Science classroom learning environment (CLE) and science teacher professional development (PD) are two important factors in students' science learning. However, the nature of the science CLE and school-level PD that promotes students' science achievement remains unclear. Using the Program for International Student Assessment (PISA) 2015 data, this…

Background: Research has shown that achievement goals and reading instruction play important roles in students' reading performance. However, little is known about the specific effects of different types of achievement goals and reading instructional practices on reading performance in mainland China. Methods: This study used Programme of…

Classroom climate in seven Confucian Asian countries/systems was examined with respect to three dimensions: teachers' affective qualities, behavioural-classroom management style and cognitive-pedagogical approaches. The results based on PISA 2012 data showed that there were substantial variations in classroom climate across the seven Confucian…

Scientific inquiry activities are considered as productive science instruction to improve students' science learning and achievement. Supportive teacher-student relationships and positive disciplinary climate in the classroom are also two important factors that could facilitate student learning. This study investigates whether the association…

We examine how students' perspectives of their learning environments vary between private and public schools in Australia. Previous research has shown that educational outcomes do not vary by school sector in most countries after controlling for student social background. Little is known, however, about the ways in which different students'…

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. It provides the most comprehensive and rigorous international assessment of student learning outcomes to date. Results from PISA indicate the quality and equity of learning…

Classrooms and schools with more disciplinary problems are less conducive to learning, since teachers have to spend more time creating an orderly environment before instruction can begin. Interruptions in the classroom disrupt students' concentration on, and their engagement in, their lessons. Popular belief has it that every successive crop of…