Podcasts about pirls

El video aborda la problemática de la "ignorancia deliberada" como una herramienta de control social y su impacto en las democracias modernas, tomando como punto de partida las reflexiones del filósofo Günther Anders en *La obsolescencia del hombre*. Se analiza cómo la degradación de los sistemas educativos, centrados en la formación técnica y no en el pensamiento crítico, ha generado generaciones incapaces de cuestionar el statu quo. A través de datos como los resultados del estudio TIMSS 2023 y otras evaluaciones internacionales (PIRLS y PISA), se evidencia el deterioro educativo en España y su repercusión en la capacidad de los ciudadanos para interpretar información compleja. El video también critica el papel de los medios de comunicación, que priorizan el entretenimiento banal sobre el contenido informativo, contribuyendo al empobrecimiento intelectual colectivo. Además, se señala cómo la trivialización cultural y la falta de debate serio han reducido el espacio para la reflexión crítica. Frente a este panorama, se plantea como solución una educación transformadora que fomente el análisis crítico y recupere el valor del conocimiento como herramienta para fortalecer la democracia. Finalmente, se destaca que, a pesar del contexto adverso, existen oportunidades para resistir este control social mediante tecnologías emergentes, redes sociales y movimientos independientes que promuevan el acceso al conocimiento y la organización ciudadana.Conviértete en un seguidor de este podcast: https://www.spreaker.com/podcast/el-podcast-de-marc-vidal--5231699/support.

In this episode, Dr. Jennifer Buckingham describes key instructional and policy differences between the UK, Ireland, and Australia, and how these contribute to differing literacy levels and achievement on international tests such as PISA and PIRLS. Jen and Ollie discuss a multitude of factors including curriculum, instruction, initial teacher education, assessment, school inspections, as well as the all important culture and demographics. Full show notes at https://www.ollielovell.com/jenbuckingham/

REDIFFUSION. C'est la rentrée ! Voici un épisode qui pourrait vous intéresser. Cet épisode a été diffusé pour la première fois le 17 janvier 2024. Bonne écoute !C'est un frigo blanc sur lequel sont aimantées de petites lettres de couleurs qui forment parfois des mots, parfois pas. Vous êtes chez des amis, parents d'un enfant de 4 ans, et vous vous demandez s'ils n'en font pas un peu trop. Pourquoi est-on obsédé par l'apprentissage de la lecture ? Faut-il vraiment prendre de l'avance pour apprendre à lire à son enfant ?Dans cet épisode, Marine Revol rencontre Céline Alvarez, linguiste et pédagogue, convaincue que les méthodes d'enseignement actuelles ne tiennent pas compte des mécanismes naturels de l'apprentissage mis en lumière par les neurosciences. Ensemble, elles font le point sur les résultats et inégalités scolaires, parlent facteur d'émancipation et réorganisation cérébrale, font les sons “mo-to” et “co-co-ri-co”.Pour aller plus loin :Les livres “Les lois naturelles de l'enfant” et “Une année pour tout changer” de Céline Alvarez (éditions Les Arènes)L'évaluation Repères CP, CE1 datant de 2023, par la Direction de l'évaluation, de la prospective et de la performanceL'enquête PIRLS datant de 2021Faites des gosses est une production Louie Media, présentée par Marine Revol. Elle a écrit et tourné cet épisode. Il a été monté par Kiana von Schoen et réalisé par Anna Buy. La musique est de Jean Thévenin. La prise de son et le mix sont du studio La Fugitive. Elsa Berthault est en charge de la production.Archives :Le Grand entretien de la matinale, France Inter, le 24 septembre 2023"Envole-moi", Positif, Jean-Jacques Goldman, 1984Envoyez-nous vos questions, vos remarques et vos notes vocales à hello@louiemedia.com ! Et suivez Louie Media sur Instagram, Facebook, Twitter.Pour découvrir l'épisode immanquable du moment ou encore des recommandations culturelles de l'équipe et de célébrités comme Lison Daniel, Felix Moati ou encore Nadia Daam, abonnez-vous à la newsletter de Louie ici : https://louiemedia.us17.list-manage.com/subscribe?u=efa41921f6d3722d5b564e57f&id=de7faf2ec6–Un podcast réalisé avec le soutien d'evian® @evianbebe, l'eau des bébés et des parents depuis plus de 50 ans.evian® soutient les recommandations de l'OMS pour la promotion de l'allaitement maternel pendant les 6 premiers mois. Hébergé par Acast. Visitez acast.com/privacy pour plus d'informations.

This week on The Learning Curve, guest co-hosts Alisha Searcy and Charlie Chieppo interview the executive director of TIMSS & PIRLS, Dr. Matthias von Davier. He explores his educational background and its influence on directing TIMSS & PIRLS, shedding light on psychometrics and standardized testing. Dr. von Davier discusses the shift in education policy’s focus, the global education data landscape, and the pandemic’s effects on K-12 education around the world. He addresses […]

This week on The Learning Curve, guest co-hosts Alisha Searcy and Charlie Chieppo interview the executive director of TIMSS & PIRLS, Dr. Matthias von Davier. He explores his educational background and its influence on directing TIMSS & PIRLS, shedding light on psychometrics and standardized testing. Dr. von Davier discusses the shift in education policy’s focus, the global education data landscape... Source

This week on The Learning Curve, guest co-hosts Alisha Searcy and Charlie Chieppo interview the executive director of TIMSS & PIRLS, Dr. Matthias von Davier. Dr. von Davier explores his educational background and its influence on directing TIMSS & PIRLS, shedding light on psychometrics and standardized testing. He discusses the shift in education policy's focus, the global education data landscape, and the pandemic's effects on K-12 education around the world. Dr. von Davier addresses the alarming decline in U.S. educational performance, emphasizing the urgency to bridge achievement gaps. Drawing from international experiences, he highlights global examples for American policymakers from higher-performing countries, emphasizing the crucial links between education, skills, and innovation on the global economy.

