Thematische Bibliographien / Reading (Secondary)

Auswahl der wissenschaftlichen Literatur zum Thema „Reading (Secondary)“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 30. Juli 2024

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Zeitschriftenartikel zum Thema "Reading (Secondary)"

Dieker, Lisa A., und Mary Little. „Secondary Reading“. Intervention in School and Clinic 40, Nr. 5 (Mai 2005): 276–83. http://dx.doi.org/10.1177/10534512050400050401.

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Hwang, Inseul, und Joohyun Bae. „Foreign language reading anxiety and reading comprehension of Korean secondary EFL students“. Secondary English Education 15, Nr. 4 (30.11.2022): 35–58. http://dx.doi.org/10.20487/kasee.15.4.202211.35.

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Moore, David W., und David W. Moore. „Metaphors for Secondary Reading“. NASSP Bulletin 82, Nr. 600 (Oktober 1998): 10–15. http://dx.doi.org/10.1177/019263659808260004.

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Ogle, Frances R. „Everyone Teaches Secondary Reading“. Clearing House: A Journal of Educational Strategies, Issues and Ideas 64, Nr. 6 (August 1991): 415–18. http://dx.doi.org/10.1080/00098655.1991.9955908.

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Chair, Dave Wendelin. „From the Secondary Section: NCTE Secondary Section Activities“. English Journal 91, Nr. 2 (01.11.2001): 23–24. http://dx.doi.org/10.58680/ej2001850.

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The Secondary Section Steering Committee remains focused on one of its major goals - secondary reading - and thus continues to sponsor reading workshops that invite secondary teachers to learn about and share experiences with the challenge of incorporating reading instruction into the secondary curriculum.

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Türkyılmaz, Mustafa. „A research on fluent reading skills of secondary school students“. Pegem Eğitim ve Öğretim Dergisi 8, Nr. 1 (21.11.2017): 91–118. http://dx.doi.org/10.14527/pegegog.2018.005.

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The study aims to determine the relationship of reading fluency skills of secondary school students and level of using social media sites, reading attitudes and reading self-competence perceptions, and whether fluent reading skills of students vary depending on text genres. In this context, texts of different genres were read to 112 secondary school students. Oral readings of each text by students were recorded. These records were resolved by the researcher. Incorrectly read and skipped words were identified, and it was determined how many words were read without error in three minutes. In addition, each student marked for Reading Attitude Scale, Reading Self-Competence Perception Scale, and Facebook Addiction Scale. As a result of the study, it was determined that all of text genres were read different pacing. Moreover, a significant and positive relationship is observed between text-reading speeds. A positive relationship is observed between perceptions of students relating to their competence as readers and reading speed and attitude. It can be said that individuals with increased Facebook addiction level have decreased self-competence perceptions relating to reading. In other words, it may be said that reading competences of participants are affected negatively as addiction to Facebook social media sites increases.

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Bruinsma, Robert, und W. John Harker. „Classroom Strategies for Secondary Reading“. Canadian Journal of Education / Revue canadienne de l'éducation 12, Nr. 1 (1987): 238. http://dx.doi.org/10.2307/1495010.

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Kamps, Debra M., und Charles R. Greenwood. „Formulating Secondary-Level Reading Interventions“. Journal of Learning Disabilities 38, Nr. 6 (November 2005): 500–509. http://dx.doi.org/10.1177/00222194050380060501.

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Harerimana, Emmanuel, Anthony Kamanzi, Cyprien Tabaro und Evode Nshimiyimana. „The Contribution of English Reading Materials to Improving Students' English Performance in Lower Secondary Schools in the Shyira Sector of Nyabihu District, Rwanda“. African Journal of Empirical Research 5, Nr. 2 (23.05.2024): 507–16. http://dx.doi.org/10.51867/ajernet.5.2.43.

