Cited by 736Educational Environments and Student OutcomesSchool Choice and PerformanceGlobal Educational Policies and Reforms

The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.

Creating Effective Teaching and Learning Environments: First Results from TALIS

Open access

OECD·2009·TALIS

DOI 10.1787/9789264068780-en

Open this paper in CoChat — free account

Abstract

This publication is the first report from the OECD’s Teaching and Learning International Survey (TALIS). It provides quantitative, policy-relevant information on the teaching and learning environment in schools in 23 countries.

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

Integrity signals

Registry

Crossref · 10.1787/9789264068780-en

Cites

2 of 2 references verified0 citation errors · 0 not checkable

Statistics

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Ireland and Spain
́Donoghue, A. O. (1992) · Dialnet (Universidad de la Rioja) · Cited by 7
Type of Practice
Byron, H. M. (1975) · International Ophthalmology Clinics · doi:10.1097/00004397-197501520-00003 · Cited by 4

Show all 2 references

Sorted by citations

Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators ( Digcompedu)
Caena, F., & Redecker, C. (2019) · European Journal of Education · doi:10.1111/ejed.12345 · Cited by 1,046
Improving 21st-century teaching skills: The key to effective 21st-century learners
Kim, S., Raza, M., & Seidman, E. (2019) · Research in Comparative and International Education · doi:10.1177/1745499919829214 · Cited by 635
Challenges to teacher resilience: conditions count
Gu, Q., & Day, C. (2013) · British Educational Research Journal · doi:10.1080/01411926.2011.623152 · Cited by 566
PISA 2018 Results (Volume V)
OECD (2020) · Programme for international student assessment/Internationale Schulleistungsstudie · doi:10.1787/ca768d40-en · Cited by 593
Self-citation
Constructivist Learning Theory and Creating Effective Learning Environments
Zajda, J. (2021) · Globalisation, comparative education and policy research · doi:10.1007/978-3-030-71575-5_3 · Cited by 270
Engagement through microblogging: educator professional development via Twitter
Carpenter, J. P., & Krutka, D. G. (2014) · Professional Development in Education · doi:10.1080/19415257.2014.939294 · Cited by 257
Developing a Theory of Ambitious Early-Career Teacher Practice
Thompson, J. J., Windschitl, M., & Braaten, M. (2013) · American Educational Research Journal · doi:10.3102/0002831213476334 · Cited by 241
The role of relational resilience in teachers’ career-long commitment and effectiveness
Gu, Q. (2014) · Teachers and Teaching · doi:10.1080/13540602.2014.937961 · Cited by 265
Towards a ‘critical cultural political economy’ account of the globalising of education
Robertson, S. L., & Dale, R. (2014) · Globalisation Societies and Education · doi:10.1080/14767724.2014.967502 · Cited by 229
Implementation of inquiry-based learning in day-to-day teaching: a synthesis
Maaß, K., & Artigue, M. (2013) · ZDM · doi:10.1007/s11858-013-0528-0 · Cited by 216
Nurturing Creativity in Education
Collard, P., & Looney, J. (2014) · European Journal of Education · doi:10.1111/ejed.12090 · Cited by 201
The role of emotions in student teachers’ professional identity
Timoštšuk, I., & Ugaste, A. (2012) · European Journal of Teacher Education · doi:10.1080/02619768.2012.662637 · Cited by 205
Predictors of digital competence in 7th grade: a multilevel analysis
Hatlevik, O. E., Ottestad, G., & Throndsen, I. (2015) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12065 · Cited by 178
Working and Learning Together
OECD (2019) · OECD reviews of school resources · doi:10.1787/b7aaf050-en · Cited by 183
Self-citation
El liderazgo educativo y su papel en la mejora. Una revisión actual de sus posibilidades y limitaciones
Botía, A. B. (2010) · Psicoperspectivas Individuo y Sociedad · doi:10.5027/psicoperspectivas-vol9-issue2-fulltext-112 · Cited by 258
Teachers’ organizational citizenship behaviour: considering the roles of their work engagement, autonomy and leader–member exchange.
Runhaar, P., Konermann, J., & Sanders, K. (2013) · Teaching and Teacher Education · doi:10.1016/j.tate.2012.10.008 · Cited by 148
How teachers’ beliefs about learning and teaching relate to their continuing professional development
de Vries, S., van de Grift, W. J. C. M., & Jansen, E. P. W. A. (2013) · Teachers and Teaching · doi:10.1080/13540602.2013.848521 · Cited by 166
Developing High‐Quality Teachers: teacher evaluation for improvement
Looney, J. (2011) · European Journal of Education · doi:10.1111/j.1465-3435.2011.01492.x · Cited by 134
Integrating Formative and Summative Assessment
