Download or read book TIMSS 2011 International Results in Science written by Michael O. Martin and published by . This book was released on 2012-12 with total page 517 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book TIMSS 2011 International Results in Mathematics written by Ina V. S. Mullis and published by . This book was released on 2012-12 with total page 516 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book TIMSS 2011 International Results in Science written by Michael O. Martin and published by . This book was released on 2012 with total page 517 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book TIMSS 2011 International Results in Mathematics written by Ina V. S. Mullis and published by . This book was released on 2012 with total page 503 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book PIRLS 2011 International Results in Reading written by Ina V. S. Mullis and published by . This book was released on 2012-12 with total page 361 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dinaric Perspectives on TIMSS 2019 written by Barbara Japelj Pavešić and published by Springer Nature. This book was released on 2021-11-10 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access book brings together national experts from across the Dinaric region to rigorously review IEA’s Trends in International Mathematics and Science Study (TIMSS) 2019 grade four data to develop a multidimensional and culturally sensitive perspective on their TIMSS 2019 primary-level results. The Dinaric region, named after the Dinaric Alps, is located in South-eastern Europe, and stretches through Croatia, Bosnia and Herzegovina, Serbia, Montenegro, Kosovo[1], Albania, and North Macedonia. IEA’s TIMSS has been an invaluable resource for monitoring international trends in mathematics and science achievement at grades four and eight since 1995. The TIMSS 2019 administration of the test to grade four students, provided a unique opportunity for analysis within shared regional settings and enabled the construction of this first report based on international study results from the region, prepared by the National Research Coordinators in collaboration with IEA. [1] This designation is without prejudice to positions on status and is in line with UNSCR 1244/1999 and the ICJ Opinion on the Kosovo declaration of independence.

Download or read book The Globalization of Science Curricula written by Oliver Stacey and published by Springer. This book was released on 2018-02-12 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: Globalization is a powerful force with far reaching impacts on education and education policy. The growth of large scale international surveys of student achievement and the increasing role played by intergovernmental agencies in education means that the influence that globalization exerts on education is likely to increase even further in the future. This open access book provides a significant and timely investigation into the impacts that globalization has exerted on science curricula in a diverse range of countries using extensive data sets collected by the IEA between 1995 and 2015. Using a combination of quantitative and qualitative methods, this book considers the extent to which there have been changes to the intended and implemented science curricula in different countries over the last 20 years. Consideration is then given as to whether science curricula are becoming increasingly similar across countries over time. Finally the issue of whether the basis of an international core curriculum can be identified is addressed. Readers will gain a unique insight into the extent to which globalization and large scale international assessments have influenced science curricula in the last 20 years within both the primary and secondary phases.

Download or read book Student Misconceptions and Errors in Physics and Mathematics written by Teresa Neidorf and published by Springer Nature. This book was released on 2019-10-30 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access report explores the nature and extent of students’ misconceptions and misunderstandings related to core concepts in physics and mathematics and physics across grades four, eight and 12. Twenty years of data from the IEA’s Trends in International Mathematics and Science Study (TIMSS) and TIMSS Advanced assessments are analyzed, specifically for five countries (Italy, Norway, Russian Federation, Slovenia, and the United States) who participated in all or almost all TIMSS and TIMSS Advanced assessments between 1995 and 2015. The report focuses on students’ understandings related to gravitational force in physics and linear equations in mathematics. It identifies some specific misconceptions, errors, and misunderstandings demonstrated by the TIMSS Advanced grade 12 students for these core concepts, and shows how these can be traced back to poor foundational development of these concepts in earlier grades. Patterns in misconceptions and misunderstandings are reported by grade, country, and gender. In addition, specific misconceptions and misunderstandings are tracked over time, using trend items administered in multiple assessment cycles. The study and associated methodology may enable education systems to help identify specific needs in the curriculum, improve inform instruction across grades and also raise possibilities for future TIMSS assessment design and reporting that may provide more diagnostic outcomes.