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This research aimed to examine the relationship between the use of English reading materials and the improvement of students' English language performance in Lower Secondary Schools in the Shyira sector. Based on the Simple View of Reading (SVR) and the Cognitive Load Theory (CLT), the descriptive research design with a mixed approach was employed. Two selected schools were studied: one with a well-equipped library containing English reading materials and the other with a poorly equipped library lacking English reading materials. The study population consisted of 106 individuals, including 92 lower secondary students, 10 teachers, and 4 Deputy Head teacher in charge of studies /teachers, selected randomly from a population of 145. Primary data and secondary data were collected through questionnaires and interview guides. Quantitative data was analyzed descriptively by use of excel and the Statistical Package for Social Scientists (SPSS) while qualitative data was subjected to thematic analysis. The findings reveal the use of various reading materials, such as newspapers, textbooks, handouts, dictionaries, expert opinions, poetry, online readings, and adventure stories in Lower Secondary Schools in the Shyira sector. It was observed that the lack of English reading materials and libraries in lower secondary schools leads to poor English performance among students. The study suggests strategies to improve learners' English skills, including promoting the use of English reading materials, fostering a culture of reading, and motivating students to utilize libraries. Additionally, teachers should serve as English role models and actively encourage reading to enhance students' motivation.

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Mohammed Shure und Tseganesh Anbesie Sapho. „Exploring the practices of Extensive Reading in South Omo Secondary Schools. Selected Secondary Schools in focus“. Arba Minch University Journal of Culture and Language Studies 1, Nr. 2 (30.12.2022): 45–60. http://dx.doi.org/10.59122/1347371.

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The main objective of this research is to explore the practice of extensive reading in six secondary schools in the South Omo zone. To achieve the objective of the research, a mixed research design was used. In line with this, questionnaires, interviews and observation were the main data collection tools through which English language teachers, librarians and students participated. Likewise, the analysis of the collected data was made through simple descriptive statistics (i.e., mean, Standard deviation and frequency). The finding of the study shows that students mainly were dependent on the school library. It was also found that students read for academic gain than for their pleasure time. This is found to be out of the extensive reading principles. It was also found that English teachers were using and promoting the extensive reading approach in their language classes. It is recommended that schools and public libraries should prepare reading materials that are at the level of the student’s reading competencies. Furthermore, English language teachers should plan a free reading program along with their school curriculum which is designed and appropriate for extensive reading. Keywords: Extensive Reading, reading fluency, Challenges, teacher’s role,

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Dissertationen zum Thema "Reading (Secondary)"

Naughton, Rosemary. „Multiple readings in multiple choice reading tests: A study of year 11 students' reading practices of a multiple choice reading test“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/965.

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This study examines students’ responses to the questions in a multiple choice reading test. An analysis of the processes students used to negotiate meaning revealed the roles played by cognitive strategies and cultural framing in shaping students' responses to multiple choice questions. A descriptive/analytical study methodology was conducted with a group of forty eight Year II students in the final term of the school year. These students represented four mixed sex ability groupings and a range of socio-economic backgrounds. Think-Out-Loud protocols were used in an interview situation. Students responded to thirty four questions from three passages selected from multiple choice reading tests used in statewide examinations for Western Australian Tertiary Entrance in subject English. Students' responses were transcribed and then analysed. In addition, the passages, questions and answers from the test were analysed to determine the different reading positions wade available through the questions and possible answers. The data were triangulated with results from statewide examination results, observations and debriefing sessions with member checkers. Results indicated that the methods and strategies used by students in their attempts to negotiate the correct answer helped them only when students aligned their readings with the readings privileged by the item writers.

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黃珮詩 und Pui-sze Catherine Wong. „Hong Kong secondary three students' reading comprehensionprocess“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963274.

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Lau, M. H. „An investigation and comparison of the use of learner strategies : a case study of two secondary six students with different exposure to extensive reading in English /“. Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22142265.

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Frost, Linda Lucille. „A Multiple-Case Study of Secondary Reading Specialists“. Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1783.pdf.

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Siegel, Donna Farrell. „Identification and validation of process factors related to the reading achievement of high school seniors a follow-up study /“. Access abstract and link to full text, 1987. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8802968.

