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This Open Access book summarizes the key findings from the second cycle of IEA’s International Computer and Information Literacy Study (ICILS), conducted in 2018. ICILS seeks to establish how well schools around the globe are responding to the need to provide young people with the necessary digital participatory competencies. Effective use of information and communication technologies (ICT) is an imperative for successful participation in an increasingly digital world. ICILS 2018 explores international differences in students’ computer and information literacy (CIL), namely their ability to use computers to investigate, create, and communicate at home, at school, in the workplace, and in the community. Participating countries also had an option to administer an assessment of students’ computational thinking (CT), focused on their ability to recognize aspects of real-world problems appropriate for computational formulation, and to evaluate and develop algorithmic solutions to those problems, so that the solutions could be operationalized with a computer. The data collected by ICILS 2018 show how digital competencies can be assessed using instruments representing authentic contexts for ICT use, and how students’ CIL and CT skills relate to school learning experiences, out-of-school contexts, and student characteristics. Those data also show how learning technologies are used in classrooms around the world. Background questionnaires asked students about their use of ICT, and collected information from teachers, schools, and national education systems about the resourcing and teaching of CIL (and CT) within their countries. The results of ICILS 2018 will enable policymakers and education systems to develop a better understanding of the contexts and outcomes of CIL (and CT) education programs.
Assessment. --- Educational technology. --- Education—Data processing. --- International education . --- Comparative education. --- Assessment, Testing and Evaluation. --- Technology and Digital Education. --- Computers and Education. --- International and Comparative Education. --- Education, Comparative --- Education --- Global education --- Intellectual cooperation --- Internationalism --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Teaching --- History --- Aids and devices --- Assessment, Testing and Evaluation --- Technology and Digital Education --- Computers and Education --- International and Comparative Education --- Assessment of computer and information literacy --- CIL --- Computer and Information Literacy --- Digital competence --- Education on computer and information literacy --- Educational quality and progress --- ICILS assessment framework --- ICT literacy --- IEA --- IEA Amsterdam --- Int'l Association for the Evaluation of Educational Achievement --- International computer and information literacy study --- Policy and practice in CIL education --- Students’ engagement with ICT --- Young people’s participation in the digital age --- ICILS 2018 --- Students’ computer and information literacy achievement --- Open Access --- Education: examinations & assessment --- Educational equipment & technology, computer-aided learning (CAL)
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This open access book identifies the multiple ways that IEA’s studies of civic and citizenship education have contributed to national and international educational discourse, research, policymaking, and practice. The IEA International Civic and Citizenship Education Study (ICCS), first conducted in 2009, was followed by a second cycle in 2016. The project was linked to the earlier IEA Civic Education Study (CIVED 1999, 2000). IEA’s ICCS remains the only large-scale international study dedicated to formal and informal civic and citizenship education in school. It continues to make substantial contributions to understanding the nature of the acquired civic knowledge, attitudes, and participatory skills. It also discusses in-depth how a wide range of countries prepare their young people for citizenship in changing political, social, and economic circumstances. The next cycle of ICCS is planned for 2022. In this book, more than 20 national representatives and international scholars from Europe, Latin America, Asia, and North America assess how the processes and findings of the 2009 and 2016 cycles of ICCS and CIVED 1999/2000 have been used to improve nations’ understanding of their students’ civic knowledge, beliefs, attitudes, current civic-related behaviors, and intentions for future participation in a comparative context. There are also chapters summarizing the secondary analysis of those studies’ results indicating their usefulness for educational improvement and reflecting on policy issues. The analyses and reflections in this book provide timely insight into international educational discourse, policy, practice, and research in an area of education that is becoming increasingly important for many societies.
