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  • 1
    Online Resource
    Online Resource
    Schooling Matters : Opportunity to Learn in PISA 2012 (2014)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (36 p.) , 21 x 29.7cm.
    Series Statement: OECD Education Working Papers no.95
    Keywords: Education
    Abstract: Many international comparisons of education over the past 50 years have included some measure of students’ opportunity to learn (OTL) in their schooling. Results have typically confirmed the common sense notion that a student’s exposure in school to the assessed concepts, operationalized in some sort of time metric, is related to what the student has learned as measured by the assessment. What has not been demonstrated is a connection between the specifics of what students have encountered through schooling and their performance on any sort of applied knowledge assessment such as PISA. This paper explores this issue in 2012 PISA which, for the first time, included several OTL items on the student survey. OTL demonstrated a significant relationship with student performance on both the main paper-and-pencil literacy assessment as well as the optional computer-based assessment at all three levels – country, school and student. In every country at least one if not all three of the constructed OTL indices – exposure to word problems, formal mathematics topics, and applied mathematics problems – demonstrated a significant relationship to the overall PISA measure of mathematics literacy as well as the four sub areas of change and relationships, shapes and space, quantity, and uncertainty and data. Additionally, results indicated that variability in OTL was related to student performance having implications for equality of opportunity.
    DOI: 10.1787/5k3v0hldmchl-en
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  • 2
    Online Resource
    Online Resource
    When practice meets policy in mathematics education : A 19 country/jurisdiction case study (2022)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (119 p.) , 21 x 28cm.
    Series Statement: OECD Education Working Papers no.268
    Keywords: Education
    Abstract: The OECD Future of Education and Skills 2030 (E2030) project’s overall goal is that of looking to the future in terms of how school curricula should evolve given the technological advances and other changes that societies are now facing. Towards that end, the E2030 project centres on the idea that education needs to equip students with the knowledge, skills, attitudes and values they need to become active, responsible and engaged citizens. Mathematics is considered a highly relevant subject for achieving the above stated goals, as such it requires further and more detailed analysis. As a result, it has been chosen as one of the E2030 project’s subject-specific analyses. The project has been named the Mathematics Curriculum Document Analysis (MCDA) study as per the request of participating countries. This working paper presents the findings of the MCDA study, which involves participants from 19 countries and jurisdictions.
    DOI: 10.1787/07d0eb7d-en
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  • 3
    Online Resource
    Online Resource
    According to the Book : Using TIMSS to investigate the translation of policy into practice through the world of textbooks (2002)
    Dordrecht : Springer Netherlands
    Details
    ISBN: 9789400708440
    Language: English
    Pages: Online-Ressource (IX, 199 p) , online resource
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Curriculum planning ; Mathematics ; Curriculums (Courses of study). ; Assessment. ; Educational tests and measurements ; International education . ; Comparative education. ; Education—Curricula. ; Mathematics—Study and teaching .
    Abstract: How are curriculum policies translated into opportunities to learn in the classroom? According to the Book presents findings from the largest cross-national study of textbooks carried out to date - the curriculum analysis of the 1995 Third International Mathematics and Science Study (TIMSS). This study included a detailed, page-by-page, inventory of the mathematics and science content, pedagogy, and other characteristics collected from hundreds of textbooks in over forty countries. Drawing on these data, the authors investigate the rhetorical and pedagogical features of textbooks to understand how they promote and constrain educational opportunities. They investigate how textbooks are constructed and how they structure diverse elements into prescriptions for teaching practice. The authors break new ground in understanding textbooks in terms of different educational opportunities that they make possible. The book examines policy implications from these new understandings. In particular, conclusions are offered regarding the role of textbooks in curriculum-driven educational reform, in light of their role as promoters of qualitatively distinct educational opportunities
    Description / Table of Contents: 1: Textbooks and Educational Opportunity2: Physical Features ofTextbooks -- 3: Textbook Structure -- 4: Content Presentation -- 5: Textbook Expectations for Performance -- 6: Textbook Lessons -- 7: A Holistic View ofTextbooks -- 8: Translating Policy into Practice 165 -- References 173 -- Appendix A TIMSS CURRICULUM FRAMEWORKS: MEASURING CURRICULAR ELEMENTS -- Appendix B LIST OF EXHIBITS -- The Authors.
    DOI: 10.1007/978-94-007-0844-0
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  • 4
    Online Resource
    Online Resource
    Many Visions, Many Aims Volume 2 : A Cross-National Investigation of Curricular Intentions in School Science (1997)
    Dordrecht : Springer Netherlands | Dordrecht : Imprint: Springer
    Details
    ISBN: 9780306472084
    Language: English
    Pages: Online-Ressource (v. 〈1-2 〉) , ill
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Keywords: Education ; Comparative education ; Mathematics ; Science Study and teaching ; International education . ; Comparative education. ; Science—Study and teaching. ; Mathematics—Study and teaching .