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Shively, Rebekah R. „Perceptions of Secondary Intensive Reading Teachers RegardingThe Implementation of Florida's Reading Policy“. UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/376.

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This research was designed to explore the perceptions of secondary reading teachers regarding their experiences while they implemented Florida’s secondary intensive reading policy. The purpose of this research was to obtain feedback on the policy implementation process for continuous improvement in future policy implementation. This research was qualitatively designed and conducted with three focus groups consisting of secondary intensive reading teachers from three Florida counties respectively, Duval, Nassau, and St. Johns. The bounding theoretical and conceptual frames of this study were founded in political systems theory and shared leadership. The data from this study were compiled from three focus groups consisting of secondary reading teachers who implemented Florida’s secondary intensive reading policy. Data analysis was conducted using Boyatzis (1998) thematic approach as a means of analyzing the interview data. The data were coded using Sabatier’s (1986) construct of empowerments and constraints. Themes were identified using Hatch’s (2002) approach to inductive analysis. Eisner’s (1998) concept of educational criticism and professional literature within the educational criticism process provided a guide to the selection of important and relevant ideas based on my connoisseurship of the secondary reading initiative and my experience as a reading coach and teacher during the initiative. Three overarching themes were identified from the analysis of the teachers’ experiences: (a) A sudden change of content is a challenge to implementing policy change; (b) Challenges from inside and outside of the classroom hindered policy implementation; (c) Policy implementation brings insights: changing trends in assessment formats and instructional implications may call for new instructional strategies. This study found teachers were not adequately prepared in all areas to undertake the implementation of a new content area. In recounting their perceptions regarding their experiences of this policy implementation, teachers were exceptionally open about the areas in which they were not prepared to do the tasks they were given to do. This study also found teachers were valuable resources of information about the policy implementation process. Participant responses reinforced the need for communication and dialogue between secondary reading teachers and district level administration with particular emphasis on incorporating teacher feedback on student scheduling issues, instructional technology issues, and curriculum resources and development. Participants strongly reinforced the need for intra-district and inter-district collaborative professional development. Participants in this study speculated on the implications of online literacy as opposed to its more traditional form. They noted that reading online is a different experience from reading a book or a test in paper format, and they perceived a gap in their instructional methods and knowledge regarding how to instruct students in online literacy. Based on the discussion of this research, recommendations for further research and educational leadership were developed.

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Morisoli, Kelly. „Effects of Repeated Reading on Reading Fluency of Diverse Secondary-Level Learners“. Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/145364.

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This researcher investigated the effects of repeated reading, performance feedback, and systematic error correction on the reading fluency of three secondary English language learners (ELLs) with a specific learning disability (SLD) in reading. A multiple baseline reversal design across subjects was used to explore the effects of repeated reading on two dependent variables: reading fluency (words read correctly per minute; wpm) and number of errors per minute (epm). Data were collected and analyzed during baseline, intervention, and maintenance probes.Throughout the baseline phase participants read a passage aloud and during intervention phases, participants read a passage aloud and received error correction feedback. During baseline, reading was followed by fluency assessments. During intervention, reading was followed by three oral repeated readings of the passage. Maintenance sessions occurred 1, 2, and 3 weeks after the intervention ended.The researcher of this study concluded that repeated reading had a positive effect on the reading abilities of ELLs with a SLD in reading. Participants read more wpm and made fewer epm. Additionally, maintenance scores were slightly varied when compared to the last day of intervention; however, maintenance scores were higher than baseline means.The researcher of this study demonstrated that repeated reading improved the reading abilities of ELLs with a SLD in reading. On maintenance probes 1, 2, and 3 weeks following intervention mean reading fluency and errors per minute remained above baseline levels. Future researchers should investigate the use of repeated reading in ELLs with a SLD in reading at various stages of reading acquisition. Further, future researchers may examine how repeated reading can be integrated into classroom instruction and assessments.

