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Noémie Le Donné (OECD) – “Positive, High-achieving Students? What Schools and Teachers Can Do”
Sociology : Job Talk
Time: 9:45 am – 10:45 am
Date: 26 th of May 2021
Place: Visio
Noémie Le Donné (OECD) – “Positive, High-achieving Students? What Schools and Teachers Can Do”
Abstract : The work of schools and teachers matters in many different ways. Not only do they provide students with the knowledge and skills needed to thrive in the labour market, but they also help develop the social‑emotional skills that are vital for students’ personal development and for their active citizenship. But how do schools and teachers best achieve this? I will present a study that attempted to address this question. By linking 2018 data from the Teaching and Learning International Survey (TALIS) with evidence from the Programme for International Student Assessment (PISA) – known as the TALIS‑PISA link – the study aims to identify the teacher and school factors that matter most for student achievement and social‑emotional development. The study uses a data‑driven approach – based on lasso and standard regression analyses – to identify the dimensions that are most strongly linked with student outcomes, and then combines this with a review of theory and previous research to analyse and interpret the findings. These findings provide a rich illustration of the many ways in which teachers and school leaders might influence the success of their students. Finally, I’ll suggest several directions for future research.
Jeanne GANAULT, Etienne OLLION, Felix TROPF (Pôle de Sociologie du CREST)
Sponsors :
CREST
Sociology : Job Talk
Time: 9:45 am – 10:45 am
Date: 26 th of May 2021
Place: Visio
Noémie Le Donné (OECD) – “Positive, High-achieving Students? What Schools and Teachers Can Do”
Abstract : The work of schools and teachers matters in many different ways. Not only do they provide students with the knowledge and skills needed to thrive in the labour market, but they also help develop the social‑emotional skills that are vital for students’ personal development and for their active citizenship. But how do schools and teachers best achieve this? I will present a study that attempted to address this question. By linking 2018 data from the Teaching and Learning International Survey (TALIS) with evidence from the Programme for International Student Assessment (PISA) – known as the TALIS‑PISA link – the study aims to identify the teacher and school factors that matter most for student achievement and social‑emotional development. The study uses a data‑driven approach – based on lasso and standard regression analyses – to identify the dimensions that are most strongly linked with student outcomes, and then combines this with a review of theory and previous research to analyse and interpret the findings. These findings provide a rich illustration of the many ways in which teachers and school leaders might influence the success of their students. Finally, I’ll suggest several directions for future research.
Jeanne GANAULT, Etienne OLLION, Felix TROPF (Pôle de Sociologie du CREST)
Sponsors :
CREST