Civisme --- Educació cívica --- Ciutadania --- Ciutadans --- Dret de ciutadania --- Participació política --- Participació social --- Deportació --- Domicili --- Drets polítics --- Estrangers --- Nacionalitat --- Naturalització --- Educació per a la ciutadania --- Ensenyament cívic --- Educació --- Educació en valors --- Educació moral --- Educació per a la pau --- Ciències polítiques --- Ciències socials --- Ètica social --- Ètica política --- Patriotisme --- Educational Policy and Politics --- Education, general --- Citizenship Education --- Assessment and Testing --- Open Access --- Citizenship education policies --- Impact of large-scale studies in civic and citizenship education --- Challenges for civic and citizenship education --- Moral education --- Social interactions at school --- Social media use for civic engagement --- Attitudes towards issues in society --- Civic knowledge and understanding --- Attitudes toward immigrants --- Cross-curricular approaches --- Political socialization --- Adolescents’ socialization --- Agents of socialization --- IEA Civic Education Study (CIVED) --- IEA International Civic and Citizenship Study (ICCS) --- European civic education --- Citizenship study and teaching --- Political participation --- Latin American civic education --- Educational strategies & policy --- Education
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This open access book describes and reviews the development of the quality control mechanisms and methodologies associated with IEA’s extensive program of educational research. A group of renowned international researchers, directly involved in the design and execution of IEA’s international large-scale assessments (ILSAs), describe the operational and quality control procedures that are employed to address the challenges associated with providing high-quality, comparable data. Throughout the now considerable history of IEA’s international large-scale assessments, establishing the quality of the data has been paramount. Research in the complex multinational context in which IEA studies operate imposes significant burdens and challenges in terms of the methodologies and technologies that have been developed to achieve the stated study goals. The demands of the twin imperatives of validity and reliability must be satisfied in the context of multiple and diverse cultures, languages, orthographies, educational structures, educational histories, and traditions. Readers will learn about IEA’s approach to such challenges, and the methods used to ensure that the quality of the data provided to policymakers and researchers can be trusted. An often neglected area of investigation, namely the consequential validity of ILSAs, is also explored, examining issues related to reporting, dissemination, and impact, including discussion of the limits of interpretation. The final chapters address the question of the influence of ILSAs on policy and reform in education, including a case study from Singapore, a country known for its outstanding levels of achievement, but which nevertheless seeks the means of continual improvement, illustrating best practice use of ILSA data.
Methods in social research (general) --- Research on teaching --- Education. --- Educational policy. --- Education and state. --- International education . --- Comparative education. --- Curriculums (Courses of study). --- Education—Curricula. --- Education, general. --- Educational Policy and Politics. --- International and Comparative Education. --- Curriculum Studies. --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Instructional systems --- Education, Comparative --- Education --- Global education --- Intellectual cooperation --- Internationalism --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Teaching --- Training --- Curricula --- History --- Government policy --- Education, general --- Educational Policy and Politics --- International and Comparative Education --- Curriculum Studies --- Assessment and Testing --- Open Access --- International large-scale assessments --- IEA --- Comparative education --- Educational measurement --- International education --- Research methods in international large-scale assessment --- Comparative Studies of Student Achievement --- ILSA --- IEA’s approach to international large-scale assessments --- Educational strategies & policy --- Curriculum planning & development --- Educational tests and measurements. --- International education. --- Assessment and Testing. --- Educational assessment --- Educational measurements --- Mental tests --- Tests and measurements in education --- Psychological tests for children --- Psychometrics --- Examinations --- Psychological tests --- Rating of
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The IEA’s International Civic and Citizenship Education Study (ICCS) investigates the ways in which young people are prepared to undertake their roles as citizens in a range of countries in the second decade of the 21st century. ICCS 2016 is the second cycle of a study initiated in 2009. This report from ICCS focuses on data collected in the 15 countries that participated in the study’s 2016 European regional questionnaire. It reveals lower secondary school students’ views on European identity, their perceptions of freedom of movement and immigration, and their opinions of Europe and its future. It also, for the 12 European countries that participated in both ICCS 2009 and ICCS 2016, looks at changes across this time period, in young people’s perceptions of immigration and European identity. Comparison with the complete international study will enable readers to review the extent to which region-specific perceptions are related to other factors, such as students’ level of civic knowledge and social or educational contexts. Over the past 50 years, the IEA has conducted comparative research studies in a range of domains focusing on educational policies, practices, and outcomes in many countries around the world. The association conducted its first survey of civic education in 1971. The reliable comparative data collected by ICCS 2016 will allow education systems to evaluate the strengths of educational policies, both internationally and within a regional context, and to measure their progress toward achieving critical components of the United Nations’ 2030 agenda for sustainable development.
