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Author: Albert E. Beaton
Publisher: International Study Center Lynch School of Educatio College
ISBN:
Category : Education
Languages : en
Pages : 244
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Book Description
The Third International Mathematics and Science Study is the largest and most ambitious study ever undertaken by the International Association for the Evaluation of Educational Achievement. Forty-five countries collected data in more than 30 languages. Five grade levels were tested in the two subject areas. This report describes the science achievement of seventh and eighth graders, emphasizing the results from the eighth-grade assessment. Results are presented for the 41 countries that completed all the steps necessary to appear in this report. Singapore was the top performing country at both grade levels, with Colombia, Kuwait, and South Africa performing at the lowest levels. Perhaps the most striking finding was the large difference in average achievement between the top-performing and bottom-performing countries. Results provided a chain of overlapping countries, with most countries having an average achievement similar to that of a cluster of others, but with large differences between the top and bottom of the chain. In most countries and internationally, boys outperformed girls at both grade levels. The majority of eighth graders in nearly every country indicated that they liked science, but not all students had positive feelings about the subject. Home factors were strongly related to achievement in every participating country, but relationships between science achievement and instructional practices were less clear within and across countries. Six appendixes present information on study methodology and selected achievement results for some countries. (Contains 61 tables, 23 appendix tables, 19 figures, and 1 appendix figure.) (SLD)
Author: Albert E. Beaton
Publisher: International Study Center Lynch School of Educatio College
ISBN:
Category : Education
Languages : en
Pages : 244
Get Book Here
Book Description
The Third International Mathematics and Science Study is the largest and most ambitious study ever undertaken by the International Association for the Evaluation of Educational Achievement. Forty-five countries collected data in more than 30 languages. Five grade levels were tested in the two subject areas. This report describes the science achievement of seventh and eighth graders, emphasizing the results from the eighth-grade assessment. Results are presented for the 41 countries that completed all the steps necessary to appear in this report. Singapore was the top performing country at both grade levels, with Colombia, Kuwait, and South Africa performing at the lowest levels. Perhaps the most striking finding was the large difference in average achievement between the top-performing and bottom-performing countries. Results provided a chain of overlapping countries, with most countries having an average achievement similar to that of a cluster of others, but with large differences between the top and bottom of the chain. In most countries and internationally, boys outperformed girls at both grade levels. The majority of eighth graders in nearly every country indicated that they liked science, but not all students had positive feelings about the subject. Home factors were strongly related to achievement in every participating country, but relationships between science achievement and instructional practices were less clear within and across countries. Six appendixes present information on study methodology and selected achievement results for some countries. (Contains 61 tables, 23 appendix tables, 19 figures, and 1 appendix figure.) (SLD)
Author: Diane Shorrocks-Taylor
Publisher: Springer Science & Business Media
ISBN: 0306472198
Category : Education
Languages : en
Pages : 316
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Book Description
Diane Shorrocks-Taylor School of Education, University of Leeds,UK In September 1998, a conference was held at the University of Leeds entitled ‘International comparisons of pupil performance: issues and policy’. It was arranged by two groups within the School of Education at the University, the newly formed Assessment and Evaluation Unit and the Centre for Studies in Science and Mathematics Education. Thejoint interest in international comparisons of performance had itself arisen from earlier involvement in a follow-up study of the 1995 TIMSS work in England, reported in a later chapter in this book, in which the TIMSS assessment outcomes were studied alongside the outcomes from the National Curriculum testing programme in England. Some of the results of this investigation had proved both interesting and challenging so the decision was made to promote wider discussion of some key issues by inviting contributors from all over the world to a meeting the major aims of which were to promote an exploration of : - the theoretical foundations of international comparative studies of student performance; - the practical problems of carrying out such studies; - the appropriateness of the assessment models and approaches used in international comparisons; - the role of international comparative studies in raising standards of student performance; - and how international studies affect the shaping of national policy on education.