C'est un frigo blanc sur lequel sont aimantées de petites lettres de couleurs qui forment parfois des mots, parfois pas. Vous êtes chez des ami·es, parents d'un enfant de 4 ans, et vous vous demandez s'ils n'en font pas un peu trop. Pourquoi est-on obsédé par l'apprentissage de la lecture ? Faut-il vraiment prendre de l'avance pour apprendre à lire à son enfant ?Dans cet épisode, Marine Revol rencontre Céline Alvarez, linguiste et pédagogue, convaincue que les méthodes d'enseignement actuelles ne tiennent pas compte des mécanismes naturels de l'apprentissage mis en lumière par les neurosciences. Ensemble, elles font le point sur les résultats et inégalités scolaires, parlent facteur d'émancipation et réorganisation cérébrale, font les sons “mo-to” et “co-co-ri-co”.Pour aller plus loin :Les livres “Les lois naturelles de l'enfant” et “Une année pour tout changer” de Céline Alvarez (éditions Les Arènes)L'évaluation Repères CP, CE1 datant de 2023, par la Direction de l'évaluation, de la prospective et de la performanceL'enquête PIRLS datant de 2021Faites des gosses est une production Louie Media, présentée par Marine Revol. Elle a écrit et tourné cet épisode. Il a été monté par Kiana von Schoen et réalisé par Anna Buy. La musique est de Jean Thévenin. La prise de son et le mix sont du studio La Fugitive. Charlotte Pudlowski est à la production exécutive, Elsa Berthault est attachée de production et Mélissa Bounoua directrice des programmes.Envoyez-nous vos questions, vos remarques et vos notes vocales à hello@louiemedia.com ! Et suivez Louie Media sur Instagram, Facebook, Twitter.Archives :"Le Grand entretien de la matinale", France Inter, le 24 septembre 2023"Envole-moi", Positif, Jean-Jacques Goldman, 1984 Hébergé par Acast. Visitez acast.com/privacy pour plus d'informations.

Hvordan står det til med danske børns læsning? Simon Skov Fougt taler med Anders Peter om PIRLS. De kommer vidt omkring og får talt om udviklingen af danske børns læsning, sammenlignet med andre lande. Og så kan du også høre, hvorfor Simon mener, at mange forældre svigter deres børn.

La baixa comprensi

La baixa comprensi

【AD】 Johnnie Walker XR21年 蘇格蘭威士忌，淬鍊21年以上 使用三維立體工藝，珍稀·調和·喚醒陳釀 造就多層次細膩風味與醇厚酒體 是您聚會送禮最佳首選 https://bit.ly/3RowWUr 【禁止酒駕，未滿18歲禁止飲酒】 【本文內容涉及酒類產品促銷訊息，請勿轉發分享給未達法定購買年齡者】 -- 9月是交通安全月，南投縣長許淑華提醒駕駛朋友們接近路口前減速 ，注意周遭人車，停讓行人先過。 行人請在安全地點停等，遵守號誌且秒數足夠再通過，過馬路不分 心，並注意聽車輛警示音。 ⚠️車輛慢看停 行人安全行⚠️ https://bit.ly/47KeJ9s 本廣告由南投縣政府提供 -- 9月是交通安全月，南投縣長許淑華提醒駕駛朋友們接近路口前減速 ，注意周遭人車，停讓行人先過。 行人請在安全地點停等，遵守號誌且秒數足夠再通過，過馬路不分 心，並注意聽車輛警示音。 ⚠️車輛慢看停 行人安全行⚠️ https://bit.ly/47KeJ9s 本廣告由南投縣政府提供 －－－－以上訊息由 SoundOn 動態廣告贊助商提供－－－－ 飛碟聯播網《飛碟早餐 唐湘龍時間》2023.09.07 週四教育單元 親子天下媒體中心資深記者 潘乃欣 《親子天下2023年9月號：同理．包容 終結霸凌》 ◎節目介紹： 根據統計，亞洲地區每10位學生中就有3位曾被校園霸凌，這是經通報後的數字，那又有多少人是未知的霸凌黑數？遭受霸凌的學生，不但更易拒學、焦慮，身心健康變差，還會導致閱讀等學科成績下滑。幾歲學生最常遭霸凌？校園裡最常發生哪一類霸凌？受凌的傷，對學習與生活帶來哪些影響？ 聯合國教科文組織2019年發表校園霸凌報告：亞洲地區30％學生曾遭校園霸凌，占比高於南美洲和歐洲。執行國際數學與科學教育成就趨勢調查的 TIMSS 2015年發表研究，10歲學生受凌機率約43％達高峰，而後逐年下滑，到14歲約剩36％。 ◆常遭霸凌者，近半只想上學到國中畢業 執行 PISA 測驗的國際學生能力評量計畫 2015 年統計，常遭霸凌學生，有更高比率對考試感到焦慮，即便已經準備好；近半數只想上學到國中畢業，且自認是校內或班上局外人。 ◆每週遭霸凌者，閱讀成績比一般學生低 39 分 促進國際閱讀素養研究（PIRLS）2015 年分析，每週遭霸凌者平均 PIRLS 得分，比幾乎不曾受凌者低39分。PISA 也做過相似統計，一校超過 10％ 學生經常受凌者，PISA 科學測驗平均 470 分，比常受凌者低於 5％ 的學校整整少了 47 分。 ◆台灣32％兒少自認有微歧視想法，是霸凌前奏曲 兒盟去年執行「台灣兒少微歧視現象與校園霸凌調查」，回收的 1443 份有效問卷中，32％ 坦言有微歧視想法，且男生占比（45％）高於女生（27％）。約 1 成兒少覺得身障生不應讀普通班，否則影響一般生上課；另約 5％ 認為，不同族群學生和自己是不一樣的人。 ◆台灣校園霸凌通報件數連 3 年破千件，2022 年達 1942 件創新高 遇到校園霸凌，選擇通報並申請調查的人口攀升中。教育部統計，2020～2022 年校園霸凌通報件數都逾千件，未受新冠疫情伴隨的停課等制度影響，2022 年更達 1942 件創新高。 ▶ 《飛碟早餐》FB粉絲團 https://www.facebook.com/ufobreakfast/ ▶ 飛碟聯播網FB粉絲團 https://www.facebook.com/ufonetwork921/ ▶ 網路線上收聽 http://www.uforadio.com.tw/stream/stream.html ▶ 飛碟APP，讓你收聽零距離 IOS：https://reurl.cc/3jYQMV Android：https://reurl.cc/5GpNbR ▶ 飛碟Podcast SoundOn : https://bit.ly/30Ia8Ti Apple Podcasts : https://apple.co/3jFpP6x Spotify : https://spoti.fi/2CPzneD Google 播客：https://bit.ly/3gCTb3G KKBOX：https://reurl.cc/MZR0K4

