Title: From policy to practice : monitoring SDG targets with PIRLS 2021 Austrian data
Source document: Studia paedagogica. 2024, vol. 29, iss. 3, pp. [52]-79
Extent
[52]-79
-
ISSN2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2024-3-3
Stable URL (handle): https://hdl.handle.net/11222.digilib/digilib.81361
Type: Article
Language
License: Not specified license
Rights access
open access
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
This study uses the Progress in International Reading Literacy Study (PIRLS) 2021 data to test quality education targets related to primary education achievement, early childhood, skills for work, equity, the learning environment, and teachers' highest levels of qualification. Using Austrian data as a specific case, a regression analysis was performed on items from the student, home, and teacher questionnaires with overall reading literacy achievement as the outcome variable. Results show a drop in Austrian primary education reading literacy achievement between PIRLS 2016 and PIRLS 2021. Targets of early childhood, skills for work, equity, and a safe and effective learning environment are statistically significantly related to reading achievement. Boys trail girls in reading achievement, and higher teacher qualifications do not translate into significantly better reading results. The study's focus on targets with evidence from PIRLS raises two issues: the extent of the PIRLS contribution to measuring and monitoring SDG 4 targets and how PIRLS can help operationalize interconnected targets.
References
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[30] Neumann, M. M. (2018). Using tablets and apps to enhance emergent literacy skills in young children. Early Childhood Research Quarterly, 42, 239–246. https://doi.org/10.1016/j.ecresq.2017.10.006 | DOI 10.1016/j.ecresq.2017.10.006
[31] Nikolova, A., & Suleimenova, Z. (2019). Introduction to the 2030 Agenda and the interconnectedness of the SDGs. UNESCAP/UNDP Training Workshop, 26–28 February. https://www.unescap.org/sites/default/files/Introduction%20to%20the%202030%20Agenda%20and%20the%20Interconnected%20SDGs_Eng.pdf
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[35] Paul, C. D., Hansen, S. G., Marelle, C., & Wright, M. (2023). Incorporating technology into instruction in early childhood classrooms: A systematic review. Advances in Neurodevelopmental Disorders, 7(3), 380–391. https://doi.org/10.1007/s41252-023-00316-7 | DOI 10.1007/s41252-023-00316-7
[36] Priyadarshini, A. (2019). Evolving literacy perspectives: Towards lifelong learning and sustainable development. In W. Leal Filho, A. M. Azul, L. Brandli, P. G. Özuyar, & T. Wall, Quality Education (pp. 295–306). Springer. https://doi.org/10.1007/978-3-319-69902-8_42-1 | DOI 10.1007/978-3-319-95870-5_42
[37] Robinson, K., & Aronica, L. (2016). Creative schools: The grassroots revolution that's transforming education. Penguin Books.
[38] Sayed, Y., & Moriarty, K. (2020). SDG 4 and the 'Education Quality Turn': Prospects, possibilities, and problems. In A. Wulff (Ed.), Grading Goal Four: Tensions, threats, and opportunities in the Sustainable Development Goal on quality education (pp. 194–213). Brill. https://doi.org/10.1163/9789004430365_009 | DOI 10.1163/9789004430365_009
[39] Sarker, M. N. I., Wu, M., Cao, Q., Monirul Alam, G. M., & Li, D. (2019). Leveraging digital technology for better learning and education: A systematic literature review. International Journal of Information and Education Technology, 9(7), 453–461. https://www.ijiet.org/vol9/1246-JR329.pdf | DOI 10.18178/ijiet.2019.9.7.1246
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[41] SDSN & IEEP. Europe Sustainable Development Report 2021. (2021). Transforming the European Union to Achieve the Sustainable Development Goals. Pica Publishing. https://www.pica-publishing.com.
[42] Stadler, M., Sailer, M., & Fischer, F. (2021). Knowledge as a formative construct: A good alpha is not always better. New Ideas in Psychology, 60, 100832. | DOI 10.1016/j.newideapsych.2020.100832
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