Almost one in three teachers across countries participating in the 2013 Teaching and Learning International Survey (TALIS) reports having more than 10% of potentially disruptive students with behaviour problems in their classes. Teachers with more than one in ten students with behaviour problems spend almost twice as much time keeping order in the classroom than their peers with less than 10% of such students in their class.
Teachers can certainly face challenges in the classroom. In TALIS participating countries and economies, almost one in three teachers report having more than 10% of students with behavioural problems in their classes.
TALIS, Enquête internationale sur l'enseignement et l'apprentissage, enseignants, enseignement, enquête, chefs d'établissement, résultats, rapport principal, écoles, l'enseignement à la loupe, classe, questionnaires, données
Do our education systems offer the necessary support for children growing up in modern families? To what extent should schools be responsible for what have traditionally been thought of as “family matters”?
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This report depicts key policies, processes and factors related to the management of resources and their use in the Slovak pre-primary, primary and secondary education system.
Bringing you the highlights from the OECD Directorate for Education and Skills
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The quality of an education system today shapes the economic and social prosperity of the country tomorrow. Chile has embarked on wide-ranging reform to improve the quality and equity of its education system on several fronts, including early childhood education and care (ECEC), school funding, student selection, school governance, teacher career pathways, vocational education and training (VET) and tertiary education.
Cet ouvrage passe en revue l’engagement des élèves par rapport à l’école, leur motivation à réussir et leur perception par rapport à l’apprentissage des mathématiques.
Professor John Hattie is held in high esteem as an education researcher and was called “possibly the world’s most influential education academic” by the Times Educational Supplement in 2012.
Si après leur journée d’école, la plupart des élèves de 15 ans consacrent une partie de leur temps à faire leurs devoirs, ce temps a néanmoins diminué entre 2003 et 2012. Les élèves issus d’un milieu socio-économique favorisé et ceux qui fréquentent un établissement favorisé sur le plan socio-économique consacrent en général davantage de temps aux devoirs.