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Progress in Reading Literacy in National and International Context. The Impact of PIRLS 2006 in 12 Countries

:	Knut Schwippert, Jenny Lenkeit (Hrsg.)
:	Progress in Reading Literacy in National and International Context. The Impact of PIRLS 2006 in 12 Countries
:	Waxmann Verlag GmbH
:	9783830976660
:	1
:	CHF 24.30
:

:	Pädagogik
:	English

:	268
:	kein Kopierschutz/DRM
:	PC/MAC/eReader/Tablet
:	PDF

Since 2001, the International Association for the Evaluation of Educational Achievement (IEA) has been conducting, in cycles of five years, the Progress in International Reading Literacy Study (PIRLS). The PIRLS program encompasses trend studies designed to monitor progress in reading achievement in an internationally comparative context. PIRLS 2001 and PIRLS 2006 both assessed primary school students in their fourth year of schooling (Grade 4 in the majority of countries).
Progress in Reading Literacy in National and International Context is the second book to explore the influence of findings from the PIRLS surveys on different education systems. It presents a compilation of insights from 12 of the 35 countries that participated in PIRLS 2006. These insights relate to the impact of PIRLS on the systemic, governmental, administrative, and school-level aspects of the education systems featured and exemplify how PIRLS has influenced research initiatives, policy development, and national capacity-building.
The primary aim of this book and its predecessor (Progress in Reading Literacy: The Impact of PIRLS 2001 in 13 Countries, edited by Knut Schwippert and published in 2007) has been to explore the opportunities that PIRLS’ findings hold for the development of education systems. Five of the 12 countries participating in the current impact of PIRLS project contributed to the 2001 project. For these countries, the current book provided opportunity to view, from a longitudinal perspective, the transformative processes initiated in response to the findings of both surveys. The book thus provides in-depth information on the various aspects of the national education systems represented herein that have originated, been restructured, or otherwise been modified as a direct or an indirect consequence of the results of the 2001 and 2006 PIRLS surveys.
The book also gives a brief overview of the design, implementation, and main international findings of PIRLS 2001 and 2006. These introductory chapters are followed by country chapters, each of which is written by authors with unique insider perspectives gained from their work in their home institutions within their national contexts. Findings from these chapters are assembled in a comparative summary.

	Contents	6
	Foreword	8
	Chapter 1 Introduction	10
	1.1 Overview	10
	1.2 PIRLS 2001 and 2006	10
	1.3 Relevance and Benefit of Large-Scale Assessments in Education	13
	1.4 The Impact of PIRLS Project	18
	1.5 Structure of the Book	21
	Chapter 2 PIRLS 2006 in Brief	24
	2.1 Introduction	24
	2.2 Assessing Reading Literacy in PIRLS 2006	25
	2.3 The PIRLS 2006 Target Population	28
	2.4 PIRLS 2006 International Findings	29
	2.5 Conclusion	43
	Chapter 3 The Impact of PIRLS in Austria	48
	3.1 Austria at a Glance1	48
	3.2 Austria’s Education System as a Context for PIRLS	48
	3.3 Austria’s Participation in Large-Scale Assessments	51
	3.4 PIRLS 2006: National Results	53
	3.6 The Impact of PIRLS 2006	56
	3.7 Future Activities	58
	3.8 Concluding Remarks	59
	Chapter 4 The Impact of PIRLS in Belgium (Flemish)	62
	4.1 Belgium and Flanders at a Glance	62
	4.2 The Education System in Flanders	63
	4.3 Experience with Large-Scale Assessments	65
	4.4 National Results and the Impact of PIRLS	68
	4.5 Conclusion	72
	Chapter 5 The Impact of PIRLS in England	76
	5.1 A Short Country Description	76
	5.2 England’s Education System	76
	5.3 The Country’s Current National Assessment System	77
	5.4 The Country’s Experience in International Large-Scale Assessments	78
	5.5 National Results, Impact, and (Expected) Long-Term Effects of PIRLS 2001 and 2006 Since the First Publication	79
	5.6 Expected Future Activities	83
	5.7 Concluding Remarks	83
	Chapter 6 The Impact of PIRLS in Germany	86
	6.1 A Short Country Description: Germany at a Glance	86
	6.2 Germany’s Education System as a Context for PIRLS	87
	6.3 Experience with Large-Scale Assessments	88
	6.4 National Results and the Impact of PIRLS	92
	6.5 Future Activities	99
	6.6 Concluding Remarks	101
	Chapter 7 The Impact of PIRLS in the Hong Kong Special Administrative Region of China	108
	7.1 Hong Kong at a Glance	108
	7.2 Hong Kong’s Education System as a Context for PIRLS	108
	7.3 Experience with Large-Scale Assessments	111
	7.4 National Results and Impact of PIRLS	113
	7.5 Impact of PIRLS 2006	116
	7.6 Anticipated Future Activities	124
	7.7 Concluding Remarks	124
	Chapter 8 The Impact of PIRLS in Hungary	130
	8.1 Hungary at a Glance	130
	8.2 Hungary’s Education System as a Context for PIRLS	130
	8.3 Hungary’s Experience of Large-Scale Assessments	132