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Williamson, Amy M. Conaway Betty J. „An examination of the relationship of Accelerated Reader implementation, secondary reading programs, and TAKS reading pass rates for ninth grade students in selected Central Texas school districts“. Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5152.

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Wong, Lai-see. „A study of extensive reading in secondary 1 English classes“. [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13570444.

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Barr, Amy. „A descriptive study of reading strategies for secondary education in Minnesota public schools“. Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006barra.pdf.

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Bücher zum Thema "Reading (Secondary)"

Otero, George G. Secondary reading: A global approach for secondary students. Denver, Col: Center for Teaching International Relations, University of Denver (Colorado Seminary), 1994.

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John, Harker W., Hrsg. Classroom strategies for secondary reading. 2. Aufl. Newark, Del: International Reading Association, 1985.

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John, Harker W., Hrsg. Classroom strategies for secondary reading. 2. Aufl. Newark, Del: International Reading Association, 1985.

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Tonjes, Marian J. Secondary reading, writing, and learning. Boston: Allyn and Bacon, 1991.

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Gail, Ellis, und McRae John 1949-, Hrsg. Extensive reading handbook for secondary teachers. London: Penguin Books, 1991.

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Widener, Sandra, und Kate Kinsella. Mathematics: Reading strategies. Upper Saddle River, N.J: Globe Fearon, 2001.

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Roe, Betty D. Secondary school reading instruction: The content areas. 5. Aufl. Boston: Houghton Mifflin, 1995.

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W, Moore David. Edge: Reading, writing & language : fundamentals. Carmel, California: National Geographic, 2009.

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Chaparro, Jacqueline L. Reading literature. Evanston, Ill: McDougal, Littell, 1988.

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National Assessment of Educational Progress (Project), Educational Testing Service und United States. Office of Educational Research and Improvement., Hrsg. Reading objectives: 1990 assessment. Princeton, N.J: National Assessment of Educational Progress, 1989.

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Buchteile zum Thema "Reading (Secondary)"

Donovan, Sarah J. „Reading Testimony“. In Genocide Literature in Middle and Secondary Classrooms, 37–48. New York : Routledge, 2017.: Routledge, 2016. http://dx.doi.org/10.4324/9781315621470-4.

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Pak, Mira. „Rewarding Reading Practices“. In What Really Works in Secondary Education, 20–32. 2455 Teller Road, Thousand Oaks California 91320: Corwin | A SAGE Company, 2015. http://dx.doi.org/10.4135/9781071800782.n3.

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Donovan, Sarah J. „The Reading Workshop“. In Genocide Literature in Middle and Secondary Classrooms, 125–40. New York : Routledge, 2017.: Routledge, 2016. http://dx.doi.org/10.4324/9781315621470-11.

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Kaplan, Rebecca G., und Antero Garcia. „Afrofuturist Reading“. In Engaging with Multicultural YA Literature in the Secondary Classroom, 180–90. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429053191-19.

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Sutherland, Julia, und Jo Westbrook. „Reading comprehension“. In A Practical Guide to Teaching English in the Secondary School, 42–51. 2. Aufl. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003093060-6.

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Russell, William B., Stewart Waters und Thomas N. Turner. „Reading and Writing in Social Studies“. In Essentials of Middle and Secondary Social Studies, 87–116. Second edition. | New York, New York : Routledge, 2018. | “First edition published by Routledge 2013”—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9780429461514-5.

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Donovan, Sarah J. „Whole-Class Reading, Research, and Activism“. In Genocide Literature in Middle and Secondary Classrooms, 102–24. New York : Routledge, 2017.: Routledge, 2016. http://dx.doi.org/10.4324/9781315621470-10.

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Russell, William B., und Stewart Waters. „Reading and Writing in Social Studies“. In Essentials of Middle and Secondary Social Studies, 82–108. 3. Aufl. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003217060-5.

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Watson, Annabel, und Rhian Mulligan. „Reading and writing poetry“. In A Practical Guide to Teaching English in the Secondary School, 70–78. 2. Aufl. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003093060-9.

