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Positive, High-achieving Students?

What Schools and Teachers Can Do

The work of teachers matters in many different ways. Not only do they provide students with the knowledge and skills needed to thrive in the labour market, but they also help develop the social-emotional skills that are vital for students’ personal development and for their active citizenship. But how do teachers best achieve this? By linking 2018 data from the Teaching and Learning International Survey (TALIS) with evidence from the Programme for International Student Assessment (PISA) – known as the TALIS-PISA link – this report aims to identify the teacher and school factors that matter most for student achievement and social-emotional development. The report uses a data-driven approach – based on machine learning and standard regression analyses – to identify the dimensions that are most strongly linked with student outcomes, and then combines this with a careful review of theory and previous research to analyse and interpret the findings. These findings provide a rich illustration of the many ways in which teachers and school leaders might influence the success of their students, acting as a tool for educators to reflect upon their own practice. Finally, the report offers several directions for education policy.

Published on February 02, 2021

In series:TALISview more titles

TABLE OF CONTENTS

Foreword
Reader’s guide
Executive summary
Overview: What the TALIS‑PISA link insights imply for policy and future research
What do teachers and schools do that matters most for student achievement?
What do teachers and schools do that matters most for students' social and emotional development?
Does what teachers and schools do matter differently depending on student achievement and gender?
Annexes3 chapters available
Technical notes on TALIS‑PISA link data
Technical notes on analyses in this report
List of tables available on line
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