    Abstract: Which goals and standards guide science education across the world? This first report of the Third International Mathematics and Science Study (TIMSS) explores this question by examining the rich data collected in the TIMSS Curriculum Analysis. This is a study without precedent in scale or detail. It includes an exhaustive, page-by-page inventory of science content and other pedagogical characteristics collected from hundreds of textbooks and curriculum guides from almost 50 countries. These data document many important features of these countries' mathematics education curricula. The book examines important features of curriculum policy across the TIMSS countries, especially the role of textbooks and curriculum guides. It also portrays similarities and differences in science curricula in the succession of objectives across grades. Additionally, it details characteristics of the science curriculum as embodied in textbooks and curriculum guides intended for select grades. This book will be of interest to anyone concerned with science education standards, curriculum policy, cross-national educational comparisons, and science pedagogy
    DOI: 10.1007/978-0-306-47208-4
    URL: Volltext
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  • 5
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    Online Resource
    Facing the Consequences : Using TIMSS for a Closer Look at U.S. Mathematics and Science Education (2002)
    Dordrecht : Kluwer Academic Publishers
    Details
    ISBN: 9780306472169
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer-11648
    Edition: Springer eBook Collection. Humanities, Social Science and Law
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Curriculum planning ; Mathematics ; Science Study and teaching ; Teachers Training of ; Science education. ; Curriculums (Courses of study). ; Teaching. ; Comparative Education ; International education . ; Mathematics—Study and teaching . ; Education—Curricula. ; Science—Study and teaching. ; Teachers—Training of. ; USA ; Mathematikstudium ; Mathematikunterricht
    Abstract: Facing the Consequences: An Overview -- Choices, Beliefs, Consequences -- What We Teach, Who We Teach -- How We Teach -- Schools, Teachers, Students, and Other Factors -- Our Students’ Accomplishments -- Curriculum Does Matter -- Access to Curriculum Matters -- Hypotheses, Hunches, and Conclusions -- Systemic Features, Following Consequences: A Hypothesis -- There Are no Magic Bullets -- Some Stories TIMSS Can and Cannot Tell -- What’s the Next Story?.
    Abstract: Facing the Consequences presents a perspective on US mathematics and science education that is developed from data gathered as part of the Third International Mathematics and Science Study (TIMSS). TIMSS is the most extensive and far-reaching cross-national comparative study of mathematics and science education ever attempted. It includes comparing official curricula, textbooks, teacher practices, and student achievements for many countries (from 20 to 50 countries, depending on the particular comparison). Thousands of official documents and textbooks were analyzed. Thousands of teachers, principals, and other experts responded to survey questionnaires. A sample of mathematics teachers in three countries had their lessons videotaped. Hundreds of thousands of children in almost 50 countries were tested in mathematics and science. This report presents a closer look at US mathematics and science education through careful examination of TIMSS data. The authors believe this investigation shows how deceptive many often unquestioned assumptions about American education can be. Drawing upon many new analyses not previously reported and integrating these with previous analyses of TIMSS data, the authors develop and illustrate the argument that what happens to American students is the consequence of American beliefs that shape educational practice and the accretion of a myriad educational choices made in mathematics and science education.
    DOI: 10.1007/0-306-47216-3
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  • 6
    Online Resource
    Online Resource
    Characterizing Pedagogical Flow : An Investigation of Mathematics and Science Teaching in Six Countries (2002)
    Dordrecht : Kluwer Academic Publishers
    Details
    ISBN: 9780306472077
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer-11648
    Edition: Springer eBook Collection. Humanities, Social Science and Law
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Mathematics ; Science Study and teaching ; Science education. ; Comparative Education ; International education . ; Mathematics—Study and teaching . ; Science—Study and teaching.
    Abstract: Investigating Curriculum and Pedagogy -- Investigating the Story of Curriculum and Pedagogy: Conceptualizing and Comparing Educational Practices -- Exploring the Story of Curriculum: Examining Artifacts of Intention -- The Classroom Story Unfolds: Observing the Implementation of Curricular and Pedagogical Intentions -- Moving from Conceptions to Instrumentation -- Lessons from Lessons -- Case Studies of Six Countries -- France: Case Study -- Japan: Case Study -- Norway: Case Study -- Spain: Case Study -- Switzerland: Case Study -- United States: Case Study.
