Splintered Vision: An Investigation of U.S. Science and Mathematics Education

Curtis C. McKnight

Plenum Publishing Corporation

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.

Facing the Consequences

Richard T. Houang

Leland S. Cogan

W.H. Schmidt

Pamela M. Jakwerth

Springer Nature

Schools do matter. There is a direct correlation between what schools teach, and what students learn and achieve. With this important study you'll explore the curriculum-learning connection, and the prospects for improving educational outcomes for all kids. Why Schools Matter emerged from the Third International Mathematics and Science Study (TIMSS)--the largest ongoing educational research effort. TIMSS results have been widely reported in the popular press to underline how far the U.S. lags behind other Western countries in math and science achievement. This important study is the first comprehensive analysis of curriculum for teachers, school and district administrators, directors of curriculum, and educational policy makers.

Why Schools Matter E-Bk

Education & Teaching

William H. Schmidt

David E. Wiley

Hsingchi Wang

Richard G. Wolfe

Schools & Teaching

Jossey-Bass

PREFACE The Third International Mathematics and Science Study (TIMSS), sponsored by the International Association for the Evaluation of Educational Achievement (lEA) and the gov ernments of the participating countries, is a comparative study of education in mathematics and the sciences conducted in approximately 50 educational systems on five continents. The goal of TIMSS is to measure student achievement in mathematics and science in participating coun tries and to assess some of the curricular and classroom factors that influence student learning in these subjects. The study will provide educators and policy makers with an unparalleled and multidimensional perspective on mathematics and science curricula; their implementation; the nature of student performance in mathematics and science; and the social, economic, and edu cational context in which these occur. TIMSS focuses on student learning and achievement in mathematics and science at three different age levels, or populations. • Population 1 is defined as all students enrolled in the two adjacent grades that contain the largest proportion of 9-year-old students; • Population 2 is defined as all students enrolled in the two adjacent grades that contain the largest proportion of 13-year-old students; and • Population 3 is defined as all students in their final year of secondary education, includ ing students in vocational education programs. In addition, Population 3 has two "specialist" subpopulations: students taking advanced courses in mathematics (mathematics specialists), and students taking advanced courses in physics (science specialists).

Many Visions, Many Aims: A Cross-National Investigation of Curricular Intentions in School Mathematics

Science & Math

Gilbert A. Valverde

Science for Kids

Springer

Facing the Consequences: Using TIMSS for a Closer Look at U.S. Mathematics and Science Education

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.

Kluwer Academic Publishers

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Books by Curtis C. McKnight