This publication provides all the information required to understand the PISA 2003 educational performance database and perform analyses in accordance with the complex methodologies used to collect and process the data. It includes worked examples providing full syntax in SPSS®.

This publication includes detailed information on how to analyse the PISA data, enabling researchers to both reproduce the initial results and to undertake further analyses.

This publication provides all the information required to understand the PISA 2003 educational performance database and perform analyses in accordance with the complex methodologies used to collect and process the data. It includes worked examples providing full syntax in SAS®.

Rev. ed. of: PISA 2003 data analysis manual. SPSS users. c2005.

The PISA 2003 Technical Report describes the complex methodology underlying PISA 2003, along with additional features related to the implementation of the project at a level of detail that allows researchers to understand and replicate its analyses.

This book presents all the publicly available questions from the PISA surveys. Some of these questions were used in the PISA 2000, 2003 and 2006 surveys and others were used in developing and trying out the assessment.

Drawing on data from the OECD’s Programme for International Student Assessment (PISA), this book examines how extensive access to ICT is in schools, how it is used by students, and how it impacts student performance.

This book provides a rich, comparable, and up-to-date array of education indicators covering participation, expenditure, resources, outcomes, and management.

The OECD Programme for International Student Assessment (PISA) assesses the competencies of 15-year-old students around the world. In 2006, the PISA report focused on the science competencies 15-year-old students developed. The report does not reflect a systematic consideration of science learning environments in schools and their relationship to cognitive and motivational outcomes in terms of scientific literacy. However, in all investigated countries, schools are where young people become familiar with science over an extended period of time. Hence, this book aims to provide detailed information on science teaching and learning in schools in the OECD countries. Data from the PISA 2006 school principals’ and students’ questionnaires is used for the description of science teaching and learning. First, the context of science teaching in schools is described to provide a background for the analyses that follow. Then, the book draws a detailed picture of different components of science teaching relevant for student learning. In addition, international patterns of science teaching and learning are investigated. The investigation focuses on the teaching of scientific enquiry. This focus is chosen because the process of scientific enquiry models the way in which researchers think, and it provides students with ample opportunities to develop science literacy. Further investigations include the effects of different patterns of science teaching on student literacy. The book concludes with implications for policy and practice.