and skills of students from across the globe. With a focus on methodology and its applications, the book explores extant scholarship on the dynamic model of educational effectiveness, multi-level factors of digital reading performance, and the application of EDM approaches. The core chapter on the methodology examines machine learning algorithms, hierarchical linear modeling, mediation analysis, and data extraction and processing for the PISA dataset. The findings give insights into the influencing factors of students’ digital reading performance, allowing for further investigations on improving students’ digital reading literacy and more attention to the advancement of education effectiveness. The book will appeal to scholars, professionals, and policymakers interested in reading education, educational data mining, educational technology, and PISA, as well as students learning how to utilize machine learning algorithms in examining the mass global database.

This book provides a systematic study of the Programme for International Student Assessment (PISA) based on big data analysis, aiming to examine the contextual factors relevant to students’ digital reading performance. The author first introduces the research landscape of educational data mining (EDM) and reviews the PISA framework since its launch and how it has become an important metric to assess the knowledge and skills of students from across the globe. With a focus on methodology and its applications, the book explores extant scholarship on the dynamic model of educational effectiveness, multi-level factors of digital reading performance, and the application of EDM approaches. The core chapter on the methodology examines machine learning algorithms, hierarchical linear modeling, mediation analysis, and data extraction and processing for the PISA dataset. The findings give insights into the influencing factors of students’ digital reading performance, allowing for further investigations on improving students’ digital reading literacy and more attention to the advancement of education effectiveness. The book will appeal to scholars, professionals, and policymakers interested in reading education, educational data mining, educational technology, and PISA, as well as students learning how to utilize machine learning algorithms in examining the mass global database.

This sixth volume of PISA 2009 results explores students’ use of information technologies to learn.

Literacy in the 21st century is about constructing and validating knowledge. Digital technologies have enabled the spread of all kinds of information, displacing traditional formats of usually more carefully curated information such as encyclopaedias and newspapers.

Educational practices have rapidly changed in the last few decades, especially in how exchanges of information and learning are delivered and processed. Yet, while the field of international comparative studies has grown, there has not been an extensive study on the relationship between educational practices, students, and how practitioners are prepared and trained. This handbook explores international educational practices and behaviours through new research and a review of existing research, with chapters spread across six parts: Part I: Introduction to Research Practices in Comparative Studies of Education Part II: Research Methods Part III: Policy Transfer Research through International Comparisons Part IV: Use of Student time in Formal and Informal Settings Part V: School Practices from Early Childhood through Secondary School Part VI: Conclusion - Lessons from Large Scale Studies

New literacies, globally popular among children and adolescents in and out of school contexts, are challenging educators and institutions to rethink pedagogies. As educators begin to embrace the pedagogical possibilities of multimodal texts and digital practices, they are exploring the complexities of assessing these new literacies. The essays in this book explore what it means to assess the sophisticated textual engagements of new literacies, including reading and writing online, social networking, gaming, multimodal composing, and creating virtual identities. Chapters offer practical examples of new literacies, and examine how assessment provides insight into the diverse ways in which language is conceived, valued, and used to inform the literate lives of its twenty-first century users. Scholars and educators will find this collection full of rich understanding of the assessment concerns raised by new communication practices, youth culture, digital engagements, and semiotic diversification.

This first volume of PISA 2012 results summarises the performance of students in mathematics, reading, and science in PISA 2012.

This first volume of PISA 2012 results summarises the performance of students in PISA 2012. It describes how performance is defined, measured and reported, and then provides results from the assessment, showing what students are able to do.

This three-volume set constitues selected papers presented during the 17th International Conference on Computer Science and Education, ICCSE 2022, held in Ningbo, China, in August 2022. The 168 full papers and 43 short papers presented were thoroughly reviewed and selected from the 510 submissions. They focus on a wide range of computer science topics, especially AI, data science, and engineering, and technology-based education, by addressing frontier technical and business issues essential to the applications of data science in both higher education and advancing e-Society.

The story of Korean education over the past 50 years is one of remarkable growth and achievement. Korea is one of the top performing countries in the Programme for International Student Assessment (PISA) survey and among those with the highest ...