<p>International Journal of Science and Mathematics Education (IJSME)</p><p>Call for Papers of 2018 Special Issue </p><p>Science and Mathematics Literacy: PISA for Better School Education</p><p>Guest Editors Prof. Hsiao Ching She, National Chiao Tung University Prof. Kaye Stacey, University of Melbourne Prof. William H. Schmidt, Michigan State University</p><p>The Programme for International Student Assessment (PISA) has caught the attention of many researchers and educational policy makers over the past few years. An increasing number of countries and researchers understand that what PISA measures is important because it tells them the extent to which 15-year-old students have obtained essential knowledge and competencies to achieve success in modern societies and economies as they near the end of their compulsory education. Additionally, the PISA surveys continue to evolve. For example, the 2015 survey changed from paper-based to computer-based forms of delivery, updated the scientific competencies in evaluating and designing scientific inquiry through simulation to reflect the latest advances in science and technology, and assessed students’ collaborative problem-solving ability. Additionally, in both the 2012 and 2015 survey PISA placed an increased focus on the measurement of opportunity to learn. These innovations either reflect the existing theory and models of science and mathematics education or lead to new science and mathematics research. This Special Issue is intended to go beyond the official PISA reports of frameworks and results, to explore how PISA results can provide implications on shaping students’ science and mathematics learning and teachers’ instruction whilst also leading the changes in education systems within individual countries and around the world. We welcome studies utilizing qualitative, quantitative, or mixed methods concerned with international or single country PISA results, the theoretical frameworks and philosophical aspects of PISA, single cycle results, and longitudinal results across multiple cycles of PISA. Special consideration will be given to articles which include PISA 2015 and which focus on one or more of the following:</p><p> Reflection on the PISA2015 frameworks and the implications for or impact on schooling  Issues related to actual schooling such as opportunity to learn, teacher instructional practices, curriculum directions  The integration of PISA cognitive results across survey domains and with questionnaire results  Equity and inequity in educational opportunities </p><p>The due date for paper submissions is August 31, 2017. Due to numerous requests, the paper submission deadline of the 2018 IJSME Special Issue has been extended to September 30, 2017. People intending to submit articles to the 2018 Special Issue should contact Prof. Hsiao Ching She ( [email protected]) by May 31, 2017. All special issue manuscripts will be reviewed in a double-blind review process. IJSME manuscript guidelines @ http://www.springer.com/10763.</p>