Looney, J. (2011) · OECD education working papers · doi:10.1787/5kghx3kbl734-en · Cited by 150
Moving education into the digital age: the contribution of teachers' professional development
Twining, P., Raffaghelli, J. E., Albion, P., & Knezek, D. (2013) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12031 · Cited by 126
Emerging perceptions of teacher quality and teacher development in China
Peng, W. J., McNess, E., Thomas, S. M., Wu, X. R., Zhang, C., Li, J. Z., & Tian, H. S. (2013) · International Journal of Educational Development · doi:10.1016/j.ijedudev.2013.04.005 · Cited by 131
Educating Learners for Their Future, Not Our Past
Schleicher, A. (2018) · ECNU Review of Education · doi:10.30926/ecnuroe2018010104 · Cited by 136
Principal self-efficacy and work engagement: assessing a Norwegian Principal Self-Efficacy Scale
Federici, R. A., & Skaalvik, E. M. (2011) · Social Psychology of Education · doi:10.1007/s11218-011-9160-4 · Cited by 136
Creative Learning and Innovative Teaching: Final Report on the Study on Creativity and Innovation in Educationin the EU Member StatesPreprint
Cachia, R., Ferrari, A., Ala-Mutka, K., & Punie, Y. (2010) · RePEc: Research Papers in Economics · doi:10.2791/52913 · Cited by 108
Does teachers' cognitive self-regulation increase their occupational well-being? The structure and role of self-regulation in the teaching context
Mattern, J., & Bauer, J. (2014) · Teaching and Teacher Education · doi:10.1016/j.tate.2014.05.004 · Cited by 118
Teacher professional identity as multidimensional: mapping its components and examining their associations with general pedagogical beliefs
Berger, J., & Van, K. L. (2018) · Educational Studies · doi:10.1080/03055698.2018.1446324 · Cited by 116
School-based interventions for reducing disciplinary school exclusion: a systematic review
Valdebenito, S., Eisner, M., Farrington, D. P., Ttofi, M. M., & Sutherland, A. (2018) · Campbell Systematic Reviews: Better Evidence for a Better World · doi:10.4073/csr.2018.1 · Cited by 93
How can schools and teachers benefit from human resources management? Conceptualising HRM from content and process perspectives
Runhaar, P. R. (2016) · Educational Management Administration & Leadership · doi:10.1177/1741143215623786 · Cited by 102
On the Differential and Shared Effects of Leadership for Learning on Teachers’ Organizational Commitment and Job Satisfaction: A Multilevel Perspective
Pietsch, M., Tulowitzki, P., & Koch, T. (2018) · Educational Administration Quarterly · doi:10.1177/0013161x18806346 · Cited by 88
Challenges and opportunities for the implementation of inquiry-based learning in day-to-day teaching
Dorier, J.-L., & García, F. J. G. (2013) · ZDM · doi:10.1007/s11858-013-0512-8 · Cited by 100
European Teacher Training Reforms
Bauer, J., & Prenzel, M. (2012) · Science · doi:10.1126/science.1218387 · Cited by 85
Effects of personal and professional factors on teachers’ attitudes towards inclusion in preschool
Dias, P. C., & Cadime, I. (2015) · European Journal of Special Needs Education · doi:10.1080/08856257.2015.1108040 · Cited by 84
Conceptualising educational changes: A social innovation approach
Loogma, K., Tafel-Viia, K., & Ümarik, M. (2012) · Journal of Educational Change · doi:10.1007/s10833-012-9205-2 · Cited by 81
The design and validation of an instrument to measure teachers’ professional development at work
Evers, A. T., Kreijns, K., & HEIJDEN, B. I. J. M. V. D. (2015) · Studies in Continuing Education · doi:10.1080/0158037x.2015.1055465 · Cited by 81
On the supranational spell of PISA in policy
Baird, J., Johnson, S., Hopfenbeck, T. N., Isaacs, T., Sprague, T., Stobart, G., & Yu, G. (2016) · Educational Research · doi:10.1080/00131881.2016.1165410 · Cited by 81
Main factors of teachers professional well-being
Yıldırım, K. (2014) · Educational Research and Reviews · doi:10.5897/err2013.1691 · Cited by 79
The relationship between job demands, job resources and teachers’ professional learning: is it explained by self-determination theory?
de Wal, J. J. I., van den Beemt, A., Martens, R. L., & Brok, P. J. D. (2018) · Studies in Continuing Education · doi:10.1080/0158037x.2018.1520697 · Cited by 103
Teachers’ opinions on utilizing outdoor learning in the preschools of Estonia
Tuuling, L., Õun, T., & Ugaste, A. (2018) · Journal of Adventure Education & Outdoor Learning · doi:10.1080/14729679.2018.1553722 · Cited by 98
It’s about time: perceived barriers to in-service teacher climate change professional development
Ennes, M. E., Lawson, D. F., Stevenson, K. T., Peterson, M. N., & Jones, M. G. (2021) · Environmental Education Research · doi:10.1080/13504622.2021.1909708 · Cited by 72