Education. --- International education. --- Comparative education. --- Educational policy. --- ducation and state. --- Assessment. --- Assessment, Testing and Evaluation. --- International and Comparative Education. --- Educational Policy and Politics. --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Government policy --- History --- Educational tests and measuremen. --- Educational tests and measurements. --- Educational assessment --- Educational measurements --- Mental tests --- Tests and measurements in education --- Psychological tests for children --- Psychometrics --- Examinations --- Psychological tests --- Rating of --- International education . --- Education and state. --- Civic Education --- ICCS --- IEA Educational Achievement --- Civic knowledge --- Civics and citizenship --- Attitudes to civic life --- Engagement with civic life --- Civic and Citizenship Education Study --- ICCS 2016 --- Civic participation --- European identity --- Feelings of being European --- Perceptions of freedom --- Attitudes toward immigration --- Freedom of European citizens --- Perceptions of Europe and its future
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Globalization is a powerful force with far reaching impacts on education and education policy. The growth of large scale international surveys of student achievement and the increasing role played by intergovernmental agencies in education means that the influence that globalization exerts on education is likely to increase even further in the future. This open access book provides a significant and timely investigation into the impacts that globalization has exerted on science curricula in a diverse range of countries using extensive data sets collected by the IEA between 1995 and 2015. Using a combination of quantitative and qualitative methods, this book considers the extent to which there have been changes to the intended and implemented science curricula in different countries over the last 20 years. Consideration is then given as to whether science curricula are becoming increasingly similar across countries over time. Finally the issue of whether the basis of an international core curriculum can be identified is addressed. Readers will gain a unique insight into the extent to which globalization and large scale international assessments have influenced science curricula in the last 20 years within both the primary and secondary phases. .
Education. --- International education. --- Comparative education. --- Educational policy. --- ducation and state. --- Assessment. --- International and Comparative Education. --- Assessment, Testing and Evaluation. --- Educational Policy and Politics. --- Education and state. --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Government policy --- History --- Educational tests and measuremen. --- Educational tests and measurements. --- Educational assessment --- Educational measurements --- Mental tests --- Tests and measurements in education --- Psychological tests for children --- Psychometrics --- Examinations --- Psychological tests --- Rating of --- International education . --- Science education --- Globalization --- Trends in International Mathematics and Science Survey --- Policy borrowing --- IEA Research for Education --- TIMSS --- Science curricula --- Large scale international assessments --- Curriculum reform
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This open access book presents the results from the second cycle of the IEA International Civic and Citizenship Education Study (ICCS 2016). Using data from 24 countries in Asia, Europe and Latin America, the study investigates the ways in which young people are prepared to undertake their roles as citizens in a range of countries in the second decade of the 21st century. It also responds to the enduring and emerging challenges of educating young people in a world where contexts of democracy and civic participation continue to change. New developments of this kind include the increase in the use of social media by young people as a tool for civic engagement, growing concerns about global threats and sustainable development, as well as the role of schools in fostering peaceful ways of interaction between young people. Besides enabling the evaluation of a wide range of aspects of civic and citizenship education, including those related to recent developments in a number of countries, the inclusion of test and questionnaire material from the first cycle of the study in 2009 allows the results from ICCS 2016 to be used to examine changes in civic knowledge, attitudes and engagement over seven years. .
