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Indicators Part III: Contexts for Learning

The indicators in this section address a range of policy-relevant issues pertaining to the contexts for learning across the G-20 countries. This section presents data on differences between males' and females' attitudes toward learning across the grades, as well on teachers' reports of their instructional strategies, opportunities for collaboration and professional development, and job satisfaction and morale.

  • Indicators 15–17 describe students' attitudes toward learning, including fourth-graders' attitudes toward reading (indicator 15), fourth- and eighth-graders' and 15-year-olds' interest in mathematics (indicator 16), and fourth- and eighth-graders' interest in science (indicator 17). These indicators focus on the differences in attitudes between girls and boys.
  • Indicators 18–21 are based on teachers' reports and focus on teachers' behaviors and opportunities. Indicator 18 presents data on the strategies that fourth-grade teachers use to assist students having difficulty reading. Indicator 19 examines the extent to which fourth- and eighth-grade teachers collaborate in mathematics instruction. Indicators 20 and 21 present data on teachers' self-reports of participation in professional development in mathematics and science, respectively.
  • Indicator 22 reports on teachers' perceptions related to work, namely, on fourth-grade teachers' career satisfaction and changes in satisfaction over time.

The indicators in this section draw on data from the student and teacher background questionnaires from PIRLS, TIMSS, and PISA.