Secondary Analysis of the TIMSS Data

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. TIMSS in Context: Asessment, Monitoring, and Moving Targets....Pages 3-10 TIMSS: A Brief Overview of The Study....Pages 11-18 Analyzing Student Responses in Mathematics Using Two-digit Rubrics....Pages 21-45 From SIMS to TIMSS: Trends in Students’ Achievement in Mathematics....Pages 47-62 The Impact of Timss on the Mathematics Standards Movement in The United States....Pages 63-79 TIMSS Mathematics Results: A Japanese Perspective....Pages 81-93 Timss, Common Sense, and the Curriculum....Pages 95-111 Advanced Mathematics: Curricula and Student Performance....Pages 113-123 Exploring Population 2 Students’ Ideas About Science....Pages 127-144 Science Achievement: A Czech Perspective....Pages 145-155 Timss Science Results for Hong Kong: An Ailing Dragon with a British Legacy....Pages 157-175 Science Achievement: A Russian Perspective....Pages 177-191 Timss Science Results Seen from A Nordic Perspective....Pages 193-208 Separating School, Classroom, and Student Variances and Their Relationship to Socio-economic Status....Pages 211-231 On the Relationship Between Mathematics and Science Achievement in the United States....Pages 233-249 Students’ Attitudes and Perceptions....Pages 251-275 Analyzing Gender Differences for High-achieving Students on Timss....Pages 277-290 Investigating Correlates of Mathematics and Science Literacy in the Final Year of Secondary School....Pages 291-316 Indicators of ICT in Mathematics: Status and Covariation with Achievement Measures....Pages 317-330 Extra-school Instruction in Mathematics and Science....Pages 331-341 Teachers’ Sources and Uses of Assessment Information....Pages 343-356 Extending the Application of Multilevel Modeling to Data from TIMSS....Pages 359-373 Application of the Scale Anchoring Method to Interpret the TIMSS Achievement Scales....Pages 375-390 Effects of Adaptations on Comparability of Test Items and Test Scores....Pages 391-405 A Look Back at TIMSS: What Have We Learned About International Studies?....Pages 409-417