WorldCat Identities

Centre for Educational Research and Innovation

Overview
Works: 1,346 works in 4,680 publications in 4 languages and 60,742 library holdings
Genres: Cross-cultural studies  Periodicals  Conference papers and proceedings  Case studies  Abstracts 
Roles: Editor, Other, Publisher, Author, isb
Classifications: LB2846, 370
Publication Timeline
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Most widely held works about Centre for Educational Research and Innovation
 
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Most widely held works by Centre for Educational Research and Innovation
Education at a glance : OECD indicators by Centre for Educational Research and Innovation( )

in 5 languages and held by 1,207 WorldCat member libraries worldwide

OECD's annual Education at a Glance looks at who participates in education, what is spent on it, how education systems operate and the results achieved. The latter includes indicators on a wide range of outcomes, from comparisons of students' performance in key subject areas to the impact of education on earnings and on adults' chances of employment
Education at a glance : OECD indicators = Regards sur l'éducation : les indicateurs de l'OCDE by Centre for Educational Research and Innovation( Book )

63 editions published between 1992 and 2004 in 3 languages and held by 526 WorldCat member libraries worldwide

This report presents a preliminary set of international education indicators developed by the Centre for Educational Research and Innovation (ceri) of the Organisation for Economic Co-Operation and Development (oecd). The set of indicators is designed to meet the growing demands by national authorities and the education community for comparative information on the organization and operation of their educational systems. These indicators are targeted to a broad audience and are selective and intended to be policy-relevant. In addition, they are standardized in a way that makes them comparable among the countries of the oecd. The framework consists of three clusters of education indicators, offering information on: (1) the demographic, economic, and social contexts of education systems; (2) features of education systems; and (3) the outcomes of education. No indicators have yet been described for many aspects of the framework; this report presents only those indicators recognized as of 1988. a full set of international education indicators will be forthcoming. Included are 2 illustrative figures and 38 tables of study data. Annexes contain notes to the tables, technical notes, a glossary, and a list of project participants. The text is presented in parallel English and French versions. (Sld)
Education and work : the views of the young by Centre for Educational Research and Innovation( Book )

13 editions published between 1982 and 1983 in English and French and held by 457 WorldCat member libraries worldwide

Data on youth aged 14 to 25 in 15 countries were analyzed to clarify their views on their needs, expectations, and responsibilities in a changing society. The extent to which educational systems and practices should be modified in response to these demands was probed. Analysis showed young people are committed to family life; they value commitment to one's country; their goal in life is to live as they intend; most value education; and they view work as a normal and necessary part of adulthood. Analysis suggested that the relationship between youth, education, and other life opportunities can be characterized by three main features: schooling is the single most common experience of youth, but it does not carry the same value for all; young people are quite critical of the education system, but they believe schooling is important; and social class and gender biases are widespread. Young people's perceptions of work and employment were positive, and they liked work-experience programs. Youth seemed to associate full-time employment with adulthood, and youth programs that prolong education were viewed as perpetuating the status of nonadult. (Policy making for youth in transition is discussed, and the project methodology is appended.) (Ylb)
The well-being of nations : the role of human and social capital by Tom Healy( Book )

20 editions published in 2001 in English and French and held by 430 WorldCat member libraries worldwide

"This report helps clarify the concepts of human and social capital and evaluates their impact on economic growth and well-being"--Page 4 of cover
Multicultural education by Centre for Educational Research and Innovation( Book )

17 editions published in 1987 in English and held by 400 WorldCat member libraries worldwide

The volume provides papers presented in January 1985 at a symposium at the headquarters of the Organisation for Economic Co-operation and Development (oecd) on the subject of the various ways, means, and problems associated with providing a mainstream education for children of ethnic minorities in member countries of the oecd. The main thrust of the project was to analyze the consequences for education systems of the cultural and linguistic changes brought about by new lifestyles and forms of social organization. The papers are organized into the following four subject areas: (1) past and present: old problems, new issues; (2) cultural identities; (3) educational dilemmas; and (4) focus on the languages. Most papers are followed by one or more commentary. A final paper provides a retrospect on the information presented at the symposium. A bibliography follows each paper. (Ps)
One school, many cultures by Centre for Educational Research and Innovation( Book )

14 editions published in 1989 in English and held by 389 WorldCat member libraries worldwide

