The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. This is one of six volumes that present the results of the PISA 2018 survey, the seventh round of the triennial assessment. It provides the most comprehensive and rigorous international assessment of student However, less frequent disciplinary problems were not always negatively associated with reading performance. Amongst the five items that make up the index of disciplinary climate, the one that shows the strongest association with reading performance is the frequency of situations in which “students cannot work well” (Table III.B1.3.6). In a structured classroom environment with fewer disruptions, teachers have more time to cover the curriculum and use diverse teaching strategies, and students can concentrate on their work more easily (Mostafa, Echazarra and Guillou, 2018[7]). know in reading, mathematics and science, and what they can do with what they know. PISA 2018 Results (Volume V): Effective Policies, Successful Schools, PISA 2015 (Volume V): Collaborative Problem Solving, TALIS 2018 (Volume I): Teachers and School Leaders as Lifelong Learners, TALIS 2018 (Volume II): Teachers and School Leaders as Valued Professionals, Demographic, social & economic indicators, School leader preparation and development, PISA 2018 Assessment and Analytical Framework, http://www.oecd.org/about/membersandpartners/, Non-educational programmes (early childhood), Primary, secondary and post-secondary non-tertiary education, Upper secondary and post-secondary non-tertiary, Upper secondary and post-secondary non-tertiary, general, Upper secondary and post-secondary non-tertiary, vocational, Upper secondary and post-secondary non-tertiary, orientation not specified, Short-cycle tertiary education, vocational, Bachelor's or equivalent level, professional, Bachelor's and Master's or equivalent levels, Master's or equivalent level, professional, All levels of education + not allocated by level, Tertiary-type A and advanced research programmes. 293-312, http://dx.doi.org/10.1086/528973. ← 2. PISA 2018 Results (Volume IV): Are Students Smart About Money? Results from PISA indicate the quality and equity of learning Volume III, What School Life Means for Students’ Lives, focuses on the physical and emotional health of students, the role of teachers and parents in shaping the school climate, and the social life at school. PISA adopts a more pragmatic definition according to which the disciplinary climate is measured by the extent to which students miss learning opportunities due to disruptive behaviour in the classroom. (2019), “Racial and ethnic differences in high school students’ perceptions of school climate and disciplinary practices”, Race Ethnicity and Education, Vol. As much as 11 % of the variation in the index of disciplinary climate lies between schools, on average across OECD countries, which is a larger proportion than for the other indices analysed in this report (Table III.B1.3.5). Source: OECD, PISA 2018 Database, Table III.B1.3.11. PISA 2018 Results (Volume III) : What School Life Means for Students’ Lives. [9] Blank, C. and Y. Shavit (2016), “The association between student reports of classmates’ disruptive behavior and student achievement”, AERA Open, Vol. PISA 2018 Results (Volume III): What School Life Means for Students' Lives Change topic or refine your selection Measuring the well-being of 15-year-old students, the target PISA population, is particularly important, as students at this age are in a key transition phase of … Teachers have the main responsibility of ensuring that the classroom environment is conducive to learning (Matsumura, Slater and Crosson, 2008[3]). [1] Moos, R. (1979), Evaluating Educational Environments, Jossey-Bass, San Francisco, CA. This chapter examines differences between countries and economies in the disciplinary climate during language-of-instruction lessons, and how the disciplinary climate is associated with student and school characteristics, and reading performance. Asking students about themselves gives adolescents the opportunity to express how they feel, what they think of their lives and whether they believe they have the capacity to grow and improve. StatLink http://dx.doi.org/10.1787/888934029451. that present the results of the PISA 2018 survey, the seventh round of the triennial In the Dominican Republic, Israel, Malaysia, Mexico, Qatar, the Slovak Republic, Sweden and Thailand, the association between disciplinary climate and reading performance was stronger amongst students with an immigrant background than amongst students without an immigrant background. Organisation for Economic Co-operation and Development (OECD). Even if the well-being indicators examined in this volume do not refer specifically to the school context - for instance, students are asked how satisfied they feel about their lives in general - adolescents spend a large part of their time at school and their peers play a pre-eminent role in their social lives. This chapter examines the disciplinary climate in language-of-instruction lessons. Source: OECD, PISA 2018 Database, Tables III.B1.3.1 and III.B1.3.5. The reports generally compare student (15 year olds) academic performance across countries, or discuss the methodology used to gather the data.