very positive effect 10-13 years later when the kids or young people are 15 years old, says Egelund. The second package (WP2) aims to
identify the causes of the gender gap in learning outcome. The research is administrative containing
based on registers
information
about educational event histories including grades and test scores. Girls generally outperform
boys in most western countries, says Egelund, with a higher level of females entering higher education in Denmark.
Certain factors
The first is an existing survey to provide an understanding of how students interact with the learning environments and involves 398 Danish schools. The data is gathered from sources such as pupil academic
skills, “Girls generally
outperform boys in most western
countries...with a higher level of
such as special needs, special needs education, class and school size on learning outcomes affect the performance of males in school, he says. For example, two thirds of ADHD cases are boys. Work Package three (WP3) investigates
females entering higher education in Denmark”
social skills and their engagement
and
persistence in schoolwork. Students are then followed up over three years to record how many drop out of school. Interviews will be conducted with an 100 person sample including
both transition and drop-
the effect of teacher competence in classroom management for learning outcomes. This elaborates on previous findings that suggest increasing teacher competence may improve learning growth in general and among pupils, especially for those from disadvantaged family backgrounds. Data is being pulled from standardised reading and spelling tests, national tests, demographic information about pupils and information of teachers’ educational background, experience and teaching style. The fourth line of
research looks into
transition problems from compulsory education to upper secondary and vocational education (WP4). Two sets of data are used.
out cases. The second set of data is a Programme for International Student Assessment (PISA) longitudinal study, where pupils tested in 2000 and interviewed in 2004 and at the age of 27 are currently being followed up through administrative registers. Egeland says it is anticipated the study will reveal causal factors of the importance for future pupil counselling and the design of upper secondary education.
Research implications Egelund says in the case of many of these lines of research, findings will be applicable in other countries too. He maintains the centre, although primarily focused on Denmark, will also have a strong global view, involving project researchers with an international experience and a strong international outlook. In addition, nine further individuals from various universities will join permanent project researchers at the centre as co-researchers or as a professional sparring partner. From its research efforts, Egelund
claims the centre is set to become an internationally recognised with a
strong knowledge base, and will provide an attractive platform for national
and international
recruitment of researchers. He says the project is currently on track to deliver results by 2015 of all five work packages, which, he says, will eventually produce
research-based facts that will be directly
applicable for policy- makers, administrators and practitioners.
★
www.projectsmagazine.eu.com 113
Contact: Tel: +45 40291669 Email:
Egelund@dpu.dk Web:
www.cser.dk
Project Information AT A GLANCE
Project Title: CSER: Centre for Strategic Research in Education
Project Objective: The aim of the project is to answer a series of questions about education, to supply policy- makers with research-based facts about education, to strengthen attainment, to minimise attrition, to serve as knowledge centre and thereby to improve the quality of education in Denmark.
Project Duration and Timing: 5 years, April 2010 to March 2015
Project Funding: Strategic Research Council, Denmark (5.500.000 EUR) and partner institutions (1.600.000 EUR)
Project Partners: • Aarhus University, Institute of economics
• SFI, The Danish National Centre for Social Research
• KORA, Danish Institute of Governmental Research
Main Contact:
Niels Egelund Born 1945. Teacher certificate 1968, MA in psychology 1976, Ph.D. 1982.
Dr.Paed 1990. Professor in special education 1996. Head of institute 1997. PISA National Project Manager 2004. Director CSER from 2010.
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