Putting the Instructional Leadership–Student Achievement Relation in Context: A Meta-Analytical Big Data Study Across Cultures and Time
Pietsch, M., Aydın, B., & Gümüş, S. (2023) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737231197434 · Cited by 85
‘Walking a fine line’: teachers’ perception of curricular autonomy in Estonia, Finland and Germany
Erss, M., Калмус, В., & Autio, T. (2016) · Journal of Curriculum Studies · doi:10.1080/00220272.2016.1167960 · Cited by 82
Twenty-First-Century Teacher Competencies and Trends in Teacher Training
Gümüş, A. (2022) · Maarif global education series · doi:10.1007/978-981-16-9640-4_11 · Cited by 70
The relationship between the types of professional development activities teachers participate in and their self-efficacy: a multi-country analysis
Gümüş, E., & Bellibaş, M. Ş. (2021) · European Journal of Teacher Education · doi:10.1080/02619768.2021.1892639 · Cited by 69
Evidence-based CPD: Scaling up sustainable interventions
Rösken-Winter, B., Hoyles, C., & Blömeke, S. (2015) · ZDM · doi:10.1007/s11858-015-0682-7 · Cited by 73
Theoretical Framework, Study Design and Main Results of TEDS-M
Blömeke, S., & Kaiser, G. (2013) · Advances in mathematics education · doi:10.1007/978-94-007-6437-8_2 · Cited by 68
OECD Reviews of School Resources: Lithuania 2016
Shewbridge, C., Godfrey, K., Hermann, Z., & Nusche, D. (2016) · OECD reviews of school resources · doi:10.1787/9789264252547-en · Cited by 66
TALIS
OECD (2014) · Teaching and learning international survey · doi:10.1787/23129638 · Cited by 66
Self-citation
WHEN IS A SCHOOL ENVIRONMENT PERCEIVED AS SUPPORTIVE BY BEGINNING MATHEMATICS TEACHERS? EFFECTS OF LEADERSHIP, TRUST, AUTONOMY AND APPRAISAL ON TEACHING QUALITY
Blömeke, S., & Klein, P. J. (2013) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-013-9424-x · Cited by 65
The impact of technology integration courses on preservice teacher attitudes and beliefs: A meta-analysis of teacher education research from 2007–2017
Wilson, M. L. (2021) · Journal of Research on Technology in Education · doi:10.1080/15391523.2021.1950085 · Cited by 69
Examining the effect of inquiry-based learning versus traditional lecture-based learning on students’ achievement in college algebra
Khasawneh, E., Hodge-Zickerman, A., York, C. S., Smith, T. J., & Mayall, H. J. (2022) · International Electronic Journal of Mathematics Education · doi:10.29333/iejme/12715 · Cited by 70
YÖNETİCİ VE ÖĞRETMEN GÖRÜŞLERİNE GÖRE GÖÇMEN ÇOCUKLARIN EĞİTİM SORUNLARI VE ÇÖZÜM ÖNERİLERİ
Eren, Z. (2019) · Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi · doi:10.17240/aibuefd.2019.19.43815-476805 · Cited by 64
Promoting teachers’ knowledge sharing. The fostering roles of occupational self-efficacy and Human Resources Management
Runhaar, P. R., & Sanders, K. (2015) · Educational Management Administration & Leadership · doi:10.1177/1741143214564773 · Cited by 63
Bringing About Curriculum Innovations
Kärkkäinen, K. (2012) · OECD education working papers · doi:10.1787/5k95qw8xzl8s-en · Cited by 63
A pedagogical model for effective online teacher professional development—findings from the Teacher Academy initiative of the European Commission
Hertz, B., Clemson, H. G., Hansen, D. T., Laurillard, D., Murray, M., Fernandes, L., Gilleran, A., Ruiz, D. R., & Rutkauskienė, D. (2022) · European Journal of Education · doi:10.1111/ejed.12486 · Cited by 74
Innovative pedagogical practice with ICT in three Nordic countries – differences and similarities
Ottestad, G. (2010) · Journal of Computer Assisted Learning · doi:10.1111/j.1365-2729.2010.00376.x · Cited by 70
The Cultural Dimension of Beliefs: An Investigation of Future Primary Teachers’ Epistemological Beliefs Concerning the Nature of Mathematics in 15 Countries
Felbrich, A., Kaiser, G., & Schmotz, C. (2013) · Advances in mathematics education · doi:10.1007/978-94-007-6437-8_10 · Cited by 62
Chinese Teachers’ Professional Identity and Beliefs about the Teacher-Student Relationships in an Intercultural Context
Wang, L., & Du, X. (2014) · Frontiers of Education in China · doi:10.1007/bf03397030 · Cited by 62
Learning support staff
Navarro, F. M. (2015) · OECD education working papers · doi:10.1787/5jrnzm39w45l-en · Cited by 62
The COVID-19 Pandemic as a catalyst for teacher pedagogical and technological innovation and development: Teachers’ perspectives
Moorhouse, B. L., & Wong, K. M. (2021) · Asia Pacific Journal of Education · doi:10.1080/02188791.2021.1988511 · Cited by 61
What kind of individual support activities in interventions foster pre-service and beginning teachers’ self-efficacy? A meta-analysis
