PISA in Focus
PISA in Focus è una serie di opuscoli con un orientamento alle politiche educative che l’OCSE pubblica mensilmente in lingua inglese. Il loro obiettivo è quello di descrivere un argomento relativo a PISA in modo sintetico e comprensibile.
Da gennaio 2012, il Centro nazionale PISA ne sta curando le versioni italiane.
Numero | Titolo | Versione |
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N. 133 | Learning English as a foreign language across PISA countries and economies |  |
N. 132 | Empowering schools’ improvement.
Insights from PISA for Schools case studies | |
N. 131 | Mindsets and learning.
How believing in personal growth is linked to achievement | |
N. 130 | What are the trade-offs between learning and digital leisure outside of school? | |
N. 129 | What can we learn about teacher support for students from PISA data? | |
N. 128 | The Triangle of Lifelong Learning: Strategies, Motivation, and Self-Belief | |
N. 127 | Fewer books and more educational software: how have home learning environments changed since 2015? | |
N. 126 | Shaping Students’ Financial Literacy: The
Role of Parents and Socio-Economic Backgrounds | |
N. 125 | New PISA results on Creative Thinking: can students think outside the box? | |
N. 124 | Managing screen time: how to protect and equip students against distraction | |
N. 123 | New PISA results: strengthening education systems in the wake of the pandemic | |
N. 122 | How are education systems integrating creative thinking in schools? | |
N. 121 | What can we learn from the PISA reading-fluency test? | |
N. 120 | Are students ready to take on environmental challenges? | |
N. 119 | Are students trying hard to succeed in PISA? | |
N. 118 | Does the digital world open up an increasing divide in access to print books? | |
N. 117 | What can we do to ensure a level playing field for all students? | |
N. 116 | The socio-economic gap in foreign-language learning | |
N. 115 | How much do 15-year-olds learn over one
year of schooling? | |
N. 114 | How socio-economics plays into students learning on their own | |
N. 113 | Are 15-year-olds prepared to deal with fake news and misinformation? | |
N. 112 | Can a growth mindset help disadvantaged students close the gap? | |
N. 111 | Do girls and boys engage with global and intercultural issues differently? | |
N. 110 | PISA for Development: Out-of-school assessment | |
N. 109 | Do all students have equal opportunities to learn global and intercultural skills at school? | |
N. 108 | Were schools equipped to teach – and were students ready to learn – remotely? | |
N. 107 | Do students learn in co-operative or competitive environments | |
N. 106 | PISA 2018 results: Are students smart about money? | |
N. 105 | Do boys and girls have similar attitudes towards competition and failure? | |
N. 104 | Are students’ career expectations aligned with their skills? | |
N. 103 | Where did reading proficiency improve over time? | |
N. 102 | How are PISA results related to adult life outcomes? | |
N. 101 | How does PISA define and measure reading literacy? | |
N. 100 | Have students’ feelings of belonging at school waned over time? | |
N. 99 | Can academic performance help disadvantaged students to achieve upward educational mobility? | |
N. 98 | Do parents of 15-year-olds know many of their child’s school friends and their parents? | |
N. 97 | Does greater social diversity in schools have an impact on equity in learning outcomes? | |
N. 96 | How are school-choice policies related to social diversity in schools? | |
N. 95 | Is there a generational divide in environmental optimism? | |
N. 94 | Does attending a rural school make a difference in how and what you learn? | |
N. 93 | Why don’t more girls choose to pursue a science career? | |
N. 92 | How is students’ motivation related to their performance and anxiety? | |
N. 91 | PISA for Development: Results in Focus | |
N. 90 | How do science teachers teach science – and does it matter? | |
N. 89 | Can equity in education foster social mobility? | |
N. 88 | How are school performance and school climate related to teachers’ experience? | |
N. 87 | Have 15-year-olds become “greener” over the years? | |
N. 86 | How is participation in sports related to students’ performance and well-being? | |
N. 85 | In which countries do the most highly qualified and experienced teachers teach in the most difficult schools? In quali paesi i docenti con più qualifiche ed esperienze insegnano nelle scuole con maggiori problematiche? |
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N. 84 | What kinds of activities are common among teenagers who work well with others? |
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N. 83 | How has Internet use changed between 2012 and 2015? Come è cambiato l’uso di Internet tra il 2012 e il 2015? |
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N. 82 | How do the performance and well-being of students with an immigrant background compare across countries? In che modo le prestazioni e il benessere degli studenti di origine immigrata vengono confrontati tra i vari paesi? |
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N. 81 | What do science teachers find most satisfying about their work? | |
N. 80 | In which countries and schools do disadvantaged students succeed? | |
N. 79 | Is too much testing bad for student performance and well-being? | |
N. 78 | Collaborative problem solving | |
N. 77 | How does PISA measure students’ ability to collaborate? | |
N. 76 | How do schools compensate for socio-economic disadvantage? | |
N. 75 | Does the quality of learning outcomes fall when education expands to include more
disadvantaged students? | |
N. 74 | How much of a problem is bullying at school? | |
N. 73 | Do students spend enough time learning? | |
N. 72 | What do 15-year-olds really know about money? | |
N. 71 | Are students happy? PISA 2015 Results:
Students’ Well-Being | |
N. 70 | What do we know about teachers’ selection and professional development
in high-performing countries? | |
N. 69 | What kind of careers in science do 15-year-old boys and girls expect for themselves? | |
N. 68 | Where did equity in education improve over the past decade? | |
N. 67 | PISA 2015 Results in Focus | |
N. 66 | How does PISA assess science literacy? | |
N. 65 | Should all students be taught complex mathematics? |
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N. 64 | Are there differences in how advantaged
and disadvantaged students use the Internet? |
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N. 63 | Are disadvantaged students given equal
opportunities to learn mathematics? |
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N. 62 | Are low performers missing learning opportunities? |
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N. 61 | Is memorisation a good strategy for learning mathematics? |
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N. 60 | Who are the low-performing students? |