I denne uge i AFTENKLUBBEN har det handlet om ufo-høringen i USA onsdag d. 26. juli, hvor en whistlerblower under ed fortalte, at man i USA er i besiddelse af underjordiske fartøjer. Det skal handle hvorfor 25% af de danske 4. klasses elever ifølge den internationale undersøgelse Pirls er svage læsere. Det handlede også om hvilken betydning det har at man taler med sig selv, når man skal præstere fysisk, samt hvad man skal gøre for at håndtere ekstreme temperaturer i syden. Og hvad er udsigterne for det danske kvindelandshold i fodbold, der er i gang med VM i Australien og New Zealand. Gæster: Jurist og podcaster Martin Kleist, læge Semera Asghar, lektor Simon Skov Fougt, forsker Johanne Nedergård og fodboldekspert og journalist Raymund Nelausen. Vært og tilrettelægger: Daniel Cesar.

Nākamnedēļ pasniegs ikgadējo Jāņa Baltvilka balvu par sasniegumiem bērnu literatūrā. Kādas ir tendences bērnu, jauniešu literatūras piedāvājumā un lasīšanas paradumos, skaidrojam Kultūras rondo sarunā ar Latvijas Nacionālās bibliotēkas Bērnu literatūras centra vadītāju, Baltvilka balvas projekta vadītāju Silviju Tretjakovu un Latvijas Universitātes Pedagoģijas, psiholoģijas un mākslas fakultātes Izglītības pētniecības institūta pētnieci Kristīni Kampmani. Silvija Tretjakova iepazīstina ar Jāņa Baltvilka balvas pretendentiem un informē par gaidāmajiem pasākumiem, Kristīne Kampmane pievērš uzmanību bērnu lasītprasmei un vērtē iespējas to veicināt, jo starptautiskās lasītprasmes novērtēšanas pētījuma "PIRLS 2021" rezultāti lieciena, ka Latvijā pasliktinājusies sākumskolas skolēnu lasītprasme. 24.jūlijā Latvijas Bērnu un jaunatnes literatūras padome (LBJLP) pasniegs Jāņa Baltvilka balvas bērnu un jauniešu literatūrā un grāmatu mākslā. Vispirms plkst.11 LU Botāniskajā dārzā notiks starptautiskie bērnu literatūras lasījumi, plkst.15 notiks Baltvilkam veltīts piemiņas brīdis 1. Meža kapos, bet plkst.17 Botāniskajā dārzā notiks balvas pasniegšanas ceremonija. Uz Baltvilka balvu bērnu un jauniešu literatūrā pretendē: Aija Lisovska par literāro pasaku "Dullā diena Dundurzālē" (izdevējs "Zvaigzne ABC"), Inese Zandere par bilžu grāmatām "Vai grāmatai ir knābis?" un "Kamoliņš un kastīte" ("Liels un mazs"), Žebers par dzejoļu krājumu jauniešiem "Ejas un asakas" ("Liels un mazs"), Daina Tabūna par izzinošo literāro pasaku "Lasis Stasis un Atlasijas okeāns" ("Liels un mazs"). Uz Baltvilka balvu grāmatu mākslā pretendē: Andris Breže par ilustrācijām Žebera dzejoļiem "Ejas un asakas", Rūta Briede par ilustrācijām Zanderes grāmatai "Vai grāmatai ir knābis?" un Marta Pujāta dzejoļu grāmatai "Zenīts" ("Liels un mazs"), Ernests Kļaviņš par ilustrācijām Juliana Tuvima dzejoļu grāmatai "Pans Trallalnieks" ("Liels un mazs") un Zanderes grāmatai "Kamoliņš un kastīte", Ieva Jurjāne par ilustrācijām Luīzes Pastores garstāstam "Raiņa ielas cirks" ("Neputns"). Savukārt uz "Latvijas valsts mežu" balvu "Jaunaudze" par debiju bērnu un jauniešu literatūrā un grāmatu mākslā pretendē: Toms Deimonds Barvidis par fantāzijas romānu "Zaļā Dzīle" ("Dienas Grāmata"), Laura Melne par literāro devumu kopā ar Viviannu Mariju Stanislavsku tapušajam komiksam "Sunāns breiveibā" ("Volūda"). Par Baltvilka balvas starptautisko laureātu 2023.gadā ir kļuvusi lietuviešu rakstniece Igne Zarambaite par garstāstu "Melndzelmji" ("Jāņa Rozes apgāds") un tā tulkotāja Dace Meiere. Kopumā balvas žūrija izvērtējusi 46 grāmatas, bet 19 izdevumi aplūkoti, meklējot pretendentus grāmatu mākslas balvai. Šogad uz balvu bijuši vairāk nekā desmit debitanti rakstniecībā un ilustratora veikumā.