Education. --- International education. --- Comparative education. --- Educational policy. --- ducation and state. --- Assessment. --- Assessment, Testing and Evaluation. --- International and Comparative Education. --- Educational Policy and Politics. --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Government policy --- History --- Educational tests and measuremen. --- Educational tests and measurements. --- Educational assessment --- Educational measurements --- Mental tests --- Tests and measurements in education --- Psychological tests for children --- Psychometrics --- Examinations --- Psychological tests --- Rating of --- International education . --- Education and state. --- Civic education --- ICCS --- IEA Educational Achievement --- Civic knowledge --- Civics and citizenship --- Attitudes to civic life --- Engagement with civic life --- Civic participation
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This Special Issue “Atmospheric Conditions for Wind Energy Applications” hosts papers on aspects of remote sensing for atmospheric conditions for wind energy applications. Wind lidar technology is presented from a theoretical view on the coherent focused Doppler lidar principles. Furthermore, wind lidar for applied use for wind turbine control, wind farm wake, and gust characterizations is presented, as well as methods to reduce uncertainty when using lidar in complex terrain. Wind lidar observations are used to validate numerical model results. Wind Doppler lidar mounted on aircraft used for observing winds in hurricane conditions and Doppler radar on the ground used for very short-term wind forecasting are presented. For the offshore environment, floating lidar data processing is presented as well as an experiment with wind-profiling lidar on a ferry for model validation. Assessments of wind resources in the coastal zone using wind-profiling lidar and global wind maps using satellite data are presented..
complex flow --- Floating Lidar System (FLS) --- mesoscale --- wind energy resources --- variational analysis --- wind turbine --- wind sensing --- wind energy --- wind gusts --- wake --- wind structure --- complex terrain --- global ocean --- remote sensing forecasting --- detached eddy simulation --- five-minute ahead wind power forecasting --- tropical cyclones --- fetch effect --- aerosol --- vertical Light Detection and Ranging --- range gate length --- resource assessment --- field experiments --- remote sensing --- optical flow --- turbulence --- atmospheric boundary layer --- Doppler Wind Lidar --- offshore --- empirical equation --- Lidar --- WindSAT --- coastal wind measurement --- offshore wind speed forecasting --- Doppler wind lidar --- Doppler --- wind --- wind lidar --- cross-correlation --- QuikSCAT --- wind resource assessment --- detecting and tracking --- single-particle --- gust prediction --- NWP model --- velocity-azimuth-display algorithm --- lidar-assisted control (LAC) --- Doppler lidar --- motion estimation --- power performance testing --- lidar --- large-eddy simulations --- wind farm --- coherent Doppler lidar --- wake modeling --- probabilistic forecasting --- control --- NeoWins --- wind turbine controls --- impact prediction --- wind turbine wake --- Hazaki Oceanographical Research Station --- VAD --- virtual lidar --- Doppler radar --- IEA Wind Task 32 --- ASCAT --- wind atlas --- turbulence intensity
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This open access book presents an in-depth analysis of data from ICCS. An international group of scholars critically address the state of civic and citizenship education in the four Nordic countries that participated in the IEA International Civic and Citizenship Education Study (ICCS) in 2009 and 2016. The findings are of particular relevance to educators at all levels, from school education through to teacher education. Nordic countries have long traditions of democracy and their students have performed relatively well in the ICCS assessments. Nonetheless, citizenship education continues to evolve and has received increasing attention in recent educational reforms, indicating policymakers understanding that schools play an important role in establishing democratic values among future citizens. Data from ICCS can be used to analyze, discuss, and reflect on the status of civic and citizenship education and can contribute to the discourse on the potential role of education in contributing to sustainable democracies for a common future. However, teaching citizenship and learning democracy are two different things. While young people can be taught about democracy in school, it is vital that schools work together with the wider community in which youth operate to strengthen civic understanding and values for all young people regardless of their social and economic background.
