This book presents the main findings of a study on school learning environments and student outcomes, which the World Bank conducted in 2019 in three regions of the Russian Federation.
Using data collected through the OECD School User Survey and the pilot Trends in Mathematics and Science Study (TIMSS), the book analyzes how a school's infrastructure and learning environment may affect the progress and success of students in math and science.
It also delves into teaching practices, analyzing their impact on learning and highlighting the important nexus between learning environments and teaching methods.
The book concludes by recommending areas in which focused attention by educational authorities could improve educational policy and help maintain high-quality learning environments.
The book will be useful for educators, school principals, architects, and policy makers who are involved in school infrastructure projects and are interested in increasing their knowledge of school design planning.
About the Author The World Bank came into formal existence in 1945 following the international ratification of the Bretton Woods agreements.
It is a vital source of financial and technical assistance to developing countries around the world.
The organization's activities are focused on education, health, agriculture and rural development, environmental protection, establishing and enforcing regulations, infrastructure development, governance and legal institutions development.
The World Bank is made up of two unique development institutions owned by its 185 Member Countries.
The International Bank for Reconstruction and Development (IBRD) focuses on middle income and creditworthy poor countries and the International Development Association (IDA), which focuses on the poorest countries in the world.
World Bank Publications Learning environments and learning achievement in the russian federation: how school infrastructure and climate affect student success, paperback/tigran shmis