    Abstract: Characterizing Pedagogical Flow presents conclusions from a multi-disciplinary, multi-national research project blending quantitative and qualitative approaches through a discourse methodology. The work produced portraits of mathematics and science education that were dramatically different for each of the countries involved: France, Japan, Norway, Spain, Switzerland, and the United States. To explain these differences, it is proposed that the interaction of curriculum and pedagogy is culturally unique and yields classroom learning experiences that are qualitatively different from country to country. This idea has profound implications for how international education research is interpreted.
    DOI: 10.1007/0-306-47207-4
    URL: Volltext
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  • 7
    Online Resource
    Online Resource
    A Splintered Vision : An Investigation of U.S. Science and Mathematics Education (2002)
    Dordrecht : Kluwer Academic Publishers
    Details
    ISBN: 9780306472091
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer-11648
    Edition: Springer eBook Collection. Humanities, Social Science and Law
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Mathematics ; Science Study and teaching ; Science education. ; Comparative Education ; International education . ; Mathematics—Study and teaching . ; Science—Study and teaching.
    Abstract: Unfocused Curricula -- U.S. Textbooks: Conflicting Demands, Cautious Visions -- U.S. Teachers: Responding to Splintered Visions -- How Has Our Vision Become So Splintered? -- So What Can We Expect from U.S. Students? -- Open Questions: How Do We Get Where We Want to Go?.
    Abstract: A Splintered Vision: An Investigation of U.S. Science and Mathematics Education is the US report on the curriculum analysis component of the Third International Mathematics and Science Study (TIMSS) which was sponsored by the International Association for the Evaluation of Educational Achievement (IEA). The report summarizes data from the TIMSS curriculum analysis and integrates it with teacher questionnaire data from the US, Japan, and Germany on science and mathematics topic coverage and instructional practices. The authors of A Splintered Vision discuss and provide evidence of the unfocused nature of US mathematics and science curricular intentions, textbooks, and teacher practices. They offer the premise that producers of US textbooks and curriculum guides have attempted to answer calls for curricular reform by adding new content to already existing materials instead of devoting time to restructuring the materials. The authors also suggest that US teachers, inundated with a myriad of competing visions, are attempting to cover all the topics they confront in their resource documents and to meet all the instructional demands placed on them by those with a stake in education. In keeping with the `incremental assembly line' philosophy in American society, US teachers also tend to lean toward a piecemeal approach to education. The authors speculate on what such practices may mean for the mathematics and science achievement of US students. The work is sure to spur discussion among educational researchers, policy makers, and others concerned about the future of mathematics and science education in the US.
    DOI: 10.1007/0-306-47209-0
    URL: Volltext
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  • 8
    Online Resource
    Online Resource
    International perspectives on teacher knowledge, beliefs and opportunities to learn : TEDS-M results (2014)
    Dordrecht [u.a.] : Springer
    Details
    ISBN: 9781306202107 , 9789400764378
    Language: English
    Pages: Online-Ressource (IX, 592 S.) , Ill.
    Edition: Online-Ausg.
    Series Statement: Advances in Mathematics Education
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. International perspectives on teacher knowledge, beliefs and opportunities to learn
    Keywords: Mathematics ; Education ; Mathematics Study and teaching ; Teachers Training of ; Mathematik ; Lehrerbildung
    Abstract: This book reviews the Teacher Education and Development Study: Learning to Teach Mathematics, which tested 23,000 primary and secondary level math teachers from 16 countries on content knowledge and asked their opinions on beliefs and opportunities to learn.
    Abstract: This book presents a collection of papers that examine the TEDS-M data results in terms of knowledge and beliefs, the relationship between opportunities to learn during teacher education and outcomes, as well as the relationship between the future teachers’ background and teacher education outcomes. TEDS-M, under the auspices of the International Association for the Evaluation of Educational Achievement (IEA), carried out the first-ever study to examine primary and lower secondary mathematics teachers’ competence in their last year of teacher education. In particular, it analyses the relationship between teacher education policies, practices and outcomes. Analysis of these complex relationships indicates both global and regional patterns of similarity and difference and identifies country-specific strengths and weaknesses, thus enabling national policy makers to improve the effectiveness of their systems within their own cultural norms and values. Specifically, through examination and analysis of the TEDS-M data, the papers in this book: • add to the body of theory through reflecting on teacher knowledge conceptions, the relationship between teacher knowledge and beliefs, and cultural influences on the assessment and development of teacher knowledge and beliefs; • illustrate the potential and ways of exploring possible connections between teacher preparation and student achievement; and • discuss policy implications for evaluating teacher preparation and program quality. The book therefore provides a unique insight into teacher training systems and competences around the world and will be an invaluable resource for researchers, government policy makers and teacher trainers everywhere
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-007-6437-8
    URL: Volltext
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    URL: Cover
    URL: Inhaltstext
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