Mok, S. Y., Rupp, D., & Holzberger, D. (2023) · Educational Research Review · doi:10.1016/j.edurev.2023.100552 · Cited by 59
The Global Governance of Teachers’ Work
Robertson, S. L. (2016) · Wiley eBooks · doi:10.1002/9781118468005.ch15 · Cited by 57
´Dealing with diversity´: debating the focus of teacher education for inclusion
Guðjónsdóttir, H., & Óskarsdóttir, E. (2019) · European Journal of Teacher Education · doi:10.1080/02619768.2019.1695774 · Cited by 71
Exploring the link between experienced teachers’ learning outcomes and individual and professional learning community characteristics
Vanblaere, B., & Devos, G. (2015) · School Effectiveness and School Improvement · doi:10.1080/09243453.2015.1064455 · Cited by 55
Teacher diversity awareness in the context of changing demographics
Acquah, E. O., Tandon, M., & Lempinen, S. (2015) · European Educational Research Journal · doi:10.1177/1474904115611676 · Cited by 64
Was hindert Lehrkräfte an Fortbildungen teilzunehmen?
Richter, E., Richter, D., & Marx, A. (2018) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-018-0820-4 · Cited by 54
Toward a unification of acquiescent, extreme, and midpoint response styles
He, J., van de Vijver, F. J. R., Espinosa, A. D. C. D., & Mui, P. H. C. (2014) · International Journal of Cross Cultural Management · doi:10.1177/1470595814541424 · Cited by 56
The effects of professional development activities on principals’ perceived instructional leadership practices: multi-country data analysis using TALIS 2013
Gümüş, E., & Bellibaş, M. Ş. (2016) · Educational Studies · doi:10.1080/03055698.2016.1172958 · Cited by 53
A latent profile analysis and structural equation modeling of the instructional quality of mathematics classrooms based on the PISA 2012 results of Korea and Singapore
Yi, H. S., & Lee, Y. (2016) · Asia Pacific Education Review · doi:10.1007/s12564-016-9455-4 · Cited by 53
Professional Development on the Science of Learning and teachers' Performative Thinking—A Pilot Study
Howard‐Jones, P. A., Jay, T., & Galeano, L. (2020) · Mind Brain and Education · doi:10.1111/mbe.12254 · Cited by 53
The Impact of Feedback Provision by Grammarly Software and Teachers on Learning Passive Structures by Iranian EFL Learners
Qassemzadeh, A., & Soleimani, H. (2016) · Theory and Practice in Language Studies · doi:10.17507/tpls.0609.23 · Cited by 52
Improving graduate outcomes for technical colleges in Nigeria
Okolie, U. C., Igwe, P. A., & Elom, E. N. (2019) · Australian Journal of Career Development · doi:10.1177/1038416218772189 · Cited by 52
Les motivations à devenir enseignant : revue de la question chez les enseignants de première et deuxième carrière
Berger, J., & D’Ascoli, Y. (2011) · Revue française de pédagogie · doi:10.4000/rfp.3113 · Cited by 50
Vocational teachers’ classroom management style: the role of motivation to teach and sense of responsibility
Berger, J., & Girardet, C. (2020) · European Journal of Teacher Education · doi:10.1080/02619768.2020.1764930 · Cited by 59
Marketing teacher quality: critical discourse analysis of OECD documents on effective teaching and TALIS
Berkovich, I., & Benoliel, P. S. (2018) · Critical Studies in Education · doi:10.1080/17508487.2018.1521338 · Cited by 49
Unconference professional development: Edcamp participant perceptions and motivations for attendance
Carpenter, J. P. (2015) · Professional Development in Education · doi:10.1080/19415257.2015.1036303 · Cited by 48
Socio-Cultural Imbalances in AIED Research: Investigations, Implications and Opportunities
Blanchard, E. G. (2014) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-014-0027-7 · Cited by 48
Collaborative teacher professional development in schools in England (UK) and Shanghai (China): cultures, contexts and tensions
Zeng, Y., & Day, C. W. (2019) · Teachers and Teaching · doi:10.1080/13540602.2019.1593822 · Cited by 48
Exploring teachers’ career self-management. Considering the roles of organizational career management, occupational self-efficacy, and learning goal orientation.
Runhaar, P. R., Bouwmans, M., & Vermeulen, M. (2019) · Human Resource Development International · doi:10.1080/13678868.2019.1607675 · Cited by 48
The impact of teacher engagement in an interactive webinar series on the effectiveness of financial literacy education
Compen, B., Witte, K. D., & Schelfhout, W. (2020) · British Journal of Educational Technology · doi:10.1111/bjet.13013 · Cited by 58
The use of training days: finding time for teachers’ professional development
Bubb, S., & Earley, P. D. (2013) · Educational Research · doi:10.1080/00131881.2013.825161 · Cited by 47
School Leader Appraisal — A Tool to Strengthen School Leaders' Pedagogical Leadership and Skills for Teacher Management?