Download or read book U S TIMSS and PIRLS 2011 Technical Report and User s Guide NCES 2013 046 written by David Kastberg and published by . This book was released on 2013 with total page 317 pages. Available in PDF, EPUB and Kindle. Book excerpt: The "U.S. TIMSS and PIRLS 2011 Technical Report and User's Guide" provides an overview of the design and implementation of the Trends in International Mathematics and Science Study (TIMSS) 2011 and the Progress in International Reading Literacy Study (PIRLS) 2011 in the United States and the nine participating benchmarking states: Alabama, California, Colorado, Connecticut, Florida, Indiana, Massachusetts, Minnesota, and North Carolina, along with information designed to facilitate access to the U.S. TIMSS and PIRLS 2011 data. The Trends in International Mathematics and Science Study (TIMSS) 2011 is the fifth such study since this international comparison of student achievement was first conducted in 1995. Developed and implemented at the international level by the International Association for the Evaluation of Educational Achievement (IEA), an international organization of national research institutions and governmental research agencies, TIMSS is used to measure trends in the mathematics and science knowledge and skills of fourth- and eighth-graders. TIMSS is designed to align broadly with mathematics and science curricula in the participating countries. The results, therefore, suggest the degree to which students have learned mathematics and science concepts and skills likely to have been taught in school. TIMSS also collects background information on students, teachers, curricula, and schools to allow cross-national comparisons of educational contexts related to student achievement. In 2011, there were 54 countries and 20 other education systems (including all nine benchmarking states) that participated in TIMSS at the fourth- or eighth-grade level, or both. Also referenced here are three additional reports that provide a detailed treatment of TIMSS 2011 from an international perspective. Two of those reports are available in ERIC and are cross referenced at the end of this abstract. The Progress in International Reading Literacy Study (PIRLS) is an international comparative study of student achievement. PIRLS 2011 represents the third such study since PIRLS was first conducted in 2001. Developed and implemented by the International Association for the Evaluation of Educational Achievement (IEA), an international organization of national research institutions and governmental research agencies, PIRLS is used to measure the reading knowledge and skills of fourth-graders over time. PIRLS is designed to align broadly with reading curricula in the participating education systems. The results, therefore, suggest the degree to which students have learned reading concepts and skills likely to have been taught in school. PIRLS also collects background information on students, teachers, schools, curricula, and official education policies to allow cross-national comparison of educational contexts that may be related to student achievement. In 2011, there were 40 countries and 13 other education systems (including Florida) that participated in PIRLS. Titles of two additional companion reports that provide a detailed treatment of PIRLS 2011 from an international perspective published by the IEA are provided here. Those that are available in ERIC are cross referenced at the end of this abstract. Descriptions of data collection activities and their timing within the United States provide a foundation for researchers seeking to understand the detail of the data. These activities are listed in exhibit 1-1 along with the timing of their implementation. The activities are described in detail in chapter 4 of this report. The basic parameters of the design and administration of TIMSS and PIRLS 2011 in the United States are outlined and a more detailed treatment is provided in subsequent chapters of this report. Appended are: (1) State Sampling Tables; (2) State Participation Rates; (3) TIMSS & PIRLS 2011 Recruitment Materials; (4) Informational Materials; (5) Field Staff Training Materials; (6) U.S. Versions of TIMSS and PIRLS 2011 Student, School, Teacher and Curriculum Questionnaires; and (7) TIMSS and PIRLS 2011 Questionnaire Adaptations. [The following companion reports are available in ERIC: (1) "TIMSS 2011 International Results in Mathematics" (Mullis, Martin, Foy, & Arora, 2012) (ED544554); (2) "TIMSS 2011 International Results in Science" (Martin, Michael O.; Mullis, Ina V. S.; Foy, Pierre; Stanco, Gabrielle M.) (ED544560); (3) "Highlights from TIMSS 2011: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context. NCES 2013-009" (ED537756); (4) "PIRLS 2011 International Results in Reading" (Mullis, Martin, Foy, & Drucker, 2012) (ED544362); and (5) "Highlights from PIRLS 2011: Reading Achievement of U.S. Fourth-Grade Students in an International Context. NCES 2013-010" (ED537758).].

