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1 What is TIMSS?
Pages 9-18

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From page 9...
... It focused on curricula, classroom processes, preparation of teachers, and attitudes of teachers and students toward mathematics (McKnight et al., 1989~. Similarly, in 1991 the International Assessment of Educational Progress assessed the mathematics and science skills of samples of 9 and 13 year olds from the United States and 19 other countries.
From page 10...
... It gathered an extensive variety of information about curricula, teaching practices, and the influences on teachers and students both inside and outside the classroom. The data provided by TIMSS, along with information from previous international comparisons, have been an extremely valuable resource.
From page 11...
... Twenty-six countries participated in this part of the study (Table 12~. In the United States, achievement data were collected from a sample of 3,819 third graders and 7,296 fourth graders in 189 public and private elementary schools (Martin et al., 1997, p.
From page 12...
... Spam Sweden Sweden Sweden Sweden Switzerland Switzerland Switzerland Switzerland Thailand Thailand United States United States United States United States United States Note: Dashes indicate that the country did not participate in that part of the assessment. Source: U.S.
From page 13...
... Science M&S Literacy Achievement tests Teacher questionnaires Student questionnaires Administrator questionnaires Curriculum analyses Videotaped lessons X X X X X X X X X X X X X X X X X X X X X X Note: More information was gathered for mathematics than for science, and more information was collected at the population 2 level (seventh and eighth grades in the United States) than at either the population 1 (third and fourth grades)
From page 14...
... publications describing the TIMSS achievement results divide participating countries into three bands: those that performed significantly better than the United States, those that performed at a level indistinguishable from that of the United States, and those that performed significantly worse than the United States. The results of the achievement tests are described in Chapter 2.
From page 15...
... The researchers conducted interviews with pupils, teachers, parents, policymakers, education authorities, and other persons engaged in the education enterprise. A computer network linked all the researchers and enabled them to store and retrieve verbatim transcripts, observational records, and other field notes.
From page 16...
... Questions on the test also were divided into separate subcategories so that performance in specific areas of mathematics and science could be compared with the detailed curriculum in different countries. A related criticism of TIMSS suggests that widespread access to higher education in the United States reduces the importance of the subpar high school achievement results.
From page 17...
... In general, the TIMSS results are broadly consistent with the findings of earlier and more limited comparisons of international academic performance (Stedman,1997~.Younger students in the United States tend to do better in international comparisons than do older students. In particular areas, U.S.
From page 18...
... About 25 OECD countries are expected to participate, and they likely will be joined by a number of other countries. These studies and the continuing analysis of results from TIMSS will provide a continual flow of new information about mathematics and science education in the United States and in countries around the world.


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