Download Facing the Consequences: Using TIMSS for a Closer Look at by W.H. Schmidt, Curtis C. McKnight, Leland S. Cogan, Pamela M. PDF

By W.H. Schmidt, Curtis C. McKnight, Leland S. Cogan, Pamela M. Jakwerth, Richard T. Houang

Dealing with the results offers a point of view on US arithmetic and technology schooling that's built from information collected as a part of the 3rd foreign arithmetic and technological know-how learn (TIMSS). TIMSS is the main vast and far-reaching cross-national comparative research of arithmetic and technology schooling ever tried. It comprises evaluating authentic curricula, textbooks, instructor practices, and pupil achievements for plenty of international locations (from 20 to 50 international locations, looking on the actual comparison). millions of legitimate files and textbooks have been analyzed. hundreds of thousands of lecturers, principals, and different specialists replied to survey questionnaires. A pattern of arithmetic lecturers in 3 international locations had their classes videotaped. thousands of youngsters in nearly 50 international locations have been validated in arithmetic and technological know-how. This document offers a more in-depth examine US arithmetic and technology schooling via cautious exam of TIMSS info. The authors think this research exhibits how misleading many frequently unquestioned assumptions approximately American schooling will be. Drawing upon many new analyses no longer formerly said and integrating those with earlier analyses of TIMSS facts, the authors improve and illustrate the argument that what occurs to American scholars is the outcome of American ideals that form academic perform and the accretion of a myriad academic offerings made in arithmetic and technology schooling.

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The exhibit has two panels, one for the number of mathematics topics taught by fourth grade teachers and another for the number of science topics taught by those teachers (since most often teachers taught both at this grade level). Within a panel, each row represents the topic coverage of one teacher as they reported it on a TIMSS questionnaire. Each column represents one of the topics about which the teachers were surveyed. The panel for science has more columns than does that for mathematics since teachers were asked about more science topics.

There seems to be little evidence of tracking in eighth grade science, other than that which occurred as an effect of mathematics tracking. Rather, science Chapter 2: What We Teach, Who We Teach 59 course types were differentiated by their focus on a specific discipline (earth, life, or physical science) or a melange of disciplines typical of earlier grades (general science). There seems to have been no assumption of incremental development of the sciences over the grades (except, perhaps, for development of science processes and methods).

This item was difficult among all TIMSS countries, with a low cross-national percentage correct, most likely because the content was not taught at eighth grade in many countries. However, the US still managed to go from about 10 points above the crossnational average at fourth grade to almost 20 points below at eighth grade. OFFICIAL INTENTIONS AND TEXTBOOKS: A SUMMARY We have examined briefly some illustrative data about the official intentions and goals that shape US mathematics and science curricula and about the textbooks which help further to shape their implementation.

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