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      The Organisation for Economic Co-operation and Development’s International Early Learning and Child Well-being Study: The scores are in!

      1 , 2
      Contemporary Issues in Early Childhood
      SAGE Publications

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          Abstract

          This is the fourth colloquium for Contemporary Issues in Early Childhood on the Organisation for Economic Co-operation and Development’s International Early Learning and Child Well-being Study, and marks the recent publication by the Organisation for Economic Co-operation and Development of reports on the first round of this study. In it, the authors discuss what the results tell us, what they do not and what might come next. They conclude by supporting the need for comparative studies of early childhood education, but argue that the International Early Learning and Child Well-being Study is not the way to go.

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          Most cited references11

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          Gender differences in scholastic achievement: a meta-analysis.

          A female advantage in school marks is a common finding in education research, and it extends to most course subjects (e.g., language, math, science), unlike what is found on achievement tests. However, questions remain concerning the quantification of these gender differences and the identification of relevant moderator variables. The present meta-analysis answered these questions by examining studies that included an evaluation of gender differences in teacher-assigned school marks in elementary, junior/middle, or high school or at the university level (both undergraduate and graduate). The final analysis was based on 502 effect sizes drawn from 369 samples. A multilevel approach to meta-analysis was used to handle the presence of nonindependent effect sizes in the overall sample. This method was complemented with an examination of results in separate subject matters with a mixed-effects meta-analytic model. A small but significant female advantage (mean d = 0.225, 95% CI [0.201, 0.249]) was demonstrated for the overall sample of effect sizes. Noteworthy findings were that the female advantage was largest for language courses (mean d = 0.374, 95% CI [0.316, 0.432]) and smallest for math courses (mean d = 0.069, 95% CI [0.014, 0.124]). Source of marks, nationality, racial composition of samples, and gender composition of samples were significant moderators of effect sizes. Finally, results showed that the magnitude of the female advantage was not affected by year of publication, thereby contradicting claims of a recent "boy crisis" in school achievement. The present meta-analysis demonstrated the presence of a stable female advantage in school marks while also identifying critical moderators. Implications for future educational and psychological research are discussed.
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            How does early childhood care and education affect cognitive development? An international review of the effects of early interventions for children from different social backgrounds

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              The Organisation for Economic Co-operation and Development’s International Early Learning Study: Opening for debate and contestation

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                Author and article information

                Journal
                Contemporary Issues in Early Childhood
                Contemporary Issues in Early Childhood
                SAGE Publications
                1463-9491
                1463-9491
                June 24 2020
                : 146394912092946
                Affiliations
                [1 ]Institute of Education, University College London, UK
                [2 ]Dublin City University, Ireland
                Article
                10.1177/1463949120929466
                8c330358-26c6-4001-ad91-bdc23e58d302
                © 2020

                http://journals.sagepub.com/page/policies/text-and-data-mining-license

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