Hårdare tag väntar landets friskolor, enligt skolminister Lotta Edholm. De kan få lägre skolpeng än kommunala skolor, mer kontroll och staten ska kunna tvångsförvalta friskolor som inte sköter sig. Just nu förhandlar Tidöpartierna Moderaterna, Kristdemokraterna, Liberalerna och Sverigedemokraterna om ett antal förslag på skolområdet. Inom kort kommer regeringen att ge direktiv till flera utredningar. Två av de viktigaste förslagen handlar om en nationell skolpengsnorm och en ny friskolelag. Den liberala skolministern Lotta Edholm, som tidigare varit skolborgarråd i Stockholm och sedan suttit i styrelsen för en friskolekoncern, säger i Ekots lördagsintervju att stora förändringar väntar för friskolesystemet. "Det vi ser nu är ju en total omprövning av borgerliga och inte minst Liberalernas syn på friskolesektorn, så att det kommer att bli väldigt, väldigt stora förändringar."Lika skolpeng i alla kommunerIdag är det stora skillnader mellan hur mycket olika kommunerna lägger på skolan. Liberalerna vill egentligen förstatliga hela skolan, men de de fått igenom i Tidöavtalet är att införa en nationell skolpengsnorm, en minimisumma för hur mycket kommunerna måste betala per elev. Trots att skolorna enligt skollagen ska omfördela resurser efter elevernas behov så har likvärdigheten i svenska skolor försämrats under många år, med större skillnader i resultat mellan skolor och där barnens familjebakgrund fått större betydelse för deras skolresultat. Nyligen visade Pirls-undersökningen att 10-åringar med utländsk bakgrund har halkat efter rejält i läsförståelse, och att skillnaden i resultat mellan olika skolor också ökat. Nu vill regeringen alltså att alla kommuner ska satsa lika mycket på skolan - anpassat till varje kommuns förutsättningar. Men skolpengsnormen ska inte reglera hur mycket kommunerna ska omfördela pengar mellan de egna skolorna. Lägre skolpeng till friskolor Friskolor drivs av företag eller stiftelser men finansieras av skattepengar. Idag måste kommunerna ge lika stor skolpeng per elev till fristående skolor som de ger till de kommunala skolor. Eftersom kommuner har större ansvar än fristående skolor, som skyldigheten att erbjuda skolplats till alla elever, så ska utredaren se över hur kommunernas högre kostnader ska kompenseras, säger Lotta Edholm: – Kommunerna har ansvar för hela skolväsendet, att se till att det hela tiden finns skolplatser osv, och ansvar att ta emot elever om friskolor läggs ner. Det kommer ju med en kostnad. Hur stor den kostnaden är, det kommer utredaren nu att titta på. Jag föreställer mig att kommunerna kommer att ha en högre skolpeng per elev än vad friskolorna har. Är det det du vill, att kommunerna ska ha en högre skolpeng per elev än friskolorna? – Ja, det kommunala skolväsendet har kostnader som friskoleväsendet inte har.Gäst: Lotta Edholm (L), skolministerProgramledare: Cecilia Strömberg WallinTekniker: Christer TjernellProducent: Maja LagercrantzIntervjun spelades in fredag den 9 juni.

Esta semana vamos a hablar bastante de redes sociales porque Ana Zarzalejos nos va a explicar por qué cuesta tanto huir de las redes sociales (sobre todo a los más jóvenes), hablamos de la obsesión por las redes y los filtros de TikTok e Instagram y Fernando Rodríguez Borlado nos habla sobre el informe Pirls (el PISA de primaria). En las pistas culturales, hablamos del último premio Pullitzer (Fortuna), de Glassboy, del estreno en plataformas de Avatar, del podcast de educación a debate (y el debate sobre la FP) y del dossier sobre cultura y entretenimmiento. Y también hablamos de Rigoberta un poco...