Radinger, T. (2014) · European Journal of Education · doi:10.1111/ejed.12085 · Cited by 46
The Incredible Years® Teacher Classroom Management programme and its impact on teachers’ professional self‐efficacy, work‐related stress, and general well‐being: Results from the STARS randomized controlled trial
Hayes, R., Titheradge, D., Allen, K., Allwood, M., Byford, S., Edwards, V., Hansford, L., Longdon, B., Norman, S., Norwich, B., et al. (2020) · British Journal of Educational Psychology · doi:10.1111/bjep.12284 · Cited by 45
Positioning pedagogy—a matter of children’s rights
Devine, D., & McGillicuddy, D. (2016) · Oxford Review of Education · doi:10.1080/03054985.2016.1197111 · Cited by 45
Developing a Framework and Agenda for Students' Voices in the School System across E urope: from diametric to concentric relational spaces for early school leaving prevention
Downes, P. (2013) · European Journal of Education · doi:10.1111/ejed.12035 · Cited by 45
Global transformations of the state, governance and teachers’ labour: Putting Bernstein’s conceptual grammar to work
Robertson, S. L., & Sørensen, T. B. (2017) · European Educational Research Journal · doi:10.1177/1474904117724573 · Cited by 44
The impact of the organizational transfer climate on the use of teacher leadership competences developed in a post-initial Master's program
Snoek, M., & Volman, M. L. L. (2013) · Teaching and Teacher Education · doi:10.1016/j.tate.2013.10.005 · Cited by 40
Résultats de TALIS 2018 (Volume I)
OCDE (2019) · Enquête internationale sur l’enseignement et l’apprentissage · doi:10.1787/5bb21b3a-fr · Cited by 52
School principals’ evaluations of their instructional leadership behaviours: realities vs. ideals
Kalman, M., & Arslan, M. C. (2016) · School Leadership and Management · doi:10.1080/13632434.2016.1247049 · Cited by 39
Exploring Differences in the Distribution of Teacher Qualifications Across Mexico and South Korea: Evidence from the Teaching and Learning International Survey
Luschei, T. F., Chudgar, A., & Rew, W. J. (2013) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146811311500502 · Cited by 39
The influence of teachers’ conceptions on their students’ learning: Children's understanding of sheet music
López‐Íñiguez, G., & Pozo, J. I. (2013) · British Journal of Educational Psychology · doi:10.1111/bjep.12026 · Cited by 38
Connecting formal and informal workplace learning with teacher proactivity: a proactive motivation perspective
Huang, X., & Lai, C. (2020) · Journal of Workplace Learning · doi:10.1108/jwl-01-2020-0005 · Cited by 38
Job Demands, Job Resources, and Flexible Competence
Evers, A. T., HEIJDEN, B. I. J. M. V. D., Kreijns, K., & Vermeulen, M. (2015) · Journal of Career Development · doi:10.1177/0894845315597473 · Cited by 56
Los cambios recientes en la formación inicial del profesorado en España : una reforma incompleta
Tiana, A. (2013) · Revista Española de Educación Comparada · doi:10.5944/reec.22.2013.9322 · Cited by 37
Assessment of Stress and Its Risk Factors among Primary School Teachers in the Klang Valley, Malaysia
Samad, N. I. A., Hashim, Z. B., Moin, S., & Abdullah, H. B. (2010) · Global Journal of Health Science · doi:10.5539/gjhs.v2n2p163 · Cited by 37
LOS CONTENIDOS DE LA FORMACIÓN CONTINUADA DEL PROFESORADO: ¿QUÉ DOCENTES SE ESTÁN FORMANDO?
Muñoz, J. M. E., González, M. T. G., & Entrena, M. J. R. (2017) · Educación XX1 · doi:10.5944/educxx1.20183 · Cited by 37
Domain-Specific Belief Systems of Secondary Mathematics Teachers
Eichler, A., & Erens, R. (2014) · Advances in mathematics education · doi:10.1007/978-3-319-06808-4_9 · Cited by 39
Examining school context and its influence on teachers
Austin, B., Adesope, O., French, B. F., Gotch, C. M., Bélanger, J., & Kubacka, K. (2015) · OECD education working papers · doi:10.1787/5js3f5fgkns4-en · Cited by 37
Examining a congruency-typology model of leadership for learning using two-level latent class analysis with TALIS 2018
Bowers, A. J. (2020) · OECD education working papers · doi:10.1787/c963073b-en · Cited by 38
Der Erwerb von pädagogischem Wissen bei angehenden Lehrkräften in unterschiedlichen Ausbildungskontexten: Zur Wirksamkeit der Lehrerausbildung in Deutschland und Österreich
König, J., & Klemenz, S. (2015) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-015-0623-9 · Cited by 36
Preparing teachers for inclusion in Mexico: how effective is this process?
Contreras, S. R., Cedillo, I. G., Forlin, C., & Hernández, K. A. L. (2013) · Journal of Education for Teaching International Research and Pedagogy · doi:10.1080/02607476.2013.836340 · Cited by 36

