RISE Webinar Series
The Research on International Studies in Education (RISE) Webinar Series, organized by AIR, showcases research using data from international studies and promotes sharing and discussion about how data-based evidence can be used for improving educational outcomes.
On November 14, 2018 the American Institutes for Research (AIR) will host a presentation and discussion focusing on the latest international results from the OECD’s 2018 Education at a Glance.
This webinar will highlight findings related to the following questions:
- How much time do students in the United States spend in the classroom compared to their international peers?
- How do early childhood education systems differ around the world?
- How do salaries for teachers and school heads vary by country?
- How can I find and work with these data?
Additional topics relevant to international education comparisons will be discussed.
Presenter: Rachel Dinkes, Principal Researcher, American Institutes for Research
Discussant: Maria Stephens, Senior Researcher, American Institutes for Research
Moderator: Lauren Musu-Gillette, Associate Education Research Scientist, National Center for Education Statistics
On May 2, 2018 the American Institutes for Research hosted a presentation and discussion focusing on the latest international results in financial literacy from the 2015 Program for International Student Assessment (PISA).
World-renowned researcher Dr. Annamaria Lusardi presented findings relevant to PISA and financial literacy more broadly. Topics included:
- Why is financial literacy so important for today's students and young people?
- Cross-nationally, which education policy initiatives emphasize financial literacy?
- How are socioeconomic status and per capita GDP associated with financial literacy outcomes?
On March 15, 2018 the American Institutes for Research hosted a presentation and discussion focusing on the latest international results in reading from PIRLS and ePIRLS 2016. In 2016, IEA and its TIMSS & PIRLS International Study Center at Boston College conducted the fourth assessment in the PIRLS series as well as the inaugural ePIRLS assessment of online informational reading. Administered every five years, PIRLS monitors international trends in reading achievement at the fourth grade. In 2016, a total of 319,000 students from 61 international education systems participated in the PIRLS assessment.
This presentation is based on the PIRLS 2016 International Results in Reading report and utilizes infographics and exhibits to describe the following:
- Achievement trends over time
- Performance at the PIRLS International Benchmarks
- Achievement in relation to students’ home, school, and classroom educational contexts
The presentation provides information about student achievement on ePIRLS.
Do Teachers Teach Less in Classrooms with Students with Special Needs? Trends and Predictors from International Data
On October 26, 2017 the American Institutes for Research hosted a presentation and discussion on the inclusion of students with disabilities in general education classrooms, a cornerstone of special education policy in the United States and many countries. While studies have examined when and how much inclusion is appropriate for students with disabilities, there is less research on how inclusion may negatively impact students without disabilities in the same classroom. Using 2013 data from the Teaching and Learning International Survey (TALIS), the presentation addressed some parents' concern that, due to the additional needs of students with disabilities, teachers may spend less time teaching in inclusive classrooms. Through analyses of 121,173 teacher responses from 38 participating education systems, factors are identified that may explain disparities in instructional time between inclusive and non-inclusive classrooms.
20 Years of TIMSS: International Trends in Mathematics and Science Achievement, Curriculum, and Instruction
On May 31, 2017 the American Institutes for Research hosted a presentation and discussion on a recently released report using data from the Trends in International Mathematics and Science Study (TIMSS) titled 20 Years of TIMSS. Since its first administration in 1995, TIMSS has become a prominent assessment of students’ knowledge, skills, and abilities in Mathematics and Science. Not only does TIMSS measure student achievement in mathematics and science, it is also designed to report on curriculum and instruction, as well as student background variables. TIMSS’ most recent administration in 2015 marks 20 years of this assessment being operationalized, which allows researchers and policy makers to gain a sense of changes in student achievement, curriculum and instruction, and student background variables over the last 20 years. This webinar focuses on the 20 Years of TIMSS report and digs deeper in to the educational shifts and changes that have occurred in education systems around the globe.