About the project
OCCAM will educate the next generation of educational researchers. It aims to investigate the effects of educational policy, focusing on trends and differences in educational achievement, the determinants of educational outcomes, and changes in educational outcomes from an international perspective. International large-scale studies on student achievement (ILSA) in mathematics, reading, and science have been conducted since the late 1960s. However, in the past, the data from these studies have been used almost exclusively for cross-sectional comparisons. OCCAM goes beyond the state of art by shifting the focus from cross-sectional correlation to longitudinal trend analysis on a country level.
The funding is used to employ and support 15 PhDs, including providing them with regular network meetings and workshops. Each PhD is employed at one of the partner institutions, but all of them will also have extensive stays at another institution (six months) as part of their training.
Two of the PhDs are employed at CEMO, starting August 2018. Jelena Veletic will use data from mainly PISA and TALIS to study how school leadership fosters conditions for and results in learning outcome. Ye Wangqiong will use data from several ILSA to study how instructional quality may affect the conditions for performance and equity
The OCCAM research program entails two categories of interrelated objectives:
- To gain a deeper understanding of how to describe and compare international trends relating to educational outcomes.
- To extend existing theories on educational effectiveness regarding the effects of a large set of policy-related issues.
The OCCAM ETN project has received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant number 765400.