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Schey, Ryan. „Queer Reading Practices and Ideologies“. In Engaging with Multicultural YA Literature in the Secondary Classroom, 93–102. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429053191-10.

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Konferenzberichte zum Thema "Reading (Secondary)"

Pallauta, Jocelyn, María Gea, Pedro Arteaga und Silvia Valenzuela-Ruiz. „Secondary School Students’ Interpretation of the Frequency Table“. In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t2c2.

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This research analyses Spanish secondary school students' reading capacity of elements in a frequency table. The study is based on the two reading levels of reading the data and reading between the data proposed by Curcio (1989) and applied to data displayed in a statistical table. The results of the evaluation study carried out with 149 students in secondary school first grade and 128 in third grade (12–14-year-olds) show that the majority of the sample performs a correct reading, especially in the first reading level. We also use the notion of semiotic conflict proposed by Godino et al. (2007, 2019) to describe mistakes in the students' responses, which were mainly comparing frequencies incorrectly and misunderstanding the questions posed.

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Yulianto, Agus, und Maman Suryaman. „The Implementation of Reading-Writing Literacy In Secondary School“. In Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccie-18.2019.9.

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Horváthová, Ivana. „METHODOLOGY OF “READING” WORDLESS PICTURE BOOKS AT LOWER SECONDARY SCHOOL“. In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1466.

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Budde, Lea, Birte Heinemann und Carsten Schulte. „A theory based tool set for analysing reading processes in the context of learning programming“. In WiPSCE '17: 12th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3137065.3137077.

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Thi, Ngoc Tran, Trang Ngo Thi Thu, Diep Hoang, Quy Ngo Thi Thanh, Anh Tran Thi Ngoc und Thuy Ngo Thu. „Teaching multimodal text reading comprehension for secondary school students in Vietnam“. In APPLIED PHYSICS OF CONDENSED MATTER (APCOM 2022). AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0112016.

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Ouellet, Chantal, Amal Boultif und Laurie Bergeron. „ASSESSMENT OF ONLINE READING COMPREHENSION OF SECONDARY VOCATIONAL STUDENTS: FINDINGS FROM THE ORCA (ONLINE READING COMPREHENSION ASSESSMENT) INSTRUMENT“. In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0199.

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Long, Shuai, Yaping Lin, Xin Yao und Wei Zhang. „A Secondary Index for Improving Reading Performance in the Inline Deduplication System“. In 2016 International Conference on Network and Information Systems for Computers (ICNISC). IEEE, 2016. http://dx.doi.org/10.1109/icnisc.2016.066.

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Vicherková, Dana, Martin Kolář, Veronika Murinová und Nela Nováková. „TEACHING METHODS DEVELOPING CRITICAL THINKING AND READING IN SECONDARY TECHNICAL SCHOOL PUPILS“. In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.0152.

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Kázmér, Klára. „A READING COMPREHENSION SURVEY AMONG HUNGARIAN SECONDARY GRAMMAR SCHOOL STUDENTS IN SLOVAKIA“. In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0680.

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Zhou, Huixuan. „Motivation, Self-Regulated Learning Reading-for-Writing Strategy Use, and Reading and Writing Achievement in Secondary School Students' EFL Writing“. In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2012226.

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Berichte der Organisationen zum Thema "Reading (Secondary)"

Schipper, Youdi, Isaac Mbiti und Mauricio Romero. Designing and Testing a Scalable Teacher Incentive Programme in Tanzania. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/044.