Het gaat niet goed met de leesvaardigheid van onze tienjarigen. Maar niet alleen de resultaten van het recente PIRLS-rapport doen schrikken, ook de reacties op het onderzoek doen dat. Van politiek gekissebis tot het beschuldigen van ouders en leerkrachten… Hoe moeten we omgaan met de leesvaardigheid van kinderen? En hoe leer je hen dat lezen ook leuk kan zijn? See omnystudio.com/listener for privacy information.

Es publica al BOE la convocat

Es publica al BOE la convocat

The latest results from PIRLS (Progress in International Reading Literacy Study) were released this month. The data sheds light on the literacy achievement of year 4 students in Australia, and in today's podcast, we'll take you through what you need to know. Host: Dominique Russell Sponsor: The Victorian Government

Po petih letih smo dobili nove podatke o rezultatih četrtošolcev v bralni pismenosti v 57 izobraževalnih sistemih. Raziskava PIRLS je pokazala, da so naši četrtošolci leta 2021 po dosežkih močno padli – zabeležili smo tretji največji padec med vsemi državami. V oddaji iščemo razloge za to, ugotavljamo, kaj dela osnovnošolcem največje težave in kako so se v zadnjem desetletju spremenili naš način življenja, branja in iskanja informacij. Preverjamo vpliv družinskega okolja in socialno-ekonomskega položaja na bralno pismenost, pa tudi zakaj imajo boljše dosežke dekleta. Predvsem pa ponujamo rešitve za spodbujanje branja med mladimi in za izboljšanje bralne pismenosti nasploh. Ta je namreč osnova za vse druge pismenosti. Odgovore v torkovem Studiu ob 17.00 išče Špela Šebenik. Gostje: dr. Sonja Pečjak, profesorica na Filozofski fakulteti Univerze v Ljubljani, članica Nacionalnega sveta za bralno pismenost; dr. Eva M. Klemenčič, nacionalna koordinatorka raziskave PIRLS pri Pedagoškem inštitutu; Tanja Taštanoska, vodja sektorja za kakovost in analize v Uradu za razvoj in kakovost izobraževanja na Ministrstvu za vzgojo in izobraževanje; mag. Marijana Kolenko, ravnateljica OŠ Lava.

Es publica al BOE la convocat

Sánchez adelanta elecciones para «aglutinar el voto de Podemos» y mantener el control del PSOE, Feijóo pide una mayoría «contundente» el 23-J para derogar «un sanchismo agotado», Cataluña se perpetúa a la cola de España en comprensión lectora, según el informe PIRLS, y muere el mítico peluquero Lluís Llongueras. Todo esto te lo contamos en una nueva edición de Sumario de tarde, el podcast diario de THE OBJECTIVE.

Hvilke skandaler i det danske sygehusvæsen har Mette Frederiksen og Lars Løkke Rasmussen ansvaret for?  På pressemødet understregede både udenrigsminister Lars Løkke Rasmussen, der er tidligere sundheds- og statsminister, og statsminister Mette Frederiksen, at de påtager sig ansvaret for sundhedsvæsenets ringe tilstand - særligt på kræftområdet.  Mette Frederiksen sagde dog ikke noget om, hvilke fejl hun konkret tager ansvaret for. Det vil vi derfor undersøge den kommende tid for at finde ud af, om den aktuelle sundhedspakke kommer fejlene til livs. Dine værter i dag er Nicolai Dandanell og Kristian Henriksen. Tidskoder: [00:00] : Morten Slotved, Borgmester Hørsholm (K) og formand for det kommunale affaldsselskab Norfors // Om staten tvinger et kommunalt affaldsselskab til at lukke. [12:00] : Lisbeth Bech-Nielsen, IT-ordfører (SF) // Om det skal være forbudt for børn under 15 år at bruge Facebook, Snapchat, Instagram og TikTok. [23:00] : Morten Melchiors, Gruppeformand for Konservative i København, medlem af teknik- og miljøudvalget // Om partier i København forsøger at gennemføre konkurrenceforvridende regler. [34:00] : Simon Skov Fougt, Lektor på Danmarks Institut for Pædagogik og Uddannelse og står bag den danske PIRLS-rapport // Om fysiske bøger kan redde de danske børns læsefærdigheder. [42:00] : Jakob Kjellberg, Professor i sundhedsøkonomi hos Det Nationale Forsknings- og Analysecenter for Velfærd VIVE // Om hvilke skandaler i det danske sygehusvæsen Mette Frederiksen og Lars Løkke Rasmussen har ansvaret for. [52:00] : Mike Villa Fonseca, Beredskabsordfører for Moderaterne // Om Danmark er rustet til hybridkrig.See omnystudio.com/listener for privacy information.

Guest: Dr. Xolisa Guzula is a Language and Literacy Studies Senior Lecturer at UCT joins John to discuss the five practices to address the country's reading crisis following alarming findings after the 2021 PIRLS (progress in reading literacy study) were released last week.See omnystudio.com/listener for privacy information.

