Knut Schwippert Livres

Since 2001, the International Association for the Evaluation of Educational Achievement (IEA) has conducted the Progress in International Reading Literacy Study (PIRLS) every five years to monitor reading achievement internationally. This book is the second to examine the influence of PIRLS findings on various education systems, compiling insights from 12 of the 35 countries that participated in PIRLS 2006. It explores the impact of PIRLS on systemic, governmental, administrative, and school-level aspects, illustrating how it has shaped research initiatives, policy development, and national capacity-building. The primary aim, shared with its predecessor, is to investigate the opportunities presented by PIRLS findings for educational development. Five of the 12 countries in this project also participated in the 2001 study, allowing for a longitudinal perspective on transformative processes initiated by both surveys. The book provides detailed information on changes in national education systems resulting from the 2001 and 2006 PIRLS findings. It includes an overview of the design, implementation, and main findings of both PIRLS assessments, followed by country-specific chapters written by authors with insider knowledge from their national contexts. A comparative summary synthesizes the insights from these chapters.

In 2001, the International Association for the Evaluation of Educational Achievement (IEA) conducted the Progress in Reading Literacy Study (PIRLS) to assess reading literacy among students in two age groups across 35 countries. This volume examines the impacts of participation in the study and its findings in 13 of those countries. Reading literacy is crucial for students' educational progress and their future opportunities. IEA's research helps countries evaluate the effectiveness of their educational practices and the influence of background factors—such as school, teacher, student, and home—on learning outcomes. While IEA primarily conducts large-scale comparative studies on educational outcomes at key transition points, it also focuses on how studies like PIRLS affect research initiatives, policy development, and national capacity-building. This publication aims to explore the impact of PIRLS on participating countries. It includes 13 country chapters authored by experts from those nations, alongside a brief overview of PIRLS 2001 and its international findings. The final chapter synthesizes insights from the country chapters, highlighting the broader implications of the study.

Münster, Berlin, Erfurt, Hamburg, Dortmund – hier liegen die wichtigsten Stätten des akademischen Wirkens von Wilfried Bos. An jedem dieser Standorte hat er Spuren hinterlassen und damit die Landschaft der empirischen Erziehungswissenschaft in Deutschland erheblich beeinflusst. Den Autorinnen und Autoren dieses Bandes hat Wilfried Bos die Tür zur Wissenschaft in den universitären, manchmal auch außeruniversitären Bereich geöffnet oder hat sie für eine bestimmte Schaffensphase kollegial begleitet. Durch die Beiträge drücken sie ihre persönliche Wertschätzung ihrem akademischen Lehrer, Mentor und Kollegen gegenüber aus. Der inhaltliche verbindende Aspekt dieses Bandes ist – ganz in der Tradition von Wilfried Bos – die Fokussierung der Arbeiten auf den Bereich der empirischen Bildungsforschung. Die Beiträge spiegeln unterschiedliche theoretische, methodologische und methodische Zugänge zu diesem Forschungsfeld wider.