Items in cart [1] Questions? Call 888-624-8373

PAPERBACK list:$88.25 Web:$79.42 add to cart Rights & Permissions Free PDF Access Free Resources Sign in to download PDF book and chapters PDF EXECUTIVE SUMMARY Display this book on your site! Related Titles Next Steps for TIMSS: Directions for Secondary Analysis Mathematics and Science Education Around the World: What Can We Learn From The Survey of Mathematics and Science Opportunities (SMSO) and the Third International Mathematics and Science Study (TIMSS)? Other Related Titles Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide (1999) Center for Science, Mathematics, and Engineering Education (CSMEE) Web Search Builder Use this book's key terms to search within this book, across our collection, or across the Web. Skim This Chapter Skim this chapter and use this chapter's key terms to search within this book. Reference Finder Paste in your own text to find books that relate to your topic. Page 155   E-mail  Facebook  Digg  Stumble  Twitter More The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy. Module 2A: What Does TIMSS Say about Curriculum? Slides Page 155 Front Matter (R1-R12) Introduction (1-6) Module 1: Framing the Dialogue (7-16) Module 1: Slides (17-120) Module 1: Handouts (121-144) Module 2: Exploring Curriculum, Instruction, and School Support Systems (145-146) Module 2A: What Does TIMSS Say about Curriculum? (147-154) Module 2A: Slides (155-226) Module 2A: Handouts (227-238) Module 2B: What Does TIMSS Say about Instructional Practices? (239-244) Module 2B: Slides (245-308) Module 2B: Handouts (309-320) Module 2C: What Does TIMSS Say about School Support Systems? (321-326) Module 2C: Slides (327-380) Module 2C: Handouts (381-390) Module 3: Global Perspectives for Local Action Planning (391-440) Resources (441-444)

Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.

OCR for page 155
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide Module 2A: What Does TIMSS Say about Curriculum? Slides

OCR for page 156
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide This page in the original is blank.

OCR for page 157
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide Goals To establish that curriculum matters To explore what TIMSS tells us about mathematics and science curriculums around the world To understand what makes curriculum focused and coherent To identify issues for further reflection and dialogue and possible actions to improve the mathematics and science curriculums in participants’ own schools, districts, or higher education institutions

OCR for page 158
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide This page in the original is blank.

OCR for page 159
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide Agenda Making Meaning of TIMSS Data Questions Raised by the Data Key Findings about Curriculum Issues for Reflection and Dialogue

OCR for page 160
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide This page in the original is blank.

OCR for page 161
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide What Does TIMSS Say about Curriculum?

OCR for page 162
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide This page in the original is blank.

OCR for page 163
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide What do we mean by curriculum? Content that is intended and taught Organization of the content

OCR for page 164
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide This page in the original is blank.

OCR for page 165
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide Time and Tracking Time spent studying mathematics and science Different exposure to content and skills Expectations for students to learn mathematics and science

OCR for page 216
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide This page in the original is blank.

OCR for page 217
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide Is this the mathematics and science education we want for U.S. children?

OCR for page 218
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide This page in the original is blank.

OCR for page 219
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide What can be done? Examine the focus of your curriculum. Increase curriculum depth in some areas. Look for opportunities to link new learning to what children already know. Check alignment of curriculum with national or state standards.

OCR for page 220
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide This page in the original is blank.

OCR for page 221
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide How do we get there? Teachers Parents Administrators Textbook Publishers Higher Education Faculty Test Developers

OCR for page 222
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide This page in the original is blank.

OCR for page 223
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide Implications for Action Increase the coherence of the curriculum by pointing out the connections among topics. Develop a curriculum framework based on the NCTM Standards and the National Science Education Standards that identifies where and how fundamental concepts and ideas are developed K–12. Assess the quality of the curriculum. How rigorous is it? To what extent does it encourage students to study topics in depth? How closely does it align with the content in the NSES and NCTM Standards? Others:

OCR for page 224
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide This page in the original is blank.

OCR for page 225
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide Wrap Up An insight you have gained. An action you intend to take.

OCR for page 226
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide This page in the original is blank.

Representative terms from entire chapter:

international context