Los niños españoles retroceden en comprensión lectora, un dato que hemos conocido esta semana, procedente de la evaluación internacional PIRLS y que ha preocupado a nuestra filóloga

Per letar efter det äkta och Hanif undrar varför ingen i myndighets-Sverige är intresserad av att veta resultatet av världens största demografiska experiment.

"Le niveau monte." D'après la dernière étude internationale Pirls, les performances des petits français en lecture ont cessé de baisser, elles restent néanmoins durablement sous la moyenne européenne...Le magazine Marianne est en kiosques et en ligne chaque jeudi."Le goût de la vérité n'empêche pas de prendre parti". Albert CamusMarianne TV : https://tv.marianne.net/Marianne.net : https://www.marianne.net/ Hébergé par Acast. Visitez acast.com/privacy pour plus d'informations.

South Africa has the worst reading results according to the latest PIRLS results by Radio Islam

As we await Budget day announcements and an inkling as to where the Government's interested in putting money, I hope we see some more investment in education. Our stats around education are now so woeful and so depressing that I'm not even sure more money would fix it – but it needs drilling down on as a priority for this Government given where we're at. The latest global study shows the reading skills of Kiwi kids continues to go backwards. Backwards. Our reading score is the lowest now that it's ever been; we are sliding backwards on every measure. So we have record numbers of kids not going to school, and the ones who do, clearly not learning anything. The International assessment of year 5 students reading abilities, PIRLS – which is the Progress in International Literacy Study, shows the lowest score for our kids in 20 years. That's an international measure. We are out performed by Russia. Let that sink in for a minute. In our domestic measure, half of 15 years olds cannot pass a foundational numeracy and literacy test. How is it possible that we have the worst literacy in English speaking countries? Is it the curriculum and where it's now focussed? Is it the teaching? Is it the methodology? Is it the hijacking of education by ideology? Is it a combo of all of those things? Do we really understand, how critical it is, that we teach our kids to read and write? That used to just be a given, like learning to tie your shoes. We just did it and kept going until it was auto pilot and targets and measures pushed us along. But now, we have to stop and actually remind ourselves, that these basics are not even basic anymore. They're in the too hard basket it seems. We've lost sight of it as being part and parcel of growing up, we've replaced that with a bunch of theory and gobbledygook. I mean when Russia, a war ravaged country run by a crazed dictator, has overtaken New Zealand in terms of reading, you know we have a serious problem. It was reported that, “New Zealand students were 20th out of 43 countries. Every English-speaking country and every Canadian Province that participated beat New Zealand. The bottom half of participants is made up of countries like Turkey, Brazil, The Islamic Republic of Iran, and South Africa.” How embarrassing. Trying to make things easier for kids hasn't worked. Dumbing stuff down hasn't worked. Excusing stuff hasn't worked. Continuing to decline on every metric shows none of it is working. So why do we persist with it? The ACT party has pointed out that there is no mention of spelling, grammar or punctuation in the English school curriculum here. Instead it focuses on ”Recognising and using the power and influence of literature, language, and texts (to) give us tools to advocate for ourselves and others. Exploring the effects of colonisation on our languages and literatures is an important part of understanding power relations in Aotearoa New Zealand.” What does that even mean? It's a whole bunch of word salad ideology. ACT describes it as a ‘fad' by the current government, which it may well be, but a) it's not working, and b) it needs to change urgently in order to turn this ship around. We have to stop tinkering around the edges and pouring ideology all over curriculums, and actually just get back to basics. Our kids' futures and the future of this country depend on it.See omnystudio.com/listener for privacy information.

Po 5 letih smo prejeli nove podatke o rezultatih četrtošolcev v bralni pismenosti. Mednarodna raziskava PIRLS 2021 je pokazala, da Slovenija skupaj z Nemčijo, Španijo, Portugalsko, Albanijo, Srbijo, Francijo Novo Zelandijo in Malto, sodi v skupino držav, katerih rezultati segajo malo nad določeno srednjo vrednost bralne pismenosti pri 500 točkah. Najvišje je ponovno uvrščen Singapur s 587 točkami, Slovenija jih je dosegla 520 – to pa je kar 23 točk manj kot leta 2016. Bralna pismenost slovenskih učencev se je torej v obdobju, ki ga je zaznamoval covid in zaprtje šol, močno poslabšala.

Reading with comprehension is the foundation of academic achievement, yet many children have reading difficulties. For South Africans, the PIRLS study was an unsettling wake-up call. Developmental specialist Dr. Melodie de Jager explains why the brain and the body must be ready to learn to read, and how the force of gravity is involved. She introduces a ground-breaking reading readiness programme based on neuroscience, ticking all the boxes to prepare children for learning to read – and, in time, become fully literate. Sponsored content. www.mariettesnyman.co.za · elearning.mindmoves.co.za · · · www.facebook.com

Reading with comprehension is the foundation of academic achievement, yet many children have reading difficulties. For South Africans, the PIRLS study was an unsettling wake-up call. Developmental specialist Dr. Melodie de Jager explains why the brain and the body must be ready to learn to read, and how the force of gravity is involved. She introduces a ground-breaking reading readiness programme based on neuroscience, ticking all the boxes to prepare children for learning to read – and, in time, become fully literate. Sponsored content. www.mariettesnyman.co.za · elearning.mindmoves.co.za · ·