Authors: OECD
Corresponding author: OECD
Venue: TALIS
Publisher: OECD
Published: 2009-07-21
ISSN: 2312-962X (ISSN-L)
2312-9638
DOI: 10.1787/9789264068780-en
OpenAlex: W3175690966
Cited by: 716
References: 2
Citations by year: 2026: 16 · 2025: 43 · 2024: 33 · 2023: 51 · 2022: 38 · 2021: 46 · 2020: 49 · 2019: 63 · 2018: 85 · 2017: 30 · 2016: 54 · 2015: 47 · 2014: 46 · 2013: 49 · 2012: 29
FWCI: 29.78
Type: book
Language: en
Open access: green
cyberleninka.ru
Licence: cc-by
Locations: Teaching and learning international survey (publishedVersion)
CyberLeninK (CyberLeninka) (submittedVersion, cc-by)
Digital Access to Libraries (Université catholique de Louvain (UCL), l'Université de Namur (UNamur) and the Université Saint-Louis (USL-B)) (submittedVersion)
Topics: Social Sciences › Education › Educational Environments and Student Outcomes
Social Sciences › Education › School Choice and Performance
Social Sciences › Political Science and International Relations › Global Educational Policies and Reforms
Keywords: teaching and learning environment, school climate, teacher attitudes, student attitudes, school leadership, school facilities, teacher well-being, education policy

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Creating Effective Teaching and Learning Environments: First Results from TALIS

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Self-check

Citations

Cites

Cited by

Related

Metadata

Record

About these checks