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N. 59 | Does it matter how much time students spend on line outside of school? |
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N. 58 | Who wants to become a teacher? |
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N. 57 | Can schools help to integrate immigrants? |
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N. 56 | How confident are students in their ability
to solve mathematics problems? |
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N. 55 | Who are the best online readers? |
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N. 54 | Is spending more hours in class better for learning? |
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N. 53 | Can the performance gap between immigrant and non-immigrant students be closed? |
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N. 52 | How have schools changed over the past decade? |
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N. 51 | What do parents look for in their child’s school? |
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N. 50 | Do teacher-student relations affect students’ well-being at school? |
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N. 49 | What lies behind gender inequality in education? Quali sono i fattori che concorrono a determinare le disuguaglianze di genere nell’istruzione? |
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N. 48 | Does math make you anxious? |
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N. 47 | How has student performance evolved over time? |
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N. 46 | Does homework perpetuate inequities in education? |
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N. 45 | Do countries with high mean performance in PISA maintain their lead as students age? |
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N. 44 | How is equity in resource allocation related to student performance? |
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N. 43 | Are disadvantaged students more likely to repeat grades? |
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N. 42 | When is competition between schools beneficial? |
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N. 41 | Do 15-year-olds know how to manage money? I quindicenni sanno gestire i soldi? |
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N. 40 | Does pre-primary education reach those who need it most? | |
N. 39 | Are grouping and selecting students for different schools related to students’ motivation to learn? | |
N. 38 | Are 15-year-olds creative problem-solvers? | |
N. 37 | Do students have the drive to succeed? | |
N. 36 | Do parents’ occupations have an impact on student performance? | |
N. 35 | Who are the school truants? | |
N. 34 | Who are the strong performers and successful reformers in education? | |
N. 33 | What can immigrant students tell us about education systems? | |
N. 32 | Do students perform better in schools with orderly classrooms? | |
N. 31 | Who are the academic all-rounders? | |
N. 30 | Could learning strategies reduce the performance gap between advantaged and disadvantaged students? | |
N. 29 | Do immigrant students’ reading skills depend on how long they’ve been in their new country? | |
N. 28 | What makes urban schools different? | |
N. 27 | Does it matter which school a student attends? | |
N. 26 | Grade Expectations | |
N. 25 | Are countries moving towards more equitable education systems? | |
N. 24 | What do students think about school? | |
N. 23 | What do students expect to do after finishing upper secondary school? | |
N. 22 | How do immigrant students fare in disadvantaged schools? | |
N. 21 | Do today’s 15-year-olds feel environmentally responsible? | |
N. 20 | Are school vouchers associated with equity in education? | |
N. 19 | Is there really such a thing as a “second chance” in education? | |
N. 18 | Is the availability of extracurricular activities at school related to students’ performance? | |
N. 17 | Are large cities educational assets or liabilities? Le grandi città rappresentano per l’istruzione un vantaggio o uno svantaggio? |
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N. 16 | Does performance-based pay improve teaching? Lo stipendio basato sulle performance migliora l’insegnamento? |
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N. 15 | How “green” are today’s 15-year-olds? | |
N. 14 | What kinds of careers do boys and girls expect for themselves? Che tipo di carriera immaginano ragazzi e ragazze nel proprio futuro? |
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N. 13 | Does money buy strong performance in PISA? Può il denaro determinare migliori risultati in PISA? |
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N. 12 | Are boys and girls ready for the digital age? I ragazzi e le ragazze sono pronti per l’era digitale? |
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N. 11 | How are school systems adapting to increasing numbers of immigrants students? Come si stanno adattando i sistemi scolastici al crescente numero di studenti immigrati? |
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N. 10 | What can parents do to help their children succeed in school? Che cosa possono fare i genitori per contribuire alla riuscita scolastica dei figli? |
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N. 9 | School autonomy and accountability: Are they related to student performance? Autonomia scolastica e accountability: sono associate alle performance degli studenti? |
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N. 8 | Do students today read for pleasure? Gli studenti di oggi leggono per piacere personale? |
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N. 7 | Private schools: Who benefits? Scuole private: quali vantaggi? E per chi? |
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N. 6 | When students repeat grades or are transferred out of school: What does it mean for education systems? | |
N. 5 | How do some students overcome their socio-economic background? Come riescono alcuni studenti a superare lo svantaggio legato al loro status socio-economico? |
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N. 4 | Has discipline in school deteriorated? La disciplina nelle scuole è peggiorata? |
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N. 3 | Does investing in after-school classes pay off? È utile investire in lezioni aggiuntive dopo-scuola? |
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N. 2 | Improving performance: leading from the bottom Migliorare le performance: partire dal basso |
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N. 1 | Pre-primary education and performance in PISA L’istruzione pre-primaria si traduce in migliori livelli di apprendimento a scuola? |
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