PISA, PIRLS, TIMSS, … internationale onderzoeken tonen hoe het ooit gerenommeerde Belgisch onderwijs wegdeemstert in de rangschikkingen. Gastspreker prof. Wouter Duyck legt uit hoe ons onderwijs zich moet aanpassen aan de uitdagingen van de 21ste eeuw. Vous pouvez trouver cet épisode sous-titré en français sur notre site web: https://www.itinerainstitute.org/fr/perspective2030/ Dit is de vierde aflevering van Perspectief 2030 . In deze 13-delige webinarreeks beklemtonen we als onafhankelijke denktank de noodzaak van een relanceplan voor België en laten we fellows en gastsprekers aan het woord over de grote maatschappelijke dossiers. Ambitie en daadkracht voor alle Belgische regeringen is nodig om tegen 2030 groei en welvaart voor het land en zijn regio’s veilig te stellen. België moét en kàn beter. De webinars lopen van 9 februari tot 4 mei 2021. Elke dinsdag om 12u30. Alle info vindt u hier: https://www.itinerainstitute.org/nl/perspectief2030/

LONDON — South Africa has a serious problem in literacy rates among Grade 4 pupils. It ended at the bottom of a list of 50 countries in the Progress in International Literacy Study known as PIRLS conducted in 2016. It is estimated that 78% of Grade 4 pupils cannot read for meaning. Compare this figure to 3% in England, 4% to the United States,13% in Chile and 35% in Iran, where gender discrimination takes place. The most common cause of difficulties in reading, writing and spelling is dyslexia, which account for 5-10% of the world’s population. It is estimated that 70-80% of people who have reading difficulties, are dyslexic. A Cape town speech language therapist Elizabeth Nadler-Nir has come up with a computer programme, Virtual Reading Gym to help delayed older readers and it has been recognised at the London Book Fair where she won the Educational Learning Resources Award and came second in the Education Initiatives category. Elizabeth who is none other than the sister of colleague Chris Bateman spoke to Biznews in London and said that dyslexia is largely undiagnosed in South Africa. - Linda van Tilburg

Gavin Kennedy talks to Joan Griebenow, past principal of Bryandale Primary School, and Aurora Schoch, from the Lonehill International Academy, about the alarming state of South African literacy, as well as practical strategies to turn this around.Show notes are available at SolidGoldStudios.co.za/EduThink

CliffCentral.com — An in-depth look into the education crisis following dismal results from the Progress in International Reading Literacy Study (PIRLS) Report of 2016. The PIRLS report was published in the first week of December 2017, and it indicated that almost 80% of Grade 4 school learners cannot read with comprehension. South Africa was also placed last out of 50 countries. Our guests were Tshepo Motsepe from Equal Education, and Harriet Leisegang - an Educational Psychologist.

Main Feature: Lesley Henderson from Flinders University discusses the use of Design Thinking as an approach to Teacher Professional learning. Regular Features: Dan Haesler discusses teacher workload in Off Campus; Cameron discusses news stories about NAPLAN robot marking and recently released PIRLS results, as well as the future of the TER Podcast. Timecodes: 00.00 Opening Credits 01:31 Intro 01:59 Off Campus - Dan Haesler 17:19 NAPLAN robot marking 21:48 PIRLS data shows growing divide 28:35 Feature Introduction 30:36 Lesley Henderson - interview 1:01:19 Announcements 1:06:36 Quote & Sign Off

South Africa has ranked last among 50 countries in the 2016 Progress in International Reading Literacy Study, Pirls. This study gauges the reading standards of Grade four's and is done every five years. Professor Servaas van der Berg, National Research Chair in the Economics of Social Policy at the University of Stellenbosch and spokesperson for the Basic Education department, Elijah Mhlanga speak to Elvis Presslin about this study and the impact on our children...

SADTU says the union is willing to acknowledge that more could be done to assist our grade 4 learners. This after it was revealed that SA ranked last among 50 countries in the 2016 Progress in International Reading Literacy Study, Pirls. Mugwena Maluleke, General Secretary at the South African Democratic teachers union, SADTU says the union wants teacher training colleges to be reopened...

Results from the latest cycle of the PIRLS assessment (that’s the Progress in International Reading Literacy Study) show the literacy achievement of Year 4 students in Australia has improved. However, there are significant achievement gaps by gender, Indigenous status, socioeconomic status and school location. The Australian Council for Educational Research has just published the details in PIRLS 2016: Reporting Australia’s results and lead author of that report, ACER Deputy CEO (Research) Dr Sue Thomson, joins us now.

OUCEA Annual Lecture, 25th May 2017, Ashmolean Museum In his presentation, Professor David Pearson, who serves as the Chair of the Standing Committee on Reading for NAEP provided an update on recent innovations in the conceptualisation and operationalisation of NAEP Reading. He explained that the Standing Committee provides oversight on passage selection, item development, and scoring to the Educational Testing Service and discussed the conceptual bases for new digital initiatives, as well as the progress made to identify and resolve challenges to an entirely new digital delivery of NAEP Reading. Professor Pearson also commented upon NAEP reading developments in relation to those recently undertaken by PIRLS and PISA. Professor Maggie Snowling, President of St John's College, University of Oxford acted as the discussant and focused her presentation upon the reasons and causes of poor reading comprehension. She explained that poor comprehenders have good decoding but they do not use context to support word reading as well as typical readers do.

