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PIRLS for teachers: Making PIRLS results more useful for practitioners

Subtitle:
Policy Brief No. 17
Abstract:

The IEA’s Progress in International Reading Literacy Study (PIRLS) is a valuable resource for educational researchers and policymakers, but not well understood by teachers. To improve the impact of PIRLS data on pedagogy in the classroom, researchers and local teachers worked together on Oxford University’s PIRLS for Teachers project. This project aimed to provide teachers in England with good guidance on interpreting and using knowledge from PIRLS to improve their own teaching of reading in ...

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Publication status:
Published
Peer review status:
Reviewed (other)

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Institution:
University of Oxford
Division:
Social Sciences Division
Department:
Education
ORCID:
0000-0002-1402-7031
More by this author
Institution:
University of Oxford
Division:
Social Sciences Division
Department:
Education
Publisher:
International Association for the Evaluation of Educational Achievement Publisher's website
Series:
IEA Policy Brief
Publication date:
2018-01-16
ISSN:
2215-0196
Pubs id:
pubs:821244
URN:
uri:9b1b8c9b-b8f5-4fff-974a-979a93105e6f
UUID:
uuid:9b1b8c9b-b8f5-4fff-974a-979a93105e6f
Local pid:
pubs:821244

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