TALIS New Insights from TALIS 2013 : Teaching and Learning in Primary and Upper Secondary Education.

Foreword
 Acknowledgements
 Table of contents
 Boxes, Figures and Tables
 Executive summary
 Reader's guide
 Overview of talis in primary and upper secondary education
 What is TALIS?
 Figure 1.1 Countries and economies participating in TALIS 2013
 Learning about teachers across an education system
 Figure 1.2 Countries and economies surveying primary and upper secondary schools
 The population surveyed
 Box 1.1 The TALIS design in primary and upper secondary education
 Interpretation of the results
 Organisation of the report
 Primary teachers and their schools. A profile of primary education teachersDemographic profile of teachers
 Educational attainment and work experience
 Figure 2.1 Gender and age distribution of primary teachers 
 Box 2.1 Reform of Teacher Education in Denmark
 Figure 2.2 Completion and content of teacher education or training programmefor primary education teachers 
 Employment status
 Figure 2.3 Work experience of primary teachers 
 A profile of schools where teachers work
 School type and school composition
 Figure 2.4 Employment status of primary teachers, full time or part time. Figure 2.5 Primary schools composition by first language, special needs and disadvantaged homes School resources
 Figure 2.6 School resources in primary education 
 Characteristics of primary teachers' classrooms
 Figure 2.7 School resources in primary education, by socio-economic level 
 Box 2.2 Language minorities in Denmark, Norway and Flanders (Belgium)
 Figure 2.8 Classroom composition in primary education 
 Profile of principals and school leadership in primary schools
 Box 2.3 Special-needs students in Finnish primary schools. Demographic characteristics of primary school principalsEducational attainment and work experience of primary school principals
 Figure 2.9 Gender and age distribution of primary education principals 
 Figure 2.10 Primary education principals' formal education 
 Figure 2.11 Work experience of primary education principals 
 The work of primary school principals
 Figure 2.12 Gender of primary education teachers and principals 
 Box 2.4 Collaboration among Schools in Flanders (Belgium)
 Figure 2.13 Principals' working time in primary education. Figure 2.14 Principals' leadership in primary education Figure 2.15 Primary education principals' participation in a school development plan 
 The work of primary education teachers
 Introduction
 Supporting and developing primary school teachers
 Appraisal and feedback
 Figure 3.1 Teachers' feedback by source of feedback in primary education 
 Figure 3.2 Methods for providing feedback to primary education teachers 
 Figure 3.3 Emphasis of teacher feedback in primary education 
 Figure 3.4 Outcomes of teacher feedback in primary education.