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Comprehensive Frameworks of School Learning in ILSAs

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International Handbook of Comparative Large-Scale Studies in Education

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Abstract

The major aim of International Large-Scale Assessments (ILSAs) of school systems is to collect comprehensive information about factors related to learning, teaching, and student outcomes from various education systems in order to identify possible factors and areas for improvements on different levels and with different perspectives. Although ILSAs differ in their specific research and policy focus, the overall study designs rely on a common understanding of the structure and processes within education systems. Learning in schools is perceived as being embedded into the context of (a) the local school with its different actors, facilities, and regulations, and (b) the national or regional context. More recently, due to continuous globalization, school systems are increasingly perceived, analyzed, and described in a global perspective. The development of respective theoretical foundations describing students’ learning within the school system can be tracked back to the 1960s when the idea of opportunity to learn developed. Recent extensions are based upon the input-process-and-output models and draw from economic and system theories. They provide a comprehensive and elaborated framework describing learning as a dynamic process within the school system. The main aim of this chapter is to first review the most prominent frameworks of school learning. Next, ILSAs are reviewed with respect to the extent they draw implicitly or explicitly on these frameworks. Finally, possibilities for further developments are discussed. The structure of the chapter follows these aims.

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Authors and Affiliations

  1. IEA Hamburg, Hamburg, Germany

    Agnes Stancel-Piątak

  2. Faculty for Educational Sciences, University of Hamburg, Hamburg, Germany

    Knut Schwippert

Authors
  1. Agnes Stancel-Piątak
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  2. Knut Schwippert
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Correspondence to Agnes Stancel-Piątak .

Editor information

Editors and Affiliations

  1. Department of Teacher Education and School Research, Faculty of Educational Sciences, University of Oslo, Oslo, Norway

    Trude Nilsen

  2. IEA Hamburg, Hamburg, Hamburg, Germany

    Agnes Stancel-Piątak

  3. University of Gothenburg, Gothenburg, Sweden

    Jan-Eric Gustafsson

Section Editor information

  1. University of Oslo, Oslo, Norway

    Sigrid Blömeke

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Stancel-Piątak, A., Schwippert, K. (2022). Comprehensive Frameworks of School Learning in ILSAs. In: Nilsen, T., Stancel-Piątak, A., Gustafsson, JE. (eds) International Handbook of Comparative Large-Scale Studies in Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-88178-8_8

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