References and bibliography
Birzea, C. 1994. Educational policies of the countries in transition. Strasbourg: Council of Europe Press
Bulach C., Malone B., Castleman C. (1995) An investigation of variables related to student achievement. Mid-Western educational researcher 8(2):23–29
Cohen, J.; Cohen, P. 1983. Applied multiple regression/correlation analysis for the behavioral sciences, 2^${\rm nd}$ ed. Hillsdale, NJ: Erlbaum
Darling-Hammond, L. 2000. Teacher quality and student achievement: a review of state policy evidence. Education policy analysis archives, vol. 8, no. 1. Available at: <olam.ed.asu.edu/epaa/v8n1/>
Fowler W.J. Jr., Walberg H.J. (1991) School size, characteristics, and outcomes. Educational evaluation and policy analysis 13(2):189–202
Fretwell D.H., Wheeler A. (2002) Romania: secondary education and training. Washington, DC: World Bank
Fuller, B.; Clarke, P. 1994. Raising school effects while ignoring culture? Local conditions and the influence of classroom tools, rules, and pedagogy. Review of educational research, vol. 64, pp. 119–157
Hamilton L., et al. (2003) Studying large-scale reforms of instructional practice: an example from mathematics and science. Educational evaluation and policy analysis 25(1):1–29
Heck R. (2000) Examining the impact of school quality on school outcomes and improvement: a value-added approach. Educational administration quarterly 36(4):513–552
Heyneman, S.P.; Loxley, W.A. 1983. The effect of primary-school quality on academic achievement across twenty-nine and high- and low-income countries. American journal of sociology, no. 88, pp. 1162–1194
Hoy, W.; Tarter, C.; Bliss, F. 1990. School characteristics and faculty trust in secondary schools. Educational administration quarterly, no. 25, pp. 294–309
Jigau M. (ed) (2000) Rural education in Romania: conditions, issues and development strategies. Bucharest: Institute for Educational Sciences
Loucks-Horsley S., et al. (1998) Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press
Ma L. (1999) Knowing and teaching elementary mathematics: teachers’ understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Erlbaum
Martin, M.O. et al. 2004. TIMSS 2003 International Science Report: findings from IEA's Trends in International Mathematics and Science Study at the Fourth and Eighth Grades. Chestnut Hill, MA: Boston College
Martin M.O., Mullis I.V.S., Chrostowski S.J. (2003) TIMSS 2003 Technical Report. Chestnut Hill, MA: Boston College
Murnane R.J., Phillips B.R. (1981) Learning by doing, vintage, and selection: three pieces of the puzzle relating teaching experience and teaching performance. Economics of education review 1:691–693
National Institute of Statistics. 2004. National statistical yearbook. Bucharest: NIS. Available at: <www.insse.ro/anuar_2004/zip_e2004/chap15-education.pdf>
Noveanu, G.N., ed. 2005. Raport naţional: TIMSS 2003. Bucharest
Organisation for Economic Co-operation and Development. 2000. Romania: education and skills. Review of national policies of education. Paris: OECD
Organisation for Economic Co-operation and Development. 2002. Reviews of national policies for education: Romania. Paris: OECD
Raudenbush S.W., Bryk A.S. (2002) Hierarchical linear models, 2nd ed. Thousand Oaks, CA: Sage
Rivkin S.G., Hanushek E.A., Kain J.F. (1998) Teachers, schools and academic achievement. Cambridge, MA: National Bureau of Economic Research. (Working paper, 6691.)
