Contexts of Learning Mathematics and Science

Lessons Learned from TIMSS
Herausgeber: Howie, Sarah J.; Plomp, Tjeerd

• Gebundenes Buch

Produktbeschreibung

This book is the result of research from over fifteen countries, asking which background and environmental factors influence achievement in mathematics and science. This research is based on data from the Third International Mathematics and Science Study (TIMSS), which was conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA) in 1995 and 1998. In many countries researchers have started secondary analysis of the data in search for relationships between contextual factors and achievement. In these analyses two different approaches can be distinguished, which can be characterised by the metaphors of 'fishing' and 'hunting'. In the 'fishing' approach, researchers begin with an open mind, considering all possible context variables as potentially influential. Applying analysis techniques such as regression analysis, Lisrel, PLS, HLM, and MLN, they then identify important factors within their countries or across a number of countries. In the 'hunting' approach, researchers hypothesise certain context variables and trace the effect of these variables on mathematics and/or science achievement.

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Produktdetails

• Verlag: Routledge
• Seitenzahl: 448
• Erscheinungstermin: 6. April 2006
• Englisch
• Abmessung: 240mm x 161mm x 29mm
• Gewicht: 836g
• ISBN-13: 9780415362252
• ISBN-10: 0415362253
• Artikelnr.: 21589785

Autorenporträt

Sarah J. Howie, Tjeerd Plomp

Inhaltsangabe

Part 1:Introduction to TIMSS and to the Book 1. Lessons from Cross-National
Research on Context and Achievement: Hunting and Fishing in the TIMSS
Landscape 2. TIMSS: Purpose and Design 3. Using Indicators of Educational
Contexts in TIMSS 4. Inconsistent Student Responses to Questions Related to
their Mathematics Lessons 5. Raising Achievement Levels in Mathematics and
Science Internationally: What Really Matters. Part 2: Background Variables
and Achievement: Single Country Studies 6. The Effects of Student, Class,
and School Characteristics on TIMSS 1999 Mathematics Achievement in
Flanders 7. Factors Related to Mathematics Achievement in Chile 8. Modeling
Mathematics Achievement in Cyprus 9. Student and School Factors Affecting
Finnish Mathematics Achievement: Results from TIMSS 1999 Data 10. The Role
of Students' Characteristics and Family Background in Iranian Students'
Mathematics Achievement 11. Multi-Level Factors Affecting the Performance
of South African Pupils in Mathematics 12. Factors Affecting Korean
Students' Achievement in TIMSS 1999 Part 3: Background Variables and
Achievement: Multiple Country Studies 13. Exploring Influential Factors on
Mathematics Achievement in Grade 8 in the Netherlands, Belgium, Flanders
and Germany: Results of Secondary Analysis on TIMSS 1995 Data 14.
Participation and Achievement in Science: An Examination of Gender
Differences in Canada, the USA and Norway 15. Predictors of Student
Achievement in TIMSS 1999 and Philippine Results Part 4: Curriculum Related
Variables and Achievement 16. Exploring the Change in Bulgarian Eighth
Grade Mathematics Performance from TIMSS 1995 to TIMSS 1999 17. Curriculum
Coherence: Does the Logic Underlying the Organization of Subject Matter?
18. Curricular Effects in Patterns of Student Responses to TIMSS Science
Items 19. Towards a Science Achievement Framework: The Case of TIMSS-R
Study 20. Background to Japanese Students' Achievement in Science and
Mathematics Part 5: Teaching Aspects/Classroom Processes, School Management
Variables and Achievement 21. Linking TIMSS to Research on Learning and
Instruction:
A Re-Analysis of the German TIMSS and TIMSS Video Data 22. Where to Look
for Student Sorting and Class-Size Effects: Identification and Quest for
Causes Based on International Evidence 23. Grouping in Science and
Mathematics Classrooms in Israel 24. Factors Associated with Cross-National
Variation in Mathematics and Science Achievement Based on TIMSS 1999 Data