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The PISA for Development programme aims to encourage and facilitate PISA participation by interested and motivated low- and middle-income countries. From this page you can download the PISA for Development dataset with the full set of responses from: In-school assessment: individual students, school principals and teachers Out-of-school assessment: individual respondents, parents/guardians of respondents and interviewer household observations These files will be of use to statisticians and professional researchers who would like to undertake their own analysis of the PISA for Development data. The files available on this page include questionnaires, codebooks, data files in SAS™ and SPSS™ formats, database compendia and tables including system-level data and descriptive analyses that were created to support the reporting of PISA for Development results by participating countries. The main data files for each assessment relate to: In-school assessment: student questionnaire (which also includes estimates of student performance), school questionnaire, teacher questionnaire and cognitive items Out-of-school assessment: respondent questionnaires (including youth, parent/guardian and household observation questionnaires, as well as estimates of respondent performance), cognitive items and questionnaire timing These files include data for participating countries: In-school assessment: Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal and Zambia Out-of-school assessment: Guatemala, Honduras, Panama, Paraguay and Senegal
The PISA for Development programme aims to encourage and facilitate PISA participation by interested and motivated low- and middle-income countries. From this page you can download the PISA for Development dataset with the full set of responses from: In-school assessment: individual students, school principals and teachers Out-of-school assessment: individual respondents, parents/guardians of respondents and interviewer household observations These files will be of use to statisticians and professional researchers who would like to undertake their own analysis of the PISA for Development data. The files available on this page include questionnaires, codebooks, data files in SAS™ and SPSS™ formats, database compendia and tables including system-level data and descriptive analyses that were created to support the reporting of PISA for Development results by participating countries. The main data files for each assessment relate to: In-school assessment: student questionnaire (which also includes estimates of student performance), school questionnaire, teacher questionnaire and cognitive items Out-of-school assessment: respondent questionnaires (including youth, parent/guardian and household observation questionnaires, as well as estimates of respondent performance), cognitive items and questionnaire timing These files include data for participating countries: In-school assessment: Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal and Zambia Out-of-school assessment: Guatemala, Honduras, Panama, Paraguay and Senegal
The PISA for Development programme aims to encourage and facilitate PISA participation by interested and motivated low- and middle-income countries. From this page you can download the PISA for Development dataset with the full set of responses from: In-school assessment: individual students, school principals and teachers Out-of-school assessment: individual respondents, parents/guardians of respondents and interviewer household observations These files will be of use to statisticians and professional researchers who would like to undertake their own analysis of the PISA for Development data. The files available on this page include questionnaires, codebooks, data files in SAS™ and SPSS™ formats, database compendia and tables including system-level data and descriptive analyses that were created to support the reporting of PISA for Development results by participating countries. The main data files for each assessment relate to: In-school assessment: student questionnaire (which also includes estimates of student performance), school questionnaire, teacher questionnaire and cognitive items Out-of-school assessment: respondent questionnaires (including youth, parent/guardian and household observation questionnaires, as well as estimates of respondent performance), cognitive items and questionnaire timing These files include data for participating countries: In-school assessment: Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal and Zambia Out-of-school assessment: Guatemala, Honduras, Panama, Paraguay and Senegal
Environics Corporate Social Responsibility Monitor 2002 is a survey of global public opinion on the role of companies in society. This survey is based on the the results of face-to-face or telephone surveys with representative samples of about 1,000 citizens in each of 25 countries on six continents at varying stages of development. Research was carried out by respected social research institutes in each country between October and December 2001.
The Millennium Poll on Corporate Social Responsibility 1999 is a survey of global public opinion on the role of companies in society. This survey is based on the the results of face-to-face or telephone surveys with representative samples of about 1,000 citizens in each of 23 countries on six continents at varying stages of development.
Environics Corporate Social Responsibility Monitor 2002 is a survey of global public opinion on the role of companies in society. This survey is based on the the results of face-to-face or telephone surveys with representative samples of about 1,000 citizens in each of 25 countries on six continents at varying stages of development. The survey was fielded after September 11 in each country. Media focus on the Enron Corp. did not begin until the survey was completed in the USA.
The purpose of this study was to examine the unique needs and challenges facing the Latino Adventist community in the North American Division of the Seventh-day Adventist Church, which includes the United States, Hawaii, Canada, and Bermuda. "The major focus was on illuminating the nature, current trends, perspectives, and trends within the Adventist Latino community" (Hernandez, 1995, p.29). AVANCE was conducted as a follow-up study to Valuegenesis. The ARDA has added six additional variables to the original data set to enhance the users' experience on our site.
The PISA (Programme for International Student Assessment) for Development programme aims to encourage and facilitate PISA participation by interested and motivated low- and middle-income countries. From this page you can download the PISA for Development dataset with the full set of responses from: In-school assessment: individual students, school principals and teachers Out-of-school assessment: individual respondents, parents/guardians of respondents and interviewer household observations These files will be of use to statisticians and professional researchers who would like to undertake their own analysis of the PISA for Development data. The files available on this page include questionnaires, codebooks, data files in SAS™ and SPSS™ formats, database compendia and tables including system-level data and descriptive analyses that were created to support the reporting of PISA for Development results by participating countries. The main data files for each assessment relate to: In-school assessment: student questionnaire (which also includes estimates of student performance), school questionnaire, teacher questionnaire and cognitive items Out-of-school assessment: respondent questionnaires (including youth, parent/guardian and household observation questionnaires, as well as estimates of respondent performance), cognitive items and questionnaire timing These files include data for participating countries: In-school assessment: Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal and Zambia Out-of-school assessment: Guatemala, Honduras, Panama, Paraguay and Senegal
The Carnegie Middle East Governance and Islam Dataset was created by Mark Tessler at the University of Michigan. The data set includes both individual-level and country-level variables. Data on individual-level variables are drawn from 35 surveys carried out in 12 Arab countries, Turkey and Iran. Most of the surveys were carried out either as the first wave of the Arab Barometer, the third, fourth and fifth waves of the World Values Survey, or a project on attitudes related to governance carried out by Mark Tessler with funding from the National Science Foundation.
The incorporation of data sharing into the research lifecycle is an important part of modern scholarly debate. In this study, the DataONE Usability and Assessment working group addresses two primary goals: To examine the current state of data sharing and reuse perceptions and practices among research scientists as they compare to the 2009/2010 baseline study, and to examine differences in practices and perceptions across age groups, geographic regions, and subject disciplines. We distributed surveys to a multinational sample of scientific researchers at two different time periods (October 2009 to July 2010 and October 2013 to March 2014) to observe current states of data sharing and to see what, if any, changes have occurred in the past 3–4 years. We also looked at differences across age, geographic, and discipline-based groups as they currently exist in the 2013/2014 survey. Results point to increased acceptance of and willingness to engage in data sharing, as well as an increase in actual data sharing behaviors. However, there is also increased perceived risk associated with data sharing, and specific barriers to data sharing persist. There are also differences across age groups, with younger respondents feeling more favorably toward data sharing and reuse, yet making less of their data available than older respondents. Geographic differences exist as well, which can in part be understood in terms of collectivist and individualist cultural differences. An examination of subject disciplines shows that the constraints and enablers of data sharing and reuse manifest differently across disciplines. Implications of these findings include the continued need to build infrastructure that promotes data sharing while recognizing the needs of different research communities. Moving into the future, organizations such as DataONE will continue to assess, monitor, educate, and provide the infrastructure necessary to support such complex grand science challenges.