This report grows out of a symposium focusing on Education and Cultural and Linguistic Pluralism (ecalp), a project of enquiry of the international Centre for Educational Research and Innovation (ceri). The report aims to clarify trends in multicultural education, and to examine the effects of cultural and linguistic development on educational systems in member countries of the Organisation for Economic Co-operation and Development (oecd). The report comprises an introduction and five chapters. Chapter I, "The Lines of Investigation," discusses the following issues basic to the study: (1) cultural identity; (2) greater cultural uniformity; (3) cultural relativism; (4) the new minorities; (5) multilingual contexts; and (6) the ethnic dilemma. Chapter ii, "The Multicultural Context," describes the following sociocultural elements of the research: (1) the socio-geographical context; (2) urban changes; and (3) terminological misunderstandings. Chapter iii, "Multicultural Education Policies in the oecd Countries," presents and compares systemic approaches to cultural changes in 11 member nations. Chapter iv, "Issues in the Debate on Multicultural Education," analyzes the following problems revealed by the comparison of multicultural education policies: (1) social consensus; (2) cultural identity; (3) competences of the education system and multicultural reality; (4) limits to multicultural education policies; and (5) weaknesses of the theoretical framework. Chapter v presents conclusions drawn from the analysis. Each chapter includes notes and references. (Af)
Becoming adult in a changing society by James S Coleman( Book )

11 editions published in 1985 in English and French and held by 388 WorldCat member libraries worldwide

This publication focuses on a conceptual and research-oriented analysis of the broader issues related to the transition to adulthood. The introduction discusses the societal changes in the highly industrialized countries since World War ii which have extensive consequences for youth. The concept of youth as a stage and a lifestyle falling between adolescence and adulthood is explored along with the implications of the concept for the industrial nations. Part I of the report presents an interdisciplinary, descriptive overview of changing concepts and viewpoints relating to the transition to adulthood. The implications of these changes for schooling and on the economy and the labor market are discussed. Part ii of the report explores the current relationships and changes among the three major institutions of work, family, and school as they affect the transition to adulthood. The third and final part of the report identifies a number of possible policy responses, within and outside of education, to the problems analyzed in the first sections. This section also identifies areas where further research is needed. Reference notes and a four-page bibliography conclude the report. (Mcf)
Immigrants' children at school by Centre for Educational Research and Innovation( Book )

14 editions published in 1987 in English and held by 371 WorldCat member libraries worldwide

Statistical evidence produced by a 4-year study of policies for educating immigrants' children in seven Western European countries, Canada and Australia shows that such children are disadvantaged under the present arrangements. This report considers how policies have been working and whether there is a case for some new directions and emphases. It is organized into the following five sections: (1) information on the study, its background, findings, conclusions, and implications; (2) analysis of information on foreign children in Belgium, France, West Germany, Luxembourg, The Netherlands, Sweden, and Switzerland; (3) discussions of problems in Australia and Canada; (4) discussion of social and cultural inequalities and their causes, with a focus on West Indian and Asian children in England and Wales; and (5) discussion of educational structures for immigrants' children in Europe and outside of Europe. Appendices include graphs on comparative development of nationals and foreigners in schooling; general data on foreign populations; and analysis of the data derived from three samples of pupils used in the study in France. (Ps)
Education research and reform : an international perspective by Tommy M Tomlinson( Book )

3 editions published in 1994 in English and held by 361 WorldCat member libraries worldwide

The role of governments in the operation of education research and development systems is under critical scrutiny throughout the developed world. The introductory chapter presents the main themes of a seminar held in 1992 and outlines challenges for further work. The next 10 chapters focus on education research and development issues: (1) "Educational Research Policy in the United States: Background and Overview for the Joint oeri/oecd Seminar" (Tommy M. Tomlinson); (2) "Trends, Issues and Problems in Educational Research in a Group of oecd Countries" (Desmond L. Nuttall); (3) "The oeri/ceri Seminar on Educational Research and Development: a Synthesis and Commentary" (Michael Huberman); (4) "Research and Education Reform: a Study of the Federal Role in United States' Education Research and Development" (Katherine Bick; Gregg B. Jackson); (5) "Changes in the Relationship between Educational Research and Policy: The Case of the Netherlands" (Paul M. M. van Oijen); (6) "Teachers as Critical Consumers of Research" (Michael G. Fullan); (7) "Near the Chalk Face: New Approaches to Research for Education Renovation" (Bob W. Connell); (8) "Uniting Producers and Consumers: Challenges in Creating and Utilizing Educational Research and Development" (Susan H. Fuhrman); (9) "In Search of New Structures and Procedures for Organizing Government Funded Education Research and Development" (Thomas K. Glennan, Jr.); and (10) "Afterwards: Research and Reform in the United States" (Tommy M. Tomlinson). Biographies of the 11 authors follow the articles. (Ck)
The University and the community : the problems of changing relationships by Centre for Educational Research and Innovation( Book )

