Bussière, P.


  • Contextualizing ESL factors with PISA results

    Longitudinal studies of students which follow them from their initial participation in the PISA study at age 15 clearly show that the strongest predictor of students’ early school leaving (ESL) is their achievement in the PISA test. This achievement is a significant predictor of ESL, even after controlling for students’ socio-economic status. These data show that strong competencies can help overcome the effects of disadvantages.

    Keywords : detection  low achievement  PISA 
  • 23 July 2015, by Mojca Štraus
  • How teacher-teacher and teacher-student cooperation link with achievement – evidence from international studies

    Evidence from international large-scale assessment studies shows that more complex professional collaboration between teachers and teacher-student relations is associated with an improvement in student achievement, even when considering differences in students’ backgrounds. It may also be important that teachers who collaborate more with their colleagues generally report more positive teacher-student relations.

  • 23 July 2015, by Mojca Štraus