Educació cívica --- Ciutadania --- Política educativa --- Escandinàvia --- Educació i Estat --- Política social --- Beques --- Comunitat i escola --- Dret a l'educació --- Administració escolar --- Economia de l'educació --- Escola única --- Legislació educativa --- Política de la joventut --- Ciutadans --- Dret de ciutadania --- Participació política --- Participació social --- Civisme --- Deportació --- Domicili --- Drets polítics --- Estrangers --- Nacionalitat --- Naturalització --- Educació per a la ciutadania --- Ensenyament cívic --- Educació --- Educació en valors --- Educació moral --- Educació per a la pau --- Fennoscandia --- Norden --- Països escandinaus --- Països nòrdics --- Europa del Nord --- Dinamarca --- Finlàndia --- Islàndia --- Noruega --- Suècia --- Education, general --- Educational Policy and Politics --- Teaching and Teacher Education --- Assessment and Testing --- Citizenship Education --- ICCS 2016 --- Democratic education --- Digital citizenship --- School climate --- Sustainable democracy --- IEA --- Civic and Citizenship Education --- Analysis of data from ICCS --- Young Nordic citizens --- Civic and citizenship education in the nordic countries --- Future sustainable democracies --- Open access --- ICCS 2009 --- Environmental citizenship --- Education --- Educational strategies & policy --- Teacher training --- Escandinàvia.
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This Open Access book presents an international group of scholars seeking to understand how youth from different cultures relate to modern multidimensional concepts of citizenship, and the roles that education and society have in shaping the views of the world’s future citizens. The book also explores how different aspects of citizenship, such as attitudes towards diverse population groups and concerns for social issues, relate to classical definitions of norm-based citizenship from the political sciences. Authors from Asia, Europe, and Latin America provide a series of in-depth investigations into how concepts of “good citizenship” are shaped in different regions of the globe, using the rich comparative data from the IEA’s International Civic and Citizenship Study (ICCS) 2016. In twelve chapters, the authors review the concept of “good citizenship”; how citizenship norms adherence is configured into profiles across countries; and what country, school, and background factors are related to how students adhere to citizenship norms. Recognizing contingent social and political situations in specific regions of the world, the present books offer six chapters where authors apply their expertise to offer locally relevant and pertinent observations on how young people from diverse cultures understand and relate to different dimensions of citizenship in countries of Asia, Europe, and Latin America. The present book is of relevance for different audiences interested in civic education and political socialization, including social sciences and education, integrating topics from political science, sociology, political psychology, and law. .
Education --- Examinations & assessment --- Civil rights & citizenship --- Educational strategies & policy --- IEA --- Large-scale studies in education --- Open Access --- Civic education --- School effectiveness --- International Civics and Citizenship Study --- ICCS --- Large-scale assessment --- ICCS data in civic education --- Comparative research in civic education --- Latin American political culture and citizenship norms --- Corruption among students in Latin America --- Citizenship norms among native and immigrant students --- Asian adolescents’ understanding of democracy --- Asian dtudents and civic engagement --- Educació cívica --- Joves --- Grups d'edat --- Adolescents --- Joves internautes --- Treball social amb els joves --- Serveis socials per als joves --- Educació per a la ciutadania --- Ensenyament cívic --- Educació --- Ciutadania --- Civisme --- Educació en valors --- Educació moral --- Educació per a la pau --- International education. --- Comparative education. --- Education. --- International relations. --- Education and state. --- Education—Research. --- International and Comparative Education. --- International Relations. --- Educational Policy and Politics. --- Research Methods in Education. --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Coexistence --- Foreign affairs --- Foreign policy --- Foreign relations --- Global governance --- Interdependence of nations --- International affairs --- Peaceful coexistence --- World order --- National security --- Sovereignty --- World politics --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Government policy --- History
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