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By T. M Stinnett

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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.

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