16 editions published in 1982 in English and held by 350 WorldCat member libraries worldwide

Issues of university independence versus the responsibilities entailed in full acceptance of its cultural, social, and economic role are discussed. To define the university's environment, the concept of service is critically examined, and implicit strategies for the development of relations between the university and the community are identified. To provide an empirical background for these issues, a number of working arrangements involving the utilization by the community of the university's human resources are described. The university's human resources are of two kinds: the teaching staff and research workers, and the students. Utilization of students includes study service activities in the community. Utilization by the university of human resources from the community can take two different forms: the involvement of representatives of the community in the administration of the university, and the use of active professional people as teachers. Reciprocal use of facilities is another form of collaboration. Attention is also directed to the consequences for the institution, for teaching, and for research, of providing access to new types of populations; of the emergence of new practices, new content, and a new type of university teacher; and of the risks involved in making changes in a traditional system of values based on objectivity and scientific method. It is suggested that there are three basic factors in a global strategy for the development of university/community relations: the regional dimension, a two-way flow of information, and planned changes in policies for postsecondary education. (Sw)
Curriculum reform : an overview of trends by Malcolm Skilbeck( Book )

12 editions published between 1990 and 1991 in English and French and held by 348 WorldCat member libraries worldwide

This publication provides a systematic and comprehensive overview of major developments within and across the Organisation for Economic Co-Operation and Development countries in strategic approaches to curriculum planning and the principles governing the organization of learning in schools. The report concludes the initial phase of the Centre for Education Research and Innovation Project on Curriculum Reform and School Effectiveness. The study comprised national returns from a structured questionnaire, expert colloquia, and a selected literature review. The first three of eight chapters within this book address context, changes in administrative relationships and control, and general curriculum issues and pedagogic developments in the compulsory years of schooling. In chapter 4, the emphasis moves toward what are virtually universal concerns, namely the structure, content, and organization of the core curriculum. Chapters 5 and 6 focus on developments in curriculum and pedagogy that are characteristic of either the primary or the secondary stage of schooling, including those that are transitional between the two. Chapter 7 examines the process of curriculum development and pedagogic reform and the potential dichotomy between professional freedom and tightly drawn evaluation and assessment procedures. The appendixes provide a framework for the preparation of reports on curriculum reform in oecd countries (including questions), as well as a list of responding reports giving country, title, and author. (52 references) (km)
Knowledge management in the learning society by Organisation for Economic Co-operation and Development( Book )

17 editions published between 2000 and 2001 in English and French and held by 345 WorldCat member libraries worldwide

To function and prosper in the learning society, the management of knowledge is becoming a new and crucial challenge for both private companies and public organisations. It is increasingly important for companies and organisations to produce, share and use knowledge on a national and global scale. However, there is an urgent need for analysis of the knowledge economy both at the micro- and macro economic level in order to understand its characteristics and dynamics, and to identify the most appropriate routes for policy development. Little is known on how sectors and organisations could use knowledge more efficiently and how to benchmark organisations as learning organisations. This book is an ambitious attempt to address these issues through a better understanding of knowledge and learning processes at a sectorial level. It analyses and compares concretely the processes of knowledge production, dissemination and use in the engineering, the information and communication technology, the health and the education sectors. Governments urgently need better knowledge bases for determining educational policy and practice in an increasingly interconnected world. The rate, quality and success in knowledge creation, mediation and application are relatively low in the education sector compared with other sectors. Unlike sectors such as medicine and engineering, education has not yet seen continuous and clear improvements due to technical and organisational advances. The book makes a strong plea for strengthening the knowledge management at every level of the education system
Human capital investment : an international comparison by Centre for Educational Research and Innovation( Book )

20 editions published between 1998 and 1999 in English and held by 342 WorldCat member libraries worldwide

Investment in human capital is to the fore of debate and analysis in OECD countries about how to promote economic prosperity, fuller employment, and social cohesion. Individuals, organisations and nations increasingly recognise that high levels of knowledge, skills and competencies are essential to their future security and success. Investment in skills and competencies takes place in a variety of settings ranging from early childhood education to informal learning in the workplace, and involves a wide range of actors from individuals to enterprises and governments. This report aims to clarify what is now known about human capital and how it can be measured. It responds to a request by governments represented in the OECD Council "to develop an initial set of indicators of human capital investment based on existing data, analyse areas where significant gaps remain in internationally comparable data, identify the cost of development of data collection for new measures and performance indicators, and report to Ministers in 1998."
Children and families at risk : new issues in integrating services by Centre for Educational Research and Innovation( Book )

