Resultaten PISA-2018 in vogelvlucht

Gubbels, Joyce; Langen, Annemarie van; Maassen, Nathalie; Meelissen, Martina R.M.

doi:10.3990/1.9789036549226

Cited by 16 publications

(37 citation statements)

References 3 publications

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“…Recent trends seek to develop teaching approaches in which regional and migrant languages are integrated in mainstream education (Duarte and van der Meij 2018b). Due to a persisting achievement gap (Gubbels et al 2019), issues around the performance of migrant pupils are currently on the political and research agendas (Duarte and van der Meij 2018a). Research investigations shine a light on structural features that seem to impact the educational achievement of pupils with an immigrant background in crucial ways, such as the relatively late stage at which pupils enter formal education and academic tracking (Andersen and van de Werfhorst 2010;Crul and Schneider 2010;Crul, Schneider, and Lelie 2012;Dronkers, van der Velden, and Dunne 2012;van de Werfhorst 2015).…”

Section: Multilingualism and Language Education In The National Settingsmentioning

confidence: 99%

Research priorities in the field of multilingualism and language education: a cross-national examination

Duarte

García‐Jiménez

McMonagle³

et al. 2020

Journal of Multilingual and Multicultural Development

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Due to globalisation and migration, multilingualism has become both a reality and an aim of education systems across Europe, affecting how language education is shaped. To improve the ways in which schools cater for language education in diverse settings, research is required on the potentials of multilingualism in order to design curricula that foster skills in different languages. This paper aims at identifying and explaining research priorities in the field of multilingualism and language education in a cross-national perspective. It draws on data from a survey with 298 expert participants in five European countries (Germany, Italy, the Netherlands, Portugal, Spain) who ranked preidentified research topics in relation to their perceived urgency. Results show that experts identified 'effectiveness of multilingual support in regular lessons', 'features of multilingual didactics' and 'effectiveness of literacy support in home languages on the development of academic language skills in the majority language' as having the highest research priority overall. However, these results vary across national settings investigated. While the German, Dutch and Portuguese respondents attributed urgency to research on academic language skills, other issues were rated higher in the Spanish and Italian research contexts. The advantages and limitations of conducting cross-national research are also addressed.

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Section: Multilingualism and Language Education In The National Settingsmentioning

confidence: 99%

Research priorities in the field of multilingualism and language education: a cross-national examination

Duarte

García‐Jiménez

McMonagle³

et al. 2020

Journal of Multilingual and Multicultural Development

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“…Narrative elements such as characters seem to be included in educational texts as a strategy to make these texts more engaging and better comprehensible, considering that many Dutch students find their educational texts too boring to read and/or too difficult to understand (Dood, Gubbels & Segers, 2020;Gubbels, Netten & Verhoeven, 2017;Gubbels, van Langen, Maassen & Meelissen, 2019;Inspectorate of Education, 2017, 2020, 2021Sangers et al, 2020). While the use of narrative elements seems to be an adequate means to solve these readability issues (cf.…”

Section: Introductionmentioning

confidence: 99%

Narrative Elements in Expository Texts

Sangers

Evers-Vermeul

Sanders

et al. 2021

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While the use of narrative elements in educational texts seems to be an adequate means to enhance students’ engagement and comprehension, we know little about how and to what extent these elements are used in the present-day educational practice. In this quantitative corpus-based analysis, we chart how and when narrative elements are used in current Dutch educational texts (N=999). While educational texts have traditionally been considered prime exemplars of expository texts, we show that the distinction between the expository and narrative genre is not that strict in the educational domain: prototypical narrative elements – particularized events, experiencing characters, and landscapes of consciousness – occur in 45% of the corpus’ texts. Their distribution varies between school subjects: while specific events, specific people, and their experiences are often at the heart of the to-be-learned information in history texts, narrativity is less present in the educational content of biology and geography texts. Instead publishers employ narrative-like strategies to make these texts more concrete and imaginable, such as the addition of fictitious characters and representative entities.

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“…Het meest recente PISA-onderzoek (Programme for International Student Assessment) uit 2018 laat voor 15jarigen echter een andere trend zien (Gubbels, Van Langen, Maassen & Meelissen, 2019). Tot PISA-2012 presteerden meisjes in Nederland ook lager op de PISA-wiskundetoets dan jongens (Figuur 8.3).…”

Section: Trends En Landenvergelijkingunclassified