|
Showing 1 - 9 of
9 matches in All Departments
PREFACE The Third International Mathematics and Science Study
(TIMSS), sponsored by the International Association for the
Evaluation of Educational Achievement (IEA) and the g- ernments of
the participating countries, is acomparative study of education in
mathematics and the sciences conducted in approximately 50
educational systems on six continents. The goal of TIMSS is to
measure student achievement in mathematics and science in
participating countries and to assess some of the curricular and
classroom factors that are related to student learning in these
subjects. The study is intended to provide educators and policy
makers with an unpar- leled and multidimensional perspective on
mathematics and science curricula; their implem- tation; the nature
of student performance in mathematics and science; and the social,
econ- ic, and educational 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, incl- 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 (physics specialists).
This book, based on detailed studies of eight innovations in
mathematics and science education, has many insights to offer on
current school reform. Since each innovation studied has taken its
own unique approach, the set as a whole spans the spectrum from
curriculum development to systemic reform, from c- centrating on
particular school populations to addressing all of K-12 education.
Yet these reform projects share a common context, a world view on
what m- ters in science and mathematics for students of the 1990s
and beyond, conv- tions about what constitutes effective
instruction, and some notions about how school change can be
brought about. These commonalities are drawn out in the book and
illustrated with examples from the individual case studies that are
reportedin full in BoldVentures, Volumes 2 and 3. The eight
innovations-all of them projects that are well-known, at least by
name, to U. S. audiences-are briefly described in chapter 1. Each
was the s- ject of an in-depth, three-year case study. The research
teams analyzed many documents, attended numerous project meetings,
visited multiple sites, condu- ed dozens of individual interviews.
The team leaders, having spent much time with mathematics or
science education over long careers, looked at these reform
projects through several lenses; the teams sifted through the
mountains of data they had collected in order to tell the story of
each project in rich detail.
This book presents comprehensive results from case studies of five
innovations in science education that have much to offer toward
understanding current reforms in this field. Each chapter tells the
story of a case in rich detail, with extensive documentation, and
in the voices of many of the participants-the innovators, the
teachers, the students. Similarly, Volume 3 of Bold Ventures pre
sents the results from case studies of five innovations in
mathematics education. Volume 1 provides a cross-case analysis of
all eight innovations. Many U.S. readers certainly will be very
familiar with the name of at least one if not all of the science
innovations discussed in this volume-for example, Project 206l-and
probably with their general substance. Much of the education
community's familiarity with these arises from the projects' own
dissemination efforts. The research reported in this volume,
however, is one of the few detailed studies of these innovations
undertaken by researchers outside the projects them selves. Each of
the five studies was a large-scale effort involving teams of
researchers over three years. These teams analyzed many documents,
attended numerous critical project meetings, visited multiple
sites, conducted dozens of individual interviews. The team leaders
(Atkin, Huberman, Rowe), having spent much time with science
education over long careers, looked at these innovations through
many lenses. It was a daunting task for each team to sift through
the mountains of detail in order to bring the most compelling
themes to the surface."
This book presents comprehensive results from case studies of three
innovations in mathematics education that have much to offer toward
understanding current reforms in this field. Each chapter tells the
story of a case in rich detail, with extensi ve documentation, and
in the voices of many of the participants-the innovators, the
teachers, the students. Similarly, Volume 2 of Bold Ventures pre
sents the results from case studies of five innovations in science
education. Volume 1 provides a cross-case analysis of all eight
innovations. Many U.S. readers certainly will be very familiar with
the name of at least if not all of the mathematics innovations
discussed in this volume-for one example, the NCTM Standards-and
probably with their general substance. Much of the education
community's familiarity with these" arises from the pro jects' own
dissemination efforts. The research reported in this volume,
however, is one of the few detailed studies of these innovations
undertaken by researchers outside the projects themselves.
Examining the Examinations looks at the required advanced science
and mathematics examinations taken by university-bound students in
seven countries. This research focuses on topics covered, types of
questions used, and performance expected from students. The book
concentrates on comparisons of the examinations, illustrating their
similarities and differences with selected questions taken from the
actual examinations. The international comparisons presented offer
a window on educational laboratories' in seven countries.
PREFACE The Third International Mathematics and Science Study
(TIMSS), sponsored by the International Association for the
Evaluation of Educational Achievement (IEA) and the g- ernments of
the participating countries, is acomparative study of education in
mathematics and the sciences conducted in approximately 50
educational systems on six continents. The goal of TIMSS is to
measure student achievement in mathematics and science in
participating countries and to assess some of the curricular and
classroom factors that are related to student learning in these
subjects. The study is intended to provide educators and policy
makers with an unpar- leled and multidimensional perspective on
mathematics and science curricula; their implem- tation; the nature
of student performance in mathematics and science; and the social,
econ- ic, and educational 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, incl- 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 (physics specialists).
This book presents comprehensive results from case studies of five
innovations in science education that have much to offer toward
understanding current reforms in this field. Each chapter tells the
story of a case in rich detail, with extensive documentation, and
in the voices of many of the participants-the innovators, the
teachers, the students. Similarly, Volume 3 of Bold Ventures pre
sents the results from case studies of five innovations in
mathematics education. Volume 1 provides a cross-case analysis of
all eight innovations. Many U.S. readers certainly will be very
familiar with the name of at least one if not all of the science
innovations discussed in this volume-for example, Project 206l-and
probably with their general substance. Much of the education
community's familiarity with these arises from the projects' own
dissemination efforts. The research reported in this volume,
however, is one of the few detailed studies of these innovations
undertaken by researchers outside the projects them selves. Each of
the five studies was a large-scale effort involving teams of
researchers over three years. These teams analyzed many documents,
attended numerous critical project meetings, visited multiple
sites, conducted dozens of individual interviews. The team leaders
(Atkin, Huberman, Rowe), having spent much time with science
education over long careers, looked at these innovations through
many lenses. It was a daunting task for each team to sift through
the mountains of detail in order to bring the most compelling
themes to the surface."
Based on a three-year study, the authors describe how
comprehensive teacher induction systems can both provide teacher
support and promote learning more about how to teach. This book
calls for re-thinking what teacher induction is about, whom it
should serve, what the 'curriculum' of induction should be, and the
policies, programs, and practices needed to deliver it.
|
You may like...
Hampstead
Diane Keaton, Brendan Gleeson, …
DVD
R63
Discovery Miles 630
|