Romania. Ministry of Education and Research. 2000. The new National Curriculum. Bucharest: MER
Romania. Ministry of Education and Research. 2000–2004. [Available documents]—<www.edu.ro>
Romania. Ministry of Education and Research. 2001. Romanian education system: national report. Bucharest: MER
Romania. Ministry of Education and Research. 2004. Proiectul pentru invatamant rural [Rural education project]. Available at: <rural.edu.ro/>
Romania. Ministry of Education and Research. 2005. Raport asupra stării sistemului naţional de învăţămănt [The state-of-the-art of the Romanian education system]. Bucharest: MER
Rutter, M. et al. 1979. Fifteen thousand hours: secondary schools and their effects on children. Cambridge, MA: Harvard University Press
Smith, T.M.; Desimone, L.M.; Baker, D.P. 2004. The socioeconomic distribution of teaching quality: an analysis of within and between country variation in access to conceptual teaching in low, middle, and high income countries. Montreal: UNESCO Institute for Statistics. (Background paper prepared for the 2004 Education for All Monitoring Report.)
UNESCO Institute for Statistics. 2005. UIS database. Accessed at: <stats.uis.unesco.org/>
United States. Department of Education. 2001. Monitoring school quality: an indicators report. Washington, DC: U.S. Government Printing Office. [NCES 2001–30, by D.P. Mayer, J.E.␣Mullens and M.T. Moore]
Vlăsceanu L. et al. eds. 2002. Şcoala la răscruce: schimbare Şi continuitate in curriculumul învăţământului obligatoriu. Studiu de impact [School at crossroads: change and continuity in the curriculum for compulsory school. Impact sudy]. Bucharest: Center Education 2000+
Von Secker C. (2002) Effects of inquiry-based teacher practices on science excellence and equity. Journal of educational research 95(3):151–160
Von Secker C., Lissitz R. (1999) Estimating the impact of instructional practices on student achievement in science. Journal of research in science teacher 36(10):1110–1126
Weaver G. (1997) Strategies in k-12 science instruction to promote conceptual change. Hoboken, NJ: John Wiley & Sons, Inc
Willms, J.D.; Somers, M.-A. 2001. Family, classroom, and school effects on children's educational outcomes in Latin America. School effectiveness and school improvement, vol. 12, no. 4, pp. 409–445
Willms, J.D., Smith, T.M. 1995. A manual for conducting analyses with data from TIMSS and PISA. (Report prepared for the UNESCO Institute for Statistics, Montreal.) Available at: <www.unb.ca/crisp/pdf/Manual_TIMSS_PISA2005_0503.pdf>
Author information
Authors and Affiliations
Corresponding author
Additional information
Original language: English
Olimpius Istrate (Romania)
Lecturer in Pedagogy and Computer-Assisted Instruction, Faculty of Psychology and Education Sciences, University of Bucharest. He has participated in educational research and programmes developed by the Council of Europe, the Institute for Education Sciences in Bucharest, UNESCO/IITE, the British Council, the South-East Europe Education Co-operation Network, and the World Bank in Romania. He has also co-ordinated projects and research-evaluations for the Romanian Ministry of Education and Research, focused on the use of ICTs to increase the quality of the educational process. E-mail: olimpius.istrate@tehne.ro
Gabriela Noveanu (Romania)
Senior Researcher at the Institute of Educational Sciences, Bucharest. She was National Research Coordinator for IEA studies: PIRLS 2001 and PIRLS 2006, TIMSS 1995, 1999, 2003 and 2007. Her research interest is in using large-scale assessment to identify successful curricular and instructional practices among participating countries, as well as curriculum development. She has special interest in science education. E-mail: gabrielanoveanu@yahoo.com
Thomas M. Smith (United States)
Assistant Professor of Public Policy and Education in Department of Leadership, Policy, and Organizations, Vanderbilt University. His current research focuses on the organization of teaching quality, exploring relationships between educational policy, school organization, teacher commitment, and the quality of classroom instruction. Between 1991 and 2001, he conducted and managed statistical research activities at the U.S. Department of Education's National Center for Education Statitics (NCES), the Organisation for Economic Co-operation and Development (OECD), and the National Science Foundation (NSF). E-mail: thomas.smith@vanderbilt.edu
About this article
Cite this article
Istrate, O., Noveanu, G. & Smith, T.M. Exploring sources of variation in Romanian science achievement. Prospects 36, 475–496 (2006). https://doi.org/10.1007/s11125-006-9006-6
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11125-006-9006-6