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Secondary Analysis of the TIMSS Data

  • David F. Robitaille
  • Albert E. Beaton

Table of contents

  1. Front Matter
    Pages i-xii
  2. Introduction

    1. David F. Robitaille, Albert E. Beaton
      Pages 11-18
  3. Focus on Mathematics

    1. John A. Dossey, Chancey O. Jones, Tami S. Martin
      Pages 21-45
    2. David F. Robitaille, Alan R. Taylor
      Pages 47-62
    3. Eizo Nagasaki, Hanako Senuma
      Pages 81-93
    4. Geoffrey Howson
      Pages 95-111
  4. Focus on Science

    1. Marit Kjærnsli, Carl Angell, Svein Lie
      Pages 127-144
    2. Jana Paleckova, Jana Strakova
      Pages 145-155
    3. Galina Kovalyova, Natalia Naidenova
      Pages 177-191
    4. Marit Kjærnsli, Svein Lie
      Pages 193-208
  5. Focus on Cross-Curricular Issues

    1. Min Li, Richard J. Shavelson, Haggai Kupermintz, Maria Araceli Ruiz-Primo
      Pages 233-249
    2. Edward W. Kifer
      Pages 251-275
    3. Ina V. S. Mullis, Steven E. Stemler
      Pages 277-290
    4. Jesse L. M. Wilkins, Michalinos Zembylas, Kenneth J. Travers
      Pages 291-316
    5. Thomas Kellaghan, George F. Madaus
      Pages 343-356
  6. Focus on Methodology

  7. Conclusion

    1. Albert E. Beaton, David F. Robitaille
      Pages 409-417
  8. Back Matter
    Pages 419-429

About this book

Introduction

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.

Keywords

Trends in International Mathematics and Science Study comparative education education information mathematics modeling science science education

Editors and affiliations

  • David F. Robitaille
    • 1
  • Albert E. Beaton
    • 2
  1. 1.University of British ColumbiaVancouverCanada
  2. 2.Boston CollegeChestnut HillUSA

Bibliographic information