Dr Therese N Hopfenbeck, Department of Education, Oxford, gives a talk for the Department of Education Public Seminar Series on 17th October 2016. Co-written with Dr Jenny Lenkeit More information is available here; http://oucea.education.ox.ac.uk/research/recent-research-projects/pirls-for-teachers/ There is a knowledge gap between information provided by international large-scale assessments (ILSA) such as PIRLS, PISA, and TIMSS, the publically available research results and what is of interest and use to teachers in England. Considering the public costs needed to participate in international studies, the link between this form of assessment and its impact on classroom pedagogy is alarmingly low and questions about the use of this data and related research grow more urgent. But, the understanding of how to engage the users of research is still developing and the use and impact of research on practice is as yet minimal. One reason for this is seen in excluding practitioners from research activities that concern their professional field. The PIRLS for Teachers project (ESRC IAA funded) first engaged with teachers to increase their knowledge about PIRLS and their capacity to use data and information provided by the survey. Second, it aimed to increase researchers’ understanding of the challenges teachers face in dealing with PIRLS findings and identifying their specific needs and interests. Third, teachers and researchers acted as co-producers of relevant new knowledge by jointly interpreting the PIRLS findings, addressing new research questions and finding ways in which results can be used to improve teaching practice. We will outline the rationale of our project, discuss the challenges for us as researchers and for the teachers, present the materials developed in collaboration with teachers and discuss the impact and dissemination strategy. We expect the outcomes of the project to enhance not only teachers’ professional learning about PIRLS and its use for improving classroom practice but also that of researchers about practitioners’ needs for understanding and using findings provided in ILSA. We also expect teachers to wrestle with the possible contradicting evidence from their own classrooms and from PIRLS. Overall, outcomes of this research will contribute to strengthening the link between ILSA, teachers’ understanding of its findings and the improvement of classroom practices, partly through possible new research collaborations.

Dr Therese N Hopfenbeck, Department of Education, Oxford, gives a talk for the Department of Education Public Seminar Series on 17th October 2016. Co-written with Dr Jenny Lenkeit More information is available here; http://oucea.education.ox.ac.uk/research/recent-research-projects/pirls-for-teachers/ There is a knowledge gap between information provided by international large-scale assessments (ILSA) such as PIRLS, PISA, and TIMSS, the publically available research results and what is of interest and use to teachers in England. Considering the public costs needed to participate in international studies, the link between this form of assessment and its impact on classroom pedagogy is alarmingly low and questions about the use of this data and related research grow more urgent. But, the understanding of how to engage the users of research is still developing and the use and impact of research on practice is as yet minimal. One reason for this is seen in excluding practitioners from research activities that concern their professional field. The PIRLS for Teachers project (ESRC IAA funded) first engaged with teachers to increase their knowledge about PIRLS and their capacity to use data and information provided by the survey. Second, it aimed to increase researchers’ understanding of the challenges teachers face in dealing with PIRLS findings and identifying their specific needs and interests. Third, teachers and researchers acted as co-producers of relevant new knowledge by jointly interpreting the PIRLS findings, addressing new research questions and finding ways in which results can be used to improve teaching practice. We will outline the rationale of our project, discuss the challenges for us as researchers and for the teachers, present the materials developed in collaboration with teachers and discuss the impact and dissemination strategy. We expect the outcomes of the project to enhance not only teachers’ professional learning about PIRLS and its use for improving classroom practice but also that of researchers about practitioners’ needs for understanding and using findings provided in ILSA. We also expect teachers to wrestle with the possible contradicting evidence from their own classrooms and from PIRLS. Overall, outcomes of this research will contribute to strengthening the link between ILSA, teachers’ understanding of its findings and the improvement of classroom practices, partly through possible new research collaborations.

PISA y otras evaluaciones internacionales. Asignatura: Innovación Docente e Iniciación a la Investigación Educativa. Máster Universitario en Formación del Profesorado ESO y Bachillerato, FP y Enseñanzas de Idiomas. Profesor: Eduardo Javier García García. Dpto. de Estadísitica, Matemáticas e Informática. Área de Didáctica y Organización Escolar Proyecto PLE 2013. Universidad Miguel Hernández de Elche. Unidad 4. PISA y otras evaluaciones internacionales (ICCS, TALIS, PIRLS, TIMSS, ECCL y PIAAC).

Presented and produced by Seán Delaney On this week's programme I speak to Dr. Eemer Eivers, Aidan Clerkin and Dr. Mary Lewis of the Educational Research Centre about the publication of National Schools, International Contexts: Beyond the PIRLS and TIMSS Test Results. The report outlines the factors that are believed to have influenced our results on the maths, reading, and science tests which were published at the end of 2012 and compares the factors across countries. You can hear about the results here.

Presented and produced by Seán Delaney On this week's programme I spoke to Dr. Eemer Eivers, research fellow, and Aidan Clerkin, research associate, at the Educational Research Centre at St. Patrick's College about the performance of Irish fourth class children on the PIRLS and TIMSS tests. In the tests Irish children's performance on reading, maths and science was compared with the performance of children in up to 50 other countries. The guests authored the Irish report, which can be viewed here.