Author: Sandra K. Abell
Publisher: Routledge
ISBN: 1135619654
Category : Education
Languages : en
Pages : 1346
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Book Description
This state-of-the art research Handbook provides a comprehensive, coherent, current synthesis of the empirical and theoretical research concerning teaching and learning in science and lays down a foundation upon which future research can be built. The contributors, all leading experts in their research areas, represent the international and gender diversity that exists in the science education research community. As a whole, the Handbook of Research on Science Education demonstrates that science education is alive and well and illustrates its vitality. It is an essential resource for the entire science education community, including veteran and emerging researchers, university faculty, graduate students, practitioners in the schools, and science education professionals outside of universities. The National Association for Research in Science Teaching (NARST) endorses the Handbook of Research on Science Education as an important and valuable synthesis of the current knowledge in the field of science education by leading individuals in the field. For more information on NARST, please visit: http://www.narst.org/.
Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 136
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Book Description
Author: David F. Robitaille
Publisher: Springer Science & Business Media
ISBN: 0306476428
Category : Education
Languages : en
Pages : 419
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Book Description
Researchers who participate in IEA studies have a unique opportunity to work collaboratively with their counterparts from many different countries and disciplinary backgrounds over a period of several years on questions of shared academic interest. Once the data for a given study have been collected and the first round of international reports published, however, opportunities for that kind of collaboration tend to be much less frequent. A major strength of IEA studies compared to other large-scale, international studies is that they are classroom based, thereby making it possible for researchers and policy makers to investigate linkages between students’ achievement and a wide range of variables. Those variables could be related to instructional practices, to students’ and teachers’ background and attitudes, to school organizational patterns, or to opportunity to learn, to name a few. The research questions that TIMSS was designed to address make it clear that these kinds of relational, multi-variate analyses were among the major goals of the project. The international reports of the TIMSS–95 results that were published by the International Study Center at Boston College between 1996 and 1999 were intended to provide comprehensive coverage of the basic findings of the study. They were not intended to provide in-depth analyses of research and policy issues; instead, their main purpose was to make the basic findings of the study widely available in a timely manner. This they certainly did.
Author: Sarah J. Howie
Publisher: Routledge
ISBN: 1134232160
Category : Education
Languages : en
Pages : 449
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Book Description
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.
Author:
Publisher:
ISBN:
Category : Electronic journals
Languages : en
Pages : 496
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Book Description
Author: Joseph S. Krajcik
Publisher: Routledge
ISBN: 1351792741
Category : Education
Languages : en
Pages : 460
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Book Description
Teaching Science in Elementary and Middle School integrates principles of learning and motivation with practical teaching ideas for implementing them. Paralleling what scientists do, project-based learning (PBL) represents the essence of inquiry and the nature of science, and engages children and teachers in investigating meaningful, real-world questions about the world around them. This text provides concrete strategies on teaching using a project-based approach and on meeting the principles in A Framework for K–12 Science Education and the Next Generation Science Standards (NGSS). Features include strategies for planning long-term, interdisciplinary, student-centered units; scenarios to help readers situate new experiences; and a wealth of supplementary material on the Companion Website. Features in the Fifth Edition: Integrates research-based findings from the National Research Council’s Taking Science to School, A Framework for K–12 Science Education, and NGSS to engage learners and help them make sense of phenomena in using disciplinary core ideas, science and engineering practices, and crosscutting concepts Gives attention to cultural diversity throughout the chapters, with an added focus on working with English Language Learners Describes how to develop and use assessments that require students to make use of their knowledge to solve problems or explain phenomena Illustrates how to use PBL to make connections to Common Core Standards for Mathematics and English Language Arts Provides examples of project-based lessons and projects to illustrate how teachers can support children in engaging in scientific and engineering practices, such as asking questions, designing investigations, constructing models and developing evidence-based explanation
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 736
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 748
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Book Description
