Publications and Reports

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What Difference do Networks Make to Teachers' Knowledge?
Nóra Révai, Analyst, OECD

The paper investigates two – often disconnected – policy questions: how can we scale the use of evidence in teaching practice, and how can we generate and scale innovation? It explores the role of networks in scaling evidence and innovation through a review of literature and a number of short case descriptions.  

The Relevance of General Pedagogical Knowledge for Successful Teaching
Hannah Ulferts, Analyst, OECD

This systematic review synthesises the empirical evidence of 10 769 teaching professionals and 853 452 students from primary to tertiary education in 21 countries. The overall effects for 20 quantitative studies (Cohen’s d = .64 and .26) and three themes emerging from 31 qualitative studies underline that general pedagogical knowledge is a crucial resource for teaching and fostering student learning. 

What Difference do Standards Make to Educating Teachers?
Nóra Révai, Analyst, OECD

This OECD Working Paper seeks to answer the following questions: What does aligning teacher education programmes to standards really mean?; To what extent is this  achieved and what are the obstacles? The paper reviews  evidence on the interplay between professional standards for teachers, the content of teacher education and  educational sciences. It illustrates these interactions through three case studies from Estonia, Australia and Singapore.

Harnessing Spatial Thinking to Support STEM Learning
Nora Newcombe, Temple University, USA

This report reviews research showing that (a) spatial thinking and STEM (science, technology, engineering and mathematics) learning are related, and (b) spatial thinking is  malleable. It evaluated two strategies for exploiting these  findings in education.

Understanding Teachers' Pedagogical Knowledge - Report on an International Pilot Study OECD This working paper reports on a pilot study and validates a pedagogical knowledge instrument. It assesses the pedagogical knowledge and competence base of teachers, teacher candidates and teacher educators. The link between teachers' knowledge and characteristics of teacher education systems, opportunities to learn and motivational characteristics is also examined.

Pedagogical Knowledge and the Changing Nature of the Teaching Profession OECD This book explores conceptual and empirical work on teachers' pedagogical knowledge, the dynamics of knowledge in the teaching profession, and how to measure pedagogical knowledge as an indicator of teacher quality. It also explores the teaching and learning of 21st century skills and the implications of the science of learning, or educational neurosciences, on teachers' knowledge and teacher education.

Assessing Teachers’ General Pedagogical Knowledge
Prof. Dr. Johannes König, University of Cologne, Germany

The report provides a review of the empirical research on assessing teachers’ general pedagogical knowledge with the purpose to inform the design of an international  assessment instrument. 

Teacher Motivation Research and its Implications for the Instructional Process
Jun. Prof. Ph.D. Fani Lauermann, University of Bonn, Germany

An overview of current research on teacher motivation, major theoretical frameworks guiding this research, available assessments of teacher motivation, and implications for  the instructional process.

The Neuroscience of Mathematical Cognition and Learning
Chung Yen Looi, Jacqueline Thompson, Beatrix Krause and Roi Cohen Kadosh - Department of Experimental Psychology, University of Oxford.

An insight into the neuroscience research underpinning maths learning and cognition - with the aim of better equipping educators and policy makers with the scientific  knowledge underlying maths acquisition, as well as hindrances  to learning such as maths anxiety or dyscalculia.