20 editions published in 1998 in English and French and held by 319 WorldCat member libraries worldwide

Children and families at risk: new issues in integrating services
Motivating students for lifelong learning by Organisation for Economic Co-operation and Development( Book )

13 editions published between 2000 and 2003 in English and held by 277 WorldCat member libraries worldwide

How to engage and maintain teenagers' interest in school "work"? Young children rarely lack curiosity, but as they enter the teenage years their appetite for learning often appears to shrink. Many eventually drop out before the end of compulsory schooling. Others continue to turn up for school but make the minimum effort. They are present in body, but not in mind. Such problems are generally associated with Western countries but even Japan and Korea, two of the most academically successful Pacific Rim nations, are not immune. These figures take on new significance in an era when one of the essential survival tools for individuals -- and nations -- is a willingness to learn and re-learn. What can governments and education systems do to inculcate the "zest for learning" that young people will need if they are to thrive in 21st-century post-industrial societies? This is one of the key questions which is addressed in this review of eight countries offering innovative schemes that appear to be developing the skills and attitudes necessary for lifelong learning
Co-ordinating services for children and youth at risk : a world view by Centre for Educational Research and Innovation( Book )

15 editions published in 1998 in English and held by 251 WorldCat member libraries worldwide

Some 15 to 30 per cent of our children and youth are at risk of failing in school where learning and behaviour problems touch ever younger children. In many countries with very different political and cultural backgrounds, these challenges are being met by increasing the co-ordination of education, health and social services, a process often galvanised by a broader involvement, extending to business and senior citizens. This is more than merely tinkering with statutory systems of service provision. Current services are mismatched; our vision of the family and its needs is changing along with the balance between prevention and remediation, and the ways that professionals work together. This book provides the detailed stories of how this process has developed in seven OECD countries: Australia, Canada, Finland, Germany, the Netherlands, Portugal, and the United States. It looks at system change from the points of view of policy-makers, managers, practitioners and service users. It provides information on the background to the changes, highlighting what was provided to help the changes happen and investigating the process of change and the outcomes of the reforms. The scope of the work is broad: it covers pre-school, school age and transition to work
Giving knowledge for free : the emergence of open educational resources by Centre for Educational Research and Innovation( Book )

10 editions published in 2007 in English and held by 240 WorldCat member libraries worldwide

"Learning resources are often considered key intellectual property in a competitive higher education world. However, more and more institutions and individuals are sharing their digital learning resources over the Internet, openly and for free, as Open Educational Resources. This report offers an overview of the rapidly changing phenomenon of Open Educational Resources and the challenges it poses for higher education. It examines reasons for individuals and institutions to share resources for free, and looks at copyright issues, sustainability and business models as well as policy implications."--Jacket
E-learning in tertiary education : where do we stand? by Richard Garrett( Book )

16 editions published in 2005 in English and held by 177 WorldCat member libraries worldwide

Following the burst of the dot-com bubble in 2000, scepticism about e-learning replaced over-enthusiasm. Rhetoric aside, where do we stand? Why and how do different kinds of tertiary education institutions engage in e-learning? What do institutions perceive to be the pedagogic impact of e-learning in its different forms? How do institutions understand the costs of e-learning? How might e-learning impact staffing and staff development? This book addresses these and many other questions. The study is based on a qualitative survey of practices and strategies carried out by the OECD Center for Educational Research and Innovation (CERI) at 19 tertiary education institutions from 11 OECD member countries: Australia, Canada, France, Germany, Japan, Mexico, New Zealand, Spain, Switzerland, the United Kingdom and the United States as well as 2 non-member countries: Brazil and Thailand. This qualitative survey is complemented by the findings of a quantitative survey of e-learning in tertiary education carried out in 2004 by the Observatory on Borderless Higher Education (OBHE) in some Commonwealth countries.--Publisher's description
Students with disabilities, learning difficulties and disadvantages by Centre for Educational Research and Innovation( Book )

8 editions published in 2005 in English and held by 134 WorldCat member libraries worldwide

