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Teachers --- Social justice --- Multicultural education --- International education --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- School employees --- Global education --- Education --- Intellectual cooperation --- Internationalism --- Equality --- Justice --- Training of --- In-service training

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Ability to use information and communication technologies (ICT) is an imperative for effective participation in today’s digital age. Schools worldwide are responding to the need to provide young people with that ability. But how effective are they in this regard? The IEA International Computer and Information Literacy Study (ICILS) responded to this question by studying the extent to which young people have developed computer and information literacy (CIL), which is defined as the ability to use computers to investigate, create, and communicate with others at home, school, the workplace and in society. The study was conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA) and builds on a series of earlier IEA studies focusing on ICT in education. Data were gathered from almost 60,000 Grade 8 students in more than 3,300 schools from 21 education systems. This information was augmented by data from almost 35,000 teachers in those schools and by contextual data collected from school ICT-coordinators, school principals, and the ICILS national research centers. The IEA ICILS team systematically investigated differences among the participating countries in students’ CIL outcomes, how participating countries were providing CIL-related education, and how confident teachers were in using ICT in their pedagogical practice. The team also explored differences within and across countries with respect to relationships between CIL education outcomes and student characteristics and school contexts. In general, the study findings presented in this international report challenge the notion of young people as “digital natives” with a self-developed capacity to use digital technology. The large variations in CIL proficiency within and across the ICILS countries suggest it is naive to expect young people to develop CIL in the absence of coherent learning programs. Findings also indicate that system- and school-level planning needs to focus on increasing teacher expertise in using ICT for pedagogical purposes if such programs are to have the desired effect. The report furthermore presents an empirically derived scale and description of CIL learning that educational stakeholders can reference when deliberating about CIL education and use to monitor change in CIL over time.

Assessment. --- Education—Data processing. --- International education . --- Comparative education. --- Assessment, Testing and Evaluation. --- Computers and Education. --- International and Comparative Education. --- Education, Comparative --- Education --- Global education --- Intellectual cooperation --- Internationalism --- History --- Assessment, Testing and Evaluation --- Computers and Education --- International and Comparative Education

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This book provides a thorough review of the research literature on the effect of school size in primary and secondary education on three types of outcomes: student achievement, non-cognitive outcomes and costs per student. Based on 84 scientific publications and several prior reviews, the book discusses four main areas: the impact of school size on cognitive learning outcomes and non-cognitive outcomes; the "state of the art" of empirical research on economies of size; the direct and indirect impact of school size, conditioned by other school context variables on student performance; and the specific position of the Netherlands in an international perspective. The book presents summaries of the results and main conclusions found and discusses these with respect to their relevance for educational policy in general and for the Netherlands in particular. The book concludes with suggestions for future research on school size.

School size --- Education --- Research --- Schools --- Size of schools --- School management and organization --- Size --- Educational tests and measuremen. --- Educational Policy and Politics. --- Assessment, Testing and Evaluation. --- International and Comparative Education. --- Educational policy. --- Education and state. --- Assessment. --- International education . --- Comparative education. --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- History --- Government policy --- International education.

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How can we deal with the diversity of theories in mathematics education? This was the main question that led the authors of this book to found the Networking Theories Group. Starting from the shared assumption that the existence of different theories is a resource for mathematics education research, the authors have explored the possibilities of interactions between theories, such as contrasting, coordinating, and locally integrating them. The book explains and illustrates what it means to network theories; it presents networking as a challenging but fruitful research practice and shows how the Group dealt with this challenge considering five theoretical approaches, namely the approach of Action, Production, and Communication (APC), the Theory of Didactical Situations (TDS), the Anthropological Theory of the Didactic (ATD), the approach of Abstraction in Context (AiC), and the Theory of Interest-Dense Situations (IDS). A synthetic presentation of each theory and their connections shows how the activity of networking generates questions at the theoretical, methodological and practical levels and how the work on these questions leads to both theoretical and practical progress. The core of the book consists of four new networking case studies which illustrate what exactly can be gained by this approach and what kind of difficulties might arise.

Mathematics --- Study and teaching. --- Mathematics. --- Genetic epistemology. --- Mathematics Education. --- Epistemology. --- International and Comparative Education. --- Developmental psychology --- Knowledge, Theory of --- Math --- Science --- Mathematics—Study and teaching . --- International education . --- Comparative education. --- Education, Comparative --- Education --- Global education --- Intellectual cooperation --- Internationalism --- Epistemology --- Theory of knowledge --- Philosophy --- Psychology --- History

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This book discusses emerging roles and functions of higher education and the implications for higher education as a public good in a context of globalization and regionalization. Increases in the mobility of students, faculty and researchers across national borders and in the number and variety of cross-border linkages among higher education institutions have challenged the understanding of higher education as a public good in a single nation. At the same time, the increased privatization and marketization brought by globalization have provided new opportunities and vulnerabilities in markets no longer defined solely by national borders and governed only by national policy. The financial crisis of 2008 underscored these vulnerabilities, highlighting both the inter-dependence of economies and institutions but also the increasing multi-polarities of influence in higher education. In parallel with increased student mobility globally is an increase in regional mobility of students, who are attracted to new centers of knowledge and research. As institutional quality is increasingly understood in a global context, universities from new regions of the world are moving to the top of world rankings at the same time that competition for students among lower ranking institutions has extended beyond traditional borders. In a variety of ways, individuals and institutions are increasingly looking to regional neighbors for students, opportunities for study, as well as instit utional partnerships and collaboration.

Education, Higher --- Higher education and state --- Education and globalization --- Globalization and education --- Globalization --- State and higher education --- Education and state --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Government policy --- Education --- Education, Higher. --- Higher Education. --- International and Comparative Education. --- Higher education. --- International education . --- Comparative education. --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- History --- International education.