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.

Accessibly written and featuring illustrative case examples, this book provides a complete guide to curriculum-based assessment for instructional design (CBA-ID). CBA-ID comprises easy-to-implement, reliable, and valid procedures for determining a student's instructional level and individualizing instruction by developing tasks that are neither too hard nor too easy. It is a key tool for supporting K-8 students who are struggling in reading, math, or writing, and is ideally suited for intervention planning within multi-tiered systems of support. In a convenient large-size format, the book includes reproducible forms. Purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

This book explores the contextual, particularly cultural-related, factors that may impact reading outcomes of young Indigenous learners in their early years, underpinned by the conceptual framework of cultural capital originated by Bourdieu. By drawing upon a participatory and exploratory case study, conducted at a regional school in Australia over a period of six months, it highlights the challenges that Indigenous students face in reading, and how the contextual factors contribute to Indigenous students’ development in reading skills and their reading performance. This book helps readers to gain a better and deeper understanding of Indigenous culture, the importance of the role that culture plays in Indigenous children’s literacy education, and how it shapes the way they learn and think.

Discover innovative ways to incorporate fluency practice into reading instruction! This professional resource provides teachers with engaging and practical strategies for bringing fluency instruction into daily reading routines. Written by fluency expert Timothy Rasinski and literacy and reader’s theater expert Chase Young, this book offers instructional strategies to help teachers understand fluency and how to teach it. With step-by-step strategies, detailed lessons, and ideas for improving fluency, this meaningful guide allows teachers to provide purposeful reading opportunities for their students. Help every student become a confident and fluent reader with this professional resource!

Just as twenty-first-century technologies like blogs and wikis have transformed the once private act of reading into a public enterprise, devotional reading experiences in the Middle Ages were dependent upon an oscillation between the solitary and the communal. In Reading in the Wilderness, Jessica Brantley uses tools from both literary criticism and art history to illuminate Additional MS 37049, an illustrated Carthusian miscellany housed in the British Library. This revealing artifact, Brantley argues, closes the gap between group spectatorship and private study in late medieval England. Drawing on the work of W. J. T. Mitchell, Michael Camille, and others working at the image-text crossroads, Reading in the Wilderness addresses the manuscript’s texts and illustrations to examine connections between reading and performance within the solitary monk’s cell and also outside. Brantley reimagines the medieval codex as a site where the meanings of images and words are performed, both publicly and privately, in the act of reading.

Following the initial report on the results of the first PISA survey, this report looks more closely at performance in reading.

This book will be an invaluable guide to anyone approaching the many and varied ways of discussing performance in all of it forms - from theatrical and site-specific performances to live and New Media art. The many-headed nature of contemporary performance is requiring an increasingly diverse and sophisticated vocabulary from its students. The aim of this book is not only to provide a solid set of familiarities, but also to explore and contextualise the key terms that are central to any discussion of performance.

This fourth volume of PISA 2012 results examines how student performance is associated with various characteristics of individual schools and school systems.

The two-volume 'Oxford Handbook of Music Performance' provides the most comprehensive and authoritative resource for musicians, educators and scholars currently available. It is aimed primarily for practicing musicians, particularly those who are preparing for a professional career as performers and are interested in practical implications of psychological and scientific research for their own music performance development; educators with a specific interest or expertise in music psychology, who will wish to apply the concepts and techniques surveyed in their own teaching; undergraduate and postgraduate students who understand the potential of music psychology for informing music education; and researchers in the area of music performance who consider it important for the results of their research to be practically useful for musicians and music educators.