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: A Cross-National Comparison of Curriculum and Learning

Education & Teaching

Schmidt, William H.

Wiley, David

McKnight, Curtis C.

Houang, Richard T.

Wang, HsingChi

Cogan, Leland S.

Wolfe, Richard G.

Schools & Teaching

Jossey-Bass

Which goals and standards guide science education across the  world? This first report of the Third International Mathematics and  Science Study (TIMSS) explores this question by examining the rich  data collected in the TIMSS Curriculum Analysis.   This is a study without precedent in scale or detail. It includes an  exhaustive, page-by-page inventory of science content and other  pedagogical characteristics collected from hundreds of textbooks and  curriculum guides from almost 50 countries. These data document many  important features of these countries' mathematics education  curricula.   The book examines important features of curriculum policy across the  TIMSS countries, especially the role of textbooks and curriculum  guides. It also portrays similarities and differences in science  curricula in the succession of objectives across grades. Additionally,  it details characteristics of the science curriculum as embodied in  textbooks and curriculum guides intended for select grades.   This book will be of interest to anyone concerned with science  education standards, curriculum policy, cross-national educational  comparisons, and science pedagogy.

Many Visions, Many Aims (TIMSS Volume 3) - A Cross-National Investigation of Curricular Intentions in

Science & Math

Raizen, Senta A.

Britton, Edward D.

Science for Kids

Springer

Based on a major international teacher education research project―the Mathematics Teaching in the 21st Century Study (MT21)―this book investigates the preservice preparation of middle school mathematics teachers in the United States, South Korea, Taiwan, Germany, Bulgaria, and Mexico. The study was funded by the National Science Foundation and the participating countries. 
William Schmidt (co-author of the influential TIMSS study on student test results in science and math) and Maria Teresa Tatto (director of the Teacher Education and Development study, or TEDS-M) led a collaborative team of international researchers in this study. Using the results of more than 2,500 surveys, the authors examine the differential contribution of the six countries’ teacher-education models to the knowledge, skills, and dispositions of their future mathematics teachers. Case studies and detailed analyses of the teacher education curriculum across the participating countries provide rich contextual information to explain the survey findings. 
This study is the first to examine the resource allocation and economic support in teacher education vis-à-vis other mathematics-related professions, and it shows that differential investment patterns are consistent with the level of teaching knowledge found in each country’s new teachers. The book includes a chapter on policy implications, with a special focus on teacher preparation in the United States.

Teacher Education Matters: A Study of Middle School Mathematics Teacher Preparation in Six Countries (International Perspectives on Educational Reform Series)

Tatto, Maria Teresa

Blömeke, Sigrid

Teachers' College Press

Inequality for All: The Challenge of Unequal Opportunity in American Schools

Inequality for All makes an important contribution to current debates about economic inequalities and the growing achievement gap, particularly in mathematics and science education. The authors argue that the greatest source of variation in opportunity to learn is not between local communities, or even schools, but between classrooms. They zero in on one of the core elements of schooling―coverage of subject-matter content―and examine how such opportunities are distributed across the millions of school children in the United States. Drawing on data from the third TIMMS international study of curriculum and achievement, as well as a 61-district study in the United States, they point to Common Core State Standards as being a key step in creating a more level playing field for all students.

McKnight, Curtis

Inequality for All makes an important contribution to current debates about economic inequalities and the growing achievement gap, particularly in mathematics and science education. The authors argue that the greatest source of variation in opportunity to learn is not between local communities, or even schools, but between classrooms. They zero in on one of the core elements of schooling―coverage of subject-matter content―and examine how such opportunities are distributed across the millions of school children in the United States. Drawing on data from the third TIMMS international study of curriculum and achievement, as well as a 61-district study in the United States, they point to Common Core State Standards as being a key step in creating a more level playing field for all students.

Schooling matters. The authors' professional pursuits for over twenty-five years have been focused on measuring one key aspect of schooling: the curriculum - what students are expected to study and what they spend their time studying. This documents their conviction that schools and schooling play a vital and defining role in what students know and are able to do with respect to mathematics and science. This research examines seventeen international studies of mathematics and science to provide a nuanced comparative education study. Whilst including multiple measures of students' family and home backgrounds, these studies measure the substance of the curriculum students study which has been shown to have a strong relationship with student performance. Such studies have demonstrated the interrelatedness of student background and curriculum. Student background influences their opportunities to learn and their achievements, yet their schooling can have even greater significance.

Schooling Across the Globe: What We Have Learned from 60 Years of Mathematics and Science International Assessments (Educational and Psychological Testing in a Global Context)

Health, Fitness & Dieting

Solorio, Michelle L.

Psychology & Counseling

Cambridge University Press

Estimating Causal Effects Using Experimental and Observational Designs

Schneider, Barbara

Carnoy, Martin

Shavelson, Richard J.

Kilpatrick, Jeremy

Amer Educational Research Assn

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Books by Schmidt, William H.