Download or read book Teacher Quality Instructional Quality and Student Outcomes written by Trude Nilsen and published by Springer. This book was released on 2016-09-19 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume offers insights from modeling relations between teacher quality, instructional quality and student outcomes in mathematics across countries. The relations explored take the educational context, such as school climate, into account. The International Association for the Evaluation of Educational Achievement’s Trends in Mathematics and Science Study (TIMSS) is the only international large-scale study possessing a design framework that enables investigation of relations between teachers, their teaching, and student outcomes in mathematics. TIMSS provides both student achievement data and contextual background data from schools, teachers, students and parents, for over 60 countries. This book makes a major contribution to the field of educational effectiveness, especially teaching effectiveness, where cross-cultural comparisons are scarce. For readers interested in teacher quality, instructional quality, and student achievement and motivation in mathematics, the comparisons across cultures, grades, and time are insightful and thought-provoking. For readers interested in methodology, the advanced analytical methods, combined with application of methods new to educational research, illustrate interesting novel directions in methodology and the secondary analysis of international large-scale assessment (ILSA).

Download or read book Contributing Factors to TIMSS 2011 Eighth Graders Science Achievement A Comparison between Malaysia and Singapore written by Lay Yoon Fah and published by Universiti Malaysia Sabah Press. This book was released on 2020-05-03 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Trends in International Mathematics and Science Study (TIMSS) is one of the projects of the International Association for the Evaluation of Educational Achievement (IEA), located at Amsterdam, The Netherlands and Hamburg, Germany. IEA is an independent cooperative of national educational research institutions and governmental research agencies dedicated to improving education. TIMSS is conducted regularly for every four years to assess students’ achievement in science and mathematics at both the fourth and eighth grades. The project is dedicated to providing participating countries with information to improve teaching and learning in science and mathematics. This book is written especially for the interest of undergraduate students, postgraduate students, and educators of science education who wish to know more about the contributing factors to Grade 8 students’ science achievement in TIMSS. This book is also resourceful for individuals who are involved, directly or indirectly, in the administration and implementation of TIMSS at the national, state, district, and school levels. This book consists of seven chapters. The first chapter gives a brief introduction to TIMSS which includes the TIMSS curriculum model and TIMSS science assessment frameworks. The subsequent chapters compare the contribution of various factors, i.e., home environment support, school resources, school climate, teacher preparation, and classroom instructions on Malaysian and Singaporean Grade 8 students’ science achievement in TIMSS 2011. Last but not least, recommendations on ways to improve Malaysian Grade 8 students’ science achievement in the forthcoming TIMSS are suggested based on the experiences of the Singaporean education system.

Download or read book Expanding Underrepresented Minority Participation written by Institute of Medicine and published by National Academies Press. This book was released on 2011-07-29 with total page 229 pages. Available in PDF, EPUB and Kindle. Book excerpt: In order for the United States to maintain the global leadership and competitiveness in science and technology that are critical to achieving national goals, we must invest in research, encourage innovation, and grow a strong and talented science and technology workforce. Expanding Underrepresented Minority Participation explores the role of diversity in the science, technology, engineering and mathematics (STEM) workforce and its value in keeping America innovative and competitive. According to the book, the U.S. labor market is projected to grow faster in science and engineering than in any other sector in the coming years, making minority participation in STEM education at all levels a national priority. Expanding Underrepresented Minority Participation analyzes the rate of change and the challenges the nation currently faces in developing a strong and diverse workforce. Although minorities are the fastest growing segment of the population, they are underrepresented in the fields of science and engineering. Historically, there has been a strong connection between increasing educational attainment in the United States and the growth in and global leadership of the economy. Expanding Underrepresented Minority Participation suggests that the federal government, industry, and post-secondary institutions work collaboratively with K-12 schools and school systems to increase minority access to and demand for post-secondary STEM education and technical training. The book also identifies best practices and offers a comprehensive road map for increasing involvement of underrepresented minorities and improving the quality of their education. It offers recommendations that focus on academic and social support, institutional roles, teacher preparation, affordability and program development.

