Naast PISA onderzoekt de OESO nog een pak meer. Zo bestaat er ook TALIS. Net als bij PISA verschijnen er regelmatig focus-rapporten, waarbij een bepaald thema uit de data van het grote onderzoek onder de loupe genomen wordt.

Dit keer gaat het een TALIS-focusrapport over schoolklimaat. Wat stelt men vast?

• Almost one in three teachers across countries participating in the 2013 Teaching and Learning International Survey (TALIS) reports having more than 10% of potentially disruptive students with behaviour problems in their classes.
• Teachers with more than one in ten students with behaviour problems spend almost twice as much time keeping order in the classroom than their peers with less than 10% of such students in their class.
• Behaviour issues such as intimidation or verbal abuse among students are associated with student absenteeism.
• Schools that promote participation of students, teachers and parents in school decisions, combined with a culture of shared responsibility and mutual support, tend to have lower incidence of student misbehaviour.

Nederland scoort relatief niet zo best als het gaat over de tijd die moet besteed worden aan orde houden in de klas, Vlaanderen scoort slecht op vlak van pestgedrag (“intimidation and verbal abuse”).

Samengevat:

Disruptive student behaviour reduces teaching time and thus opportunities for learning for all students in a classroom and it is also related to student attendance in school. Schools can help to mitigate these challenges by promoting initiatives for positive relationships among students and between students, parents and teachers. For instance, involving students, parents and teachers in school decisions and helping to create or improve a culture of shared responsibility is likely to increase student engagement and positive behaviour