By Sarah J. Howie, Tjeerd Plomp
This book is the results of examine from over fifteen nations, asking which heritage and environmental components effect fulfillment in arithmetic and technological know-how. This examine relies on info from the 3rd foreign arithmetic and technology examine (TIMSS), which was once carried out lower than the auspices of the foreign organization for the evaluate of academic success (IEA) in 1995 and 1998.
In many nations researchers have begun secondary research of the information in look for relationships among contextual components and success. In those analyses assorted methods should be distinctive, that are characterized by means of the metaphors of ‘fishing’ and ‘hunting’. within the ‘fishing’ method, researchers commence with an open brain, contemplating all attainable context variables as in all likelihood influential. using research strategies reminiscent of regression research, Lisrel, PLS, HLM, and MLN, they then establish very important components inside their international locations or throughout a few nations. within the ‘hunting’ procedure, researchers hypothesise sure context variables and hint the influence of those variables on arithmetic and/or technology success.
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Additional info for Contexts of Learning Mathematics and Science: Lessons Learned from Timss (Contexts of Learning)
Their analyses focus on two main issues: important similarities and differences between countries concerning student conceptions and to what extent these differences can be understood in the light of data on Opportunity to Learn (OTL) from teacher questionnaires. Two domains, ‘Earth in the Universe’ and ‘Structure of Matter’, were selected for investigating the latter. The chapter illustrates how item-by- LESSONS FROM CROSS-NATIONAL RESEARCH 13 item data from large-scale international assessment studies can contribute to our understanding of similarities and differences on these issues between countries.
HOWIE AND TJEERD PLOMP functions and goals of international comparative studies of educational achievement, of which TIMSS is an outstanding example. Then the organization of TIMSS will be described, which will be followed by the scope and structure of the book. International Association for the Evaluation of Educational Achievement – IEA The IEA is a non-governmental organization with more than 60 member countries that conducts international comparative studies in education. Founded in the early 1960s, the IEA’s mission is to contribute to enhancing the quality of education through its studies.
In TIMSS 1999, for example, this meant including all eighth-grade students and nearly all 38 participating countries TIMSS: PURPOSE AND DESIGN 25 defined their target populations accordingly (except Latvia and Lithuania restricting the study to Latvian-speaking and Lithuanian-speaking students, respectively). While requiring that exclusions be kept to a minimum, TIMSS recognizes that a small percentage of otherwise eligible students in each country have to be excluded from sampling for a variety of reasons: because they attend a very small school or one in a remote area; because they attend a special school for mentally-handicapped students; because they do not speak the language of the test; or because they have a disability that prevents them from completing the assessment.