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Secondary Analysis of the TIMSS Data

  • Book
  • © 2002

Overview

Editors:
  1. David F. Robitaille

    1. University of British Columbia, Vancouver, Canada

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    You can also search for this editor in PubMed   Google Scholar

  2. Albert E. Beaton

    1. Boston College, Chestnut Hill, USA

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Table of contents (25 chapters)

  1. Front Matter

    Pages i-xii
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  2. Introduction

    1. TIMSS in Context: Asessment, Monitoring, and Moving Targets

      • Hans Wagemaker
      Pages 3-10

    2. TIMSS: A Brief Overview of The Study

      • David F. Robitaille, Albert E. Beaton
      Pages 11-18

  3. Focus on Mathematics

    1. Analyzing Student Responses in Mathematics Using Two-digit Rubrics

      • John A. Dossey, Chancey O. Jones, Tami S. Martin
      Pages 21-45

    2. From SIMS to TIMSS: Trends in Students’ Achievement in Mathematics

      • David F. Robitaille, Alan R. Taylor
      Pages 47-62

    3. The Impact of Timss on the Mathematics Standards Movement in The United States

      • John A. Dossey, Mary M. Lindquist
      Pages 63-79

    4. TIMSS Mathematics Results: A Japanese Perspective

      • Eizo Nagasaki, Hanako Senuma
      Pages 81-93

    5. Timss, Common Sense, and the Curriculum

      • Geoffrey Howson
      Pages 95-111

    6. Advanced Mathematics: Curricula and Student Performance

      • Geoffrey Howson
      Pages 113-123

  4. Focus on Science

    1. Exploring Population 2 Students’ Ideas About Science

      • Marit Kjærnsli, Carl Angell, Svein Lie
      Pages 127-144

    2. Science Achievement: A Czech Perspective

      • Jana Paleckova, Jana Strakova
      Pages 145-155

    3. Timss Science Results for Hong Kong: An Ailing Dragon with a British Legacy

      • Nancy Law
      Pages 157-175

    4. Science Achievement: A Russian Perspective

      • Galina Kovalyova, Natalia Naidenova
      Pages 177-191

    5. Timss Science Results Seen from A Nordic Perspective

      • Marit Kjærnsli, Svein Lie
      Pages 193-208

  5. Focus on Cross-Curricular Issues

    1. Separating School, Classroom, and Student Variances and Their Relationship to Socio-economic Status

      • Albert E. Beaton, Laura M. O’Dwyer
      Pages 211-231

    2. On the Relationship Between Mathematics and Science Achievement in the United States

      • Min Li, Richard J. Shavelson, Haggai Kupermintz, Maria Araceli Ruiz-Primo
      Pages 233-249

    3. Students’ Attitudes and Perceptions

      • Edward W. Kifer
      Pages 251-275

    4. Analyzing Gender Differences for High-achieving Students on Timss

      • Ina V. S. Mullis, Steven E. Stemler
      Pages 277-290

    5. Investigating Correlates of Mathematics and Science Literacy in the Final Year of Secondary School

      • Jesse L. M. Wilkins, Michalinos Zembylas, Kenneth J. Travers
      Pages 291-316

    6. Indicators of ICT in Mathematics: Status and Covariation with Achievement Measures

      • Willem J. Pelgrum, Tjeerd Plomp
      Pages 317-330
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Keywords

About this book

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.

Editors and Affiliations

  • University of British Columbia, Vancouver, Canada

    David F. Robitaille

  • Boston College, Chestnut Hill, USA

    Albert E. Beaton

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