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School participation in Tanzania has increased dramatically over the past two decades: primary school enrolment increased from 4.9 million in 2001 to 10.9 million in 2020. While 81 percent of primary-school-age children are currently enrolled, over the last ten years, the primary completion rate has dropped and remains below 70 percent since 2015 (data from UNESCO Institute for Statistics).1 Despite improvements in enrolment, indicators of foundational learning remain low. According to the 2020 report of the Standard Two National Assessment (STNA), conducted by the National Examinations Council of Tanzania (NECTA), in 2019 five percent of Grade 2 students pass the benchmark for reading proficiency (“Can correctly read exactly 50 words of the passage in one minute and with 80 percent or higher comprehension”). The report finds that 17 percent of students pass the benchmark (80 percent correct) of the addition and subtraction sub-tasks. These outcomes are not the result of students’ lack of academic aspiration: according to the RISE Tanzania baseline survey, 73 percent of Grade 2 and 3 students say they would like to complete secondary school or university. In a recent report, the Global Education Evidence Advisory Panel (World Bank, 2020) asked what programmes and policies are the most cost-effective instruments for addressing the learning crisis and improving learning for all children. The report creates three categories: the “great buys” category includes programmes that provide very low-cost but salient information on the benefits, costs, and quality of education. The “good buys” category includes programmes that provide structured pedagogy, instruction targeted by learning level, merit-based scholarships and pre-school interventions. Finally, the category “promising but low-evidence” includes teacher accountability and incentive reforms. KiuFunza, a teacher performance pay programme in Tanzania, fits this last category. KiuFunza (shorthand for Kiu ya Kujifunza or Thirst to Learn) provides test-score linked cash incentives to teachers in Grades 1, 2, and 3 to increase foundational literacy and numeracy outcomes for students. The programme is managed by Twaweza East Africa, a Civil Society Organization, and was set up to provide evidence on the impact of teacher incentives in a series of experimental evaluations. This note discusses the rationale for teacher incentives in Tanzania, the design elements of KiuFunza and preliminary results for the most recent phase of KiuFunza (this phase was implemented in 2019-2021 and the impact evaluation is part of the RISE Tanzania research agenda).

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Fearns, Joshua, und Lydia Harriss. Data science skills in the UK workforce. Parliamentary Office of Science and Technology, Juni 2023. http://dx.doi.org/10.58248/pn697.

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This POSTnote looks at specialist data skills in the UK, including for artificial intelligence. It considers demand and supply, workforce demographics, challenges, and initiatives to increase supply. Key points: • Collecting and analysing data offers potential economic and social benefits. Analysis by the McKinsey Global Institute estimated that, by 2030, UK GDP could increase by up to 22% as a result of AI. • Potential societal benefits could range from climate change mitigation, to improving early detection and diagnosis of cancers by using AI to identify patterns from imaging (MRI) scans that are not readily detected by humans. • Evidence suggests that the availability of people with specialist data skills in the UK is not sufficient to meet demand. • A 2021 study estimated that the supply of data scientists from UK universities was unlikely to exceed 10,000 per year, yet there were potentially at least 178,000 data specialist roles vacant in the UK. • Research finds that certain groups (such as women, those from minority ethnic backgrounds and people with disabilities) are underrepresented in the data workforce. A lack of workforce diversity has the potential to amplify existing inequalities and prejudices. • Initiatives to increase the number of people with data skills include degree conversion courses, doctoral training centres for PhD students, online up-skilling platforms, apprenticeships, and visas to attract international talent. • Efforts to reduce the skills gap can be hindered by the inconsistent definition of data skills, organisational culture, the availability of specialist primary and secondary school teachers, and barriers to people moving between sectors. • A 2022 inquiry by the Lords Science and Technology Committee concluded that a mismatch exists between the scale of the UK’s STEM skills gap and the solutions proposed by the UK Government, “especially given the UK’s ambition to be a science and technology superpower”. It described the Government’s policies as “inadequate and piecemeal”.

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International Standard Setting Exercise. Australian Council for Educational Research, November 2022. http://dx.doi.org/10.37517/978-1-74286-688-8.

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The International Standard Setting Exercise (ISSE) was undertaken to harmonise quantitative data across assessment programs, and to provide substantive information about children’s learning levels and progress benchmarked against international standards. The goal of the ISSE was to place thresholds on empirical reading and mathematics Learning Progression Scales for the Minimum Proficiency Level at the end of lower primary education; the Minimum Proficiency Level at the end of primary education; and the Minimum Proficiency Level at the end of lower secondary education.

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