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Secondary Analysis of the TIMSS Data (Hardcover, 2002 ed.)
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Secondary Analysis of the TIMSS Data (Hardcover, 2002 ed.)
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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.
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