Download or read book Teaching for Excellence and Equity written by Nathan Burroughs and published by Springer. This book was released on 2019-05-23 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access book examines the interrelationship of national policy, teacher effectiveness, and student outcomes with a specific emphasis on educational equity. Using data from the IEA’s Trends in International Mathematics and Science Study (TIMSS) conducted between 1995 and 2015, it investigates grade four and grade eight data to assess trends in key teacher characteristics (experience, education, preparedness, and professional development) and teacher behaviors (instructional time and instructional content), and how these relate to student outcomes. Taking advantage of national curriculum data collected by TIMSS to assess changes in curricular strategy across countries and how these may be related to changes in teacher and student factors, the study focuses on the distributional impact of curriculum and instruction on students, paying particular attention to overall inequalities and variations in socioeconomic status at the student and country level, and how such factors have altered over time. Multiple methods, including regression and fixed effects analyses, and structural equation modelling, establish the evolution of these associations over time.

Download or read book Highlights from TIMSS 2011 written by National Center for Education Statistics (ED) and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Trends in International Mathematics and Science Study (TIMSS) 2011 is the fifth administration of this international comparative study since 1995 when first administered. TIMSS is used to compare over time the mathematics and science knowledge and skills of fourth- and eighth-graders. TIMSS is designed to align broadly with mathematics and science curricula in the participating countries. The results, therefore, suggest the degree to which students have learned mathematics and science concepts and skills likely to have been taught in school. In 2011, there were 54 countries and 20 other educational systems that participated in TIMSS, at the fourth- or eighth-grade level, or both. This paper is an appendix to the "Highlights From TIMSS 2011: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context" report. It contains the report's standard error tables. (Contains 42 tables.) [For the full report, "Highlights from TIMSS 2011: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context. NCES 2013-009," see ED537756.].

Download or read book Mathematics and Science Achievement at South African Schools in TIMSS 2003 written by Vijay Reddy and published by HSRC Press. This book was released on 2006 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: This monograph reports on South Africa's performance in TIMMS 2003 relative to 50 other countries; describes the performance of different groups of learners in South Africa; and provides contextual information about teachers, schools and the curriculum. The report concludes with recommendations for strategic interventions to improve South African learners' performance in mathematics and science. The findings contained in this report offer valuable insights to academics, policymakers, curriculum-planners and teachers and those involved in the development of education in South Africa.

Download or read book Northern Lights on TIMSS and PISA 2018 written by David Reimer and published by Nordic Council of Ministers. This book was released on 2018-08-10 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: The results from PISA 2015 and TIMSS 2015 were published in November and December 2016. All the Nordic countries participated in PISA. Denmark, Finland, Norway and Sweden participated in TIMSS grade 4 and Norway and Sweden participated in TIMSS grade 8. The Nordic countries have similarities but also differences, which makes it interesting and valuable to carry out analyses in a Nordic perspective. In this report researchers from all the Nordic countries have done in-depth analyses on different policy relevant themes based on the results presented in 2016. The purpose of this report has been to present policy relevant analyses of TIMSS and PISA in a way that is accessible for policy makers on different levels in the Nordic countries, with the aim to contribute to further development in the education area.

Download or read book Pedagogy and ICT Use in Schools around the World written by Nancy Law and published by Springer Science & Business Media. This book was released on 2008-09-08 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt: How is information and communication technology (ICT) changing teaching and learning practices in secondary schools worldwide in the 21st century? This is the central question addressed by researchers involved in the series of surveys comprising the Second Information Technology in EducationStudy (SITES ). The question is a multifaceted one, with each facet raising additionalq uestions relating to both theory and practice. These include the following: • What traditional and new pedagogiesare evident in the 21st century? • What is the role of ICT in the teaching and learning process? • What ICT infrastructure is available in schools? • How can teachers and their administrators be prepared for effective practice? • How have these conditions and considerations changed since the first SITES survey in 1998? • What are the trends within and between national education systems? • What do the differences and similarities between these systems suggest? • How shouldchange be promoted in education in order to support teachers in their work? • Is there evidence that key strategic factors commonly found in ICT related educational policies do influence teachers’ pedagogical use of ICT? Because these questions are interconnected, the SITES 2006 researchers recognized that if we are to make sense of changes in pedagogical practicesas a result of IC T use, then we need to view those practices in terms of the interacting layers in the 22 education systems surveyed.