Northern Lights on PISA 2009 – focus on reading

Egelund, Niels

doi:10.6027/tn2012-501

Cited by 15 publications

(17 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…And an important one it was, for now we have nearly a decade of data on reading literacy trends and patterns of achievement for 15‐year‐olds from across the globe. This article brings attention to important PISA findings relative to gender‐based achievement, a timely focus as the United States and countries around the world confront growing evidence for a persistent gender gap in reading literacy from international, national, and state assessments (Chudowsky & Chudowsky, ; Egelund, ; EU High Level Group of Experts on Literacy, ; Klecker, ; National Literacy Trust, ). We also give special attention in this article to the interaction of reading engagement with gender because engagement may be the single criterion that distinguishes nations with the highest and lowest levels of student achievement (OECD, ).…”

mentioning

confidence: 99%

Reading, Gender, and Engagement

Brozo¹,

Sulkunen²,

Shiel³

et al. 2014

J Adolescent & Adult Lit

View full text Add to dashboard Cite

show abstract

mentioning

confidence: 99%

Reading, Gender, and Engagement

Brozo¹,

Sulkunen²,

Shiel³

et al. 2014

J Adolescent & Adult Lit

View full text Add to dashboard Cite

show abstract

“…The quick-fix like emphasis of the DE on standardised tests and aggregation of test data while marginalising the need for professional learning to change practice, further resembles what Apple (2016) and Connell (2009) term as an international tendency for loss of respect for and suspicions of the professionalism of educators.…”

Section: Two Comprehension Tests (Listening Comprehensionmentioning

confidence: 99%

“…In the White Paper, literacy is cast in the mould of measurable outcomes, and back-to-basics emphasis on phonics, vocabulary and fluency, and explicitly linked with economic prosperity and competitiveness of the nation's work force in a globalised marketplace. In this sense, the White Paper seems to embrace neo-liberal and neo-conservative views on education (Apple, 2016;Dýrfjörð and Magnúsdóttir, 2016;Martens, Niemann and Teltemann, 2016).…”

Section: Two Comprehension Tests (Listening Comprehensionmentioning

confidence: 99%

“…However, research indicates that while decoding skills and vocabulary are widely recognised as an important prerequisite for comprehension and other literacy skills, there is an array of other strong predictors of comprehension. These include enjoyment of reading, diversity of reading, awareness of strategies for understanding and remembering texts and summarising information in a text (Arnbak, 2012). The most important message here is that while it is necessary to emphasise basic reading skills, such as decoding and vocabulary throughout the compulsory school, motivation for reading, diversity of reading and meta-cognitive strategies to comprehend texts must not be neglected.…”

Section: Why Students 'Fail'mentioning

confidence: 99%

See 1 more Smart Citation

Testing or transforming practice: probing an Icelandic national initiative to improve literacy education

Sigþórsson

2017

Literacy

View full text Add to dashboard Cite

In the wake of a White Paper on Education Reform, published in 2014 by the Icelandic Ministry of Education, Science and Culture, the minister launched a national initiative to improve literacy education in Icelandic compulsory schools. The White Paper and the national initiative came as a reaction to the disappointing performance of 15‐year‐olds on the Programme for International Student Assessment (PISA) test 2012. The aim of this paper is to critique the national initiative, the policy behind it and its implementation, in light of definitions of literacy and literacy teaching as a pedagogical activity and some critical issues of literacy education in Icelandic compulsory schools. These include a low proportion of students on the two highest performance levels of the Programme for International Student Assessment (PISA) results, gender differences, residential differences and differences between social groups, and diminishing book reading of children and teenagers. The main conclusion is that the national initiative is characterised by a narrow focus on testing reading literacy and recording data to compare students with test standards but lacks a rational and coherent plan to address the critical issues of literacy education mentioned earlier, the professional development of teachers and the development of schools as professional learning communities.

show abstract

“…The results showed that the children of migrants demonstrated poorer academic achievements in reading and comprehension compared to Danes (Egelund 2012). This led to a number of further amendments in language education policies in Denmark that aimed at minimizing the potentially negative effects of MTT, such as introducing obligatory language screening of bilingual children starting from age 3 and lasting throughout primary education (Siiner 2012).…”

Section: Mother Tongue Tuition In Denmarkmentioning

confidence: 99%

Re-conceptualizing mother tongue tuition of Estonian abroad as a transnational phenomenon

Siiner

2017

ERYa

View full text Add to dashboard Cite

Abstract. The governmental initiative called the Compatriots Programme, which supports language tuition in Estonian schools and societies abroad, reveals an increased interest in developing intergenerational language transmission in the growing Estonian diaspora. This transnational language political activity signals a new era in language policy, where nation states are increasingly decentralized by migration. The evaluation of the program furthermore reveals that organizing such schools requires a willingness to take language political agency, typically conducted by well-educated and well-integrated resourceful transnational multilingual parents. The present article outlines the results of an ethnographic study of the process of establishing the Estonian School in Copenhagen. This step has demanded a change in the mindset still prevailing in Estonia that language political activities, such as planning language acquisition, are solely the responsibility of the state. Since the prevailing language ideology in Denmark is not favorable towards multilingualism in migrant languages, intergenerational language transmission furthermore presupposes a feeling of ownership of the language and high language self-esteem.

show abstract

Northern Lights on PISA 2009 – focus on reading

Cited by 15 publications

References 8 publications

Reading, Gender, and Engagement

Reading, Gender, and Engagement

Testing or transforming practice: probing an Icelandic national initiative to improve literacy education

Re-conceptualizing mother tongue tuition of Estonian abroad as a transnational phenomenon

Contact Info

Product

Resources

About