This book provides an internationally comparable set of indicators on educational provision for students with disabilities, learning difficulties and disadvantages. It looks in detail at the students concerned, where they are educated (special schools, special classes or regular classes) and what their level of education is (pre-primary, primary, lower secondary and upper secondary education). It also includes information on the physical provision and on student/teacher ratios and discusses policy implications concerning special education. The analysis is based on both quantitative and qualitative data provided by 28 OECD countries and a number of provinces. This volume is an updated edition of the statistics and indicators issued in 2004 under the title Equity in education : students with disabilities, learning difficulties and disadvantages.--Publisher's description
Demand-sensitive schooling? : evidence and issues by Organisation for Economic Co-operation and Development( Book )

7 editions published in 2006 in English and held by 128 WorldCat member libraries worldwide

Many educational experts are identifying a critical shift from from supply-led systems, operating to procedures decided by educational authorities, schools and teachers, towards systems which are much more sensitive to demand. But whose demands should these be? What are they? And how will schools recognize and cope with them? This book examines different aspects of the demand concept and presents international evidence from Austria, the Czech and Slovak Republics, Denmark, England, Finland, Hungary, Japan, Poland, Spain, and the United States to reveal attitudes and expectations.--Publisher's description
 
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The well-being of nations : the role of human and social capital
Alternative Names
C.E.R.I.

C.E.R.I. (Centre for Educational Research and Innovation)

C.E.R.I. [i.e. Centre for Educational Research and Innovation]

Center for Educational Research and Innovation

Centre for Education Research and Innovation

Centre for educational research and innovation

Centre for Educational Research and Innovation (Paris)

Centre pour la recherche et l’innovation dans l’enseignement

Centre pour la recherche et l’innovation en éducation

Centre pour la recherche et l'innovation dans l'enseignement

Centre pour la recherche et l'innovation dans l'enseignement de l'OCDE

Centre pour la recherche et l'innovation en éducation

Centro para la Investigación e Innovación en la Enseñanza

Centro para la Investigación y la Innovación en la Enseñanza (CERI)

Centrum Badań nad Edukacją i Innowacją.

CERI

CERI (Centre for Educational Research and Innovation)

CERI (Centre for Educational Research and Innovation, Paris)

CERI (Centre pour la recherche et l'innovation dans l'enseignement, Paris)

CERI [i.e. Centre for Educational Research and Innovation]

Comité directeur du Centre pour la recherche et l'innovation dans l'enseignement

Comité directeur du CERI

Kyōiku Kenkyū Kakushin Sentā

O.E.C.D. Centre for Educational Research and Innovation

OECD Centre for Educational Research and Innovation

OECD/CERI

OECD教育研究革新センター

Organisation de coopération et de développement économiques. Centre pour la recherche et l'innovation

Organisation de coopération et de développement économiques Centre pour la recherche et l'innovation dans l'enseignement

Organisation de coopération et de développement économiques (Paris) Centre for Educational Research and Innovation

Organisation de coopération et de développement économiques (Paris) Centre pour la recherche et l'innovation dans l'enseignement

Organisation de coopération et de développement économiques (Paris) Zentrum für Forschung und Innovation im Bildungswesen

Organisation for Economic Co-operation and Development Center for Educational Research and Innovation

Organisation for Economic Co-operation and Development Centre for Education Research and Innovation

Organisation for Economic Co-operation and Development Centre for Educational Research and Innovation

Organisation for Economic Co-operation and Development Centre pour la Recherche et l'Innovation dans l'Enseignement

Organisation for Economic Co-operation and Development Zentrum für Bildungsforschung und Innovation

Organisation for Economic Co-operation and Development Zentrum für Forschung und Innovation im Bildungswesen

Organizace pro ekonomickou spolupráci a rozvoj Centre for Educational Research and Innovation

Organización de Cooperación y Desarrollo Económico Centro para la Investigación y la Innovación en la Enseñanza

Organizacja Współpracy Gospodarczej i Rozwoju Centre for Educational Research and Innovation

Steering Committee of the Centre for Educational Research and Innovation

Zentrum für Bildungsforschung und Innovation

Zentrum für Forschung und Innovation im Bildungswesen

Zentrum für Forschung und Innovation im Bildungswesen (Paris)

Zentrum für pädagogische Forschung und Innovation

مركز البحث والتجديد في التعليم

教育研究・革新センター

Languages
English (348)

French (13)

German (2)

Spanish (1)

Covers
The well-being of nations : the role of human and social capitalKnowledge management in the learning societyHuman capital investment : an international comparisonChildren and families at risk : new issues in integrating servicesMotivating students for lifelong learningCo-ordinating services for children and youth at risk : a world viewGiving knowledge for free : the emergence of open educational resourcesE-learning in tertiary education : where do we stand?