2,076,920 research outputs found
Pisa Syndromes in Patients with Intellectual Disability
Full text linkThe aim of this report is to describe Pisa syndrome in two adults with intellectual disability. This case report is significant as, to our knowledge, Pisa syndrome has not previously been reported in an individual with intellectual disability (learning disability or mental retardation). Pisa syndrome is a reversible condition characterised by sustained flexion of the head and trunk and usually caused by psychotropic medication. It may be challenging to identify this condition in individuals with intellectual disability who may have coexisting postural and mobility problems. Both patients developed sustained involuntary flexion of the trunk and head tilt (Pisa syndrome) due to psychotropic medications. Both patients were prescribed risperidone, and their condition improved as risperidone was tapered off and olanzapine was commenced. Extra vigilance is required to identify Pisa syndrome as a reversible side effect of psychotropic medication in people with intellectual disability who may have pre-existing mobility and postural abnormalities
Annali della Scuola normale superiore di Pisa, Lettere, storia e filosofia.
No full text"Elenco degli alunni esciti dalla Scuola ... [1850-95]": v.12, p.[i]-xxx.Ser. 2, v.1- published in Bologna.Vols. 1-29, 1873-1927, have subtitle: Filosofia e filologia; v.30, 1929/30, Classe di lettere e filosofia.Ser. 2, v.1- "pubblicati a cura dei professori dell'Università di Pisa".Vols. 1-13 issued as its Annali v.2, 3, 5, 7, 9, 11, 13-16, 18-20.Vol. 3, 1880, accompanied by a supplement published in 1891.Mode of access: Internet.Vols. 28-29, 1922-1927, issued under an earlier name of the school: R. Scuola normale superiore universitaria di Pisa.Ser. 2 supersedes in part Annali delle università toscane
Immigrants, schooling and background. Cross-country evidence from PISA 2006
Full text linkUsing data from PISA 2006, we examine the performance of immigrant students in different international educational environments. Our results show smaller immigrant gaps – differences in scores with respect to natives - where educational systems are more flexible and students’ mobility between courses and school programs is higher. Unlike previous studies, our analysis reveals no direct relation between these gaps and education models, be they comprehensive or tracking, adopted by countries.international migration; educational systems; PISA
Poor Background or Low Returns? Why Immigrant Students in Germany Perform so Poorly in PISA
Full text linkStudent performance of Germans and immigrants differed greatly in the 2000 PISA study. This paper analyses why the two groups of students performed so differently by estimating educational production functions, using an extension study with imputed data. The difference in the test scores is assigned to different effects, using a Juhn-Murphy-Pierce decomposition method. The analysis shows that German students have on average more favorable characteristics and experience slightly higher returns to these characteristics in terms of test scores than immigrant students. The later enrolment of immigrant students and preferences of parents as reflected by the number of books and language spoken at home are more important than parents? education or the family setting for explaining the test score gap. Overall, the variation in test scores can be explained better by the observable characteristics for immigrant than for German students. --Educational production,PISA-E,decomposition,immigration
Leituras do PISA: sentidos sobre ciências e tecnologias em sala de aula de ciências
Full text linkDissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciências Físicas e Matemáticas. Programa de Pós-Graduação em Educação Científica e TecnológicaEssa dissertação trata de aspectos do funcionamento da leitura em sala de aula de ciências, a partir de três textos do campo da ciência e da tecnologia, veiculados pelo Programa Internacional de Avaliação de Estudantes (PISA) objetivando compreender que sentidos sobre Ciências e Tecnologias são produzidos pelos estudantes. Analiso as condições de produção da leitura e dos discursos envolvendo esses textos, em situações de sala de aula, na escola fundamental, na disciplina de ciências. Para tanto, realizo uma pesquisa de cunho qualitativo, adotando como suporte teórico-metodológico a Análise de Discurso (AD) de linha francesa, com destaque para as questões que envolvem a linguagem do/no ensino de ciências, em particular, o que se refere à produção de sentidos sobre ciências e tecnologias em situação de sala de aula de ciências. Nessa perspectiva discursiva a linguagem é compreendida como não