Auteur(s) : Hopfenbeck, Therese N.; Lenkeit, Jenny
Organisation(s): International Association for the Evaluation of Educational Achievement
Pages: 7 p.
Serie: IEA Policy Brief
Series Volume: 17
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 primary schools. Outcomes included podcasts, posters and videos supporting best teaching practices. Education systems participating in PIRLS are advised to involve teachers in the interpretation of the PIRLS data to ensure educators can make an informed contribution to the national dialogue. As well as developing podcasts, posters or similar materials for practitioners, workshops or practitioner conferences where teachers can interact with researchers foster valuable dialogue on the best use of the data collected by PIRLS.