IEA Research for Educators – serie

This open access book provides teachers with approaches to strengthen reading comprehension instruction based on scientific research and evidence-based didactic principles. In this volume, the Progress in International Reading Study (PIRLS) framework is used to inform teachers about the skills and knowledge that students need to comprehend certain texts. The book gives practical guidance on how a teacher can help students to learn these skills, specifically, when teaching reading to multilingual students.   Good practices from schools in five participating PIRLS countries—Chile, Chinese Taipei, England, Georgia, and Spain—are shared. A description of the schools’ education in reading comprehension is provided with practical tips and example lessons. These insights into daily reading education in multilingual classrooms across the globe can be an inspiration to teachers all over the world.

This open access book provides teachers with approaches to strengthen reading comprehension instruction based on scientific research and evidence-based didactic principles. In this volume, the Progress in International Reading Study (PIRLS) framework is used to inform teachers about the skills and knowledge that students need to comprehend certain texts. The book gives practical guidance on how a teacher can help students to learn these skills, specifically, when teaching reading to multilingual students.   Good practices from schools in five participating PIRLS countries—Chile, Chinese Taipei, England, Georgia, and Spain—are shared. A description of the schools’ education in reading comprehension is provided with practical tips and example lessons. These insights into daily reading education in multilingual classrooms across the globe can be an inspiration to teachers all over the world.

This open access book helps teachers include the reading of digital texts in their curriculum. Using ePIRLS, it informs teachers about digital reading and evidence-based teaching principles for digital reading. This publication raises awareness about digital inclusion within schools and how this affects students’ opportunities to learn. This volume describes recent scientific insights regarding digital reading and emphasizes the importance of digital inclusion within schools. Evidence-based didactic guidelines for digital reading are described to help teachers learn more about supporting their students in reading digital texts. Using an ePIRLS text, it discusses the challenges students encounter in reading digital texts and concretizes the didactic suggestions. Additionally, good practices from PIRLS countries regarding digital reading are highlighted, which can be an inspiration to teachers across the world.

This open access volume aims to support teachers with tools and examples of practices to facilitate democratic learning environments, strengthen civic learning, and foster students’ attitudes and engagement in the classroom. Schools are among the most relevant contexts for students to practice citizenship firsthand. By building democratic learning environments, schools provide meaningful opportunities for students to develop civic knowledge, attitudes, and behaviors and, ultimately, to experience democracy.The first part of the book connects civic and citizenship education theory with classroom practice, explores how schools and communities can nurture citizenship education, and discusses insights from ICCS findings. The second part offers practical teaching strategies and examples from schools in Italy, the Netherlands, Brazil, and Slovenia, with the aim of inspiring the development of democratic learning environments and promoting meaningful civic participation.

This open access book addresses the global challenge of achieving confident, equitable mathematics learning for meaning-making and effective mathematical functioning for the future. It is a practice‑oriented resource for teachers and other professionals, supporting the enhancement of mathematics education for meaning‑making through the use of IEA’s TIMSS data and resources. The book and accompanying teacher resource appendices offer evidence‑based, practical, and classroom‑tested resources and didactic guidelines showing how teachers can put research to work across primary and secondary grades, and demonstrate how TIMSS publications and released items can enrich students’ opportunities for meaning‑making. Drawing on the TIMSS Framework, it informs teachers about internationally shared aspirations for mathematical skills and knowledge that help students bring meaning to mathematical contexts, and provides teacher‑facing international examples of using TIMSS findings to strengthen mathematics education policy and practice.