transparente, pois os sentidos para um texto não são dados e nem estão à espera de serem descobertos, pois estes são construídos pelos leitores dependendo das condições de produção dessas leituras. Dessa forma, a leitura dos textos do PISA vai além da mera decodificação de palavras e imagens. Assim, foi possível perceber na leitura dos estudantes uma relação entre paráfrase e polissemia envolvendo os sentidos sobre ciências e tecnologias. Com essa pesquisa pretendo produzir uma perspectiva crítica diante dos temas dos textos e da própria avaliação do PISA; contribuir para um ensino de ciências menos neutro e passivo diante das questões científicas e tecnológicas; incluir entre as discussões para o ensino de ciências, as questões de linguagem; colocar em pauta as interpretações possíveis para os textos do PISA e a partir daí discutir as implicações dessa perspectiva de linguagem em processos avaliativos como ess
Non-response biases in surveys of school children: the case of the English PISA samples
Full text linkWe analyse response patterns to an important survey of school children, exploiting rich auxiliary information on respondents’ and non-respondents’ cognitive ability that is correlated both with response and the learning achievement that the survey aims to measure. The survey is the Programme for International Student Assessment (PISA), which sets response thresholds in an attempt to control data quality. We analyse the case of England for 2000 when response rates were deemed high enough by the PISA organisers to publish the results, and 2003, when response rates were a little lower and deemed of sufficient concern for the results not to be published. We construct weights that account for the pattern of non-response using two methods, propensity scores and the GREG estimator. There is clear evidence of biases, but there is no indication that the slightly higher response rates in 2000 were associated with higher quality data. This underlines the danger of using response rate thresholds as a guide to data quality.Non-response, bias, school survey, data linkage, PISA
Do immigrant students succeed? Evidence from Italy and France based on PISA 2006
Full text linkThis paper uses data from PISA 2006 on science, mathematics and reading to analyse immigrant school gaps – negative difference between immigrants’ and natives’ scores - and the structural features of educational systems in two adjacent countries, Italy and France, with similar migration inflows and with similar schooling institutions, based on tracking. Our results show that tracking and school specific programs matter; in both countries, the school system upholds a separation between students with different backgrounds and ethnicities. Residential segregation or discrimination seem also to be at work, especially in France. Given the existing school model, a teaching support in mathematics and science in France and in reading in Italy would help immigrant students to converge to natives’ standardsInternational migration; educational systems; PISA;
Unfinished business: PISA shows Indigenous youth are being left behind
Full text linkThe latest international assessment of students’ mathematical, scientific and reading literacy – the Programme for International Student Assessment (PISA) – shows that the gap between Indigenous and non-Indigenous students has remained the same for the last decade. In short, Indigenous 15-year-olds remain approximately two-and-a-half years behind their non-Indigenous peers in schooling.
This essay provides a précis of the results and analysis of some of the issues; it compares Indigenous performance in 2012 with that from previous PISA cycles; and discusses a range of implications for policy and practice
Do immigrant students succeed? Evidence from Italy and France based on PISA 2006
Full text linkThis paper uses data from PISA 2006 on science, mathematics and reading to analyse immigrant school gaps – negative difference between immigrants’ and natives’ scores - and the structural features of educational systems in two adjacent countries, Italy and France, with similar migration inflows and with similar schooling institutions, based on tracking. Our results show that tracking and school specific programs matter; in both countries, the school system upholds a separation between students with different backgrounds and ethnicities. Residential segregation or discrimination seem also to be at work, especially in France. Given the existing school model, a teaching support in mathematics and science in France and in reading in Italy would help immigrant students to converge to natives’ standards.International migration; educational systems; PISA
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