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Direct linkGao, Su; Wang, Jian; Zhong, Zhiyong – Compare: A Journal of Comparative and International Education, 2018
The Chinese government has implemented centralised science curriculum standards to change science teaching from a didactic to inquiry-based approach to support all students in acquiring science literacy. Framed through theoretical perspectives of inquiry-based instruction and cultural pedagogy, this study examined the influence and impact of these…
Descriptors: Science Instruction, Academic Achievement, Standards, Science Curriculum
Peer reviewedForgione, Pascal; Nohara, David; Welch, Christine; Salganik, Laura – Science Teacher, 2000
Describes the purpose of the Third International Mathematics and Science Study (TIMSS) and analyzes the results of the study. First published in 1999. (YDS)
Descriptors: Academic Achievement, Elementary Secondary Education, Foreign Countries, Mathematics Education
Yoo, Junehee – Journal of the Korean Association for Research in Science Education, 2001
Analyzes Korean 8th grade students' achievement in physics-related areas of the Third International Mathematics and Science Study-Repeat (TIMSS-R) and investigates the implications for revising the physics-related areas in the national curriculum. (Contains 44 references.) (Author/YDS)
Descriptors: Academic Achievement, Foreign Countries, Junior High Schools, Mathematics Education
Schmidt, William H.; And Others – Wisconsin Teacher of Mathematics, 1997
Attempts to document and characterize the state of U.S. mathematics and science curricula, textbooks, and teaching practices and place them in a cross-national context. Discusses unfocused curricula and textbooks, how teachers deal with the splintered vision, teacher effectiveness, expectations from students, the impact of reform, and…
Descriptors: Educational Change, Educational Strategies, Elementary Secondary Education, Mathematics Curriculum
Peer reviewedCogan, Leland S.; Wang, Hsingchi A.; Schmidt, William H. – Studies in Science Education, 2001
Studies how the cultural context of curriculum policy relates to what students are taught in the classroom by using data from the Third International Mathematics and Science Study (TIMSS). Explores how what constitutes school science varies from one culture/nation to another, and that these differences pervade all instantiations of curriculum.…
Descriptors: Comparative Analysis, Cross Cultural Studies, Cultural Influences, Grade 8
Download full textNational Inst. on Educational Governance, Finance, Policymaking, and Management (ED/OERI), Washington, DC. – 1998
To explore the policy implications of the Third International Mathematics and Science Study (TIMSS), the National Institute on Educational Governance, Finance, Policymaking, and Management of the Office of Educational Research and Improvement (OERI) in the U.S. Department of Education, and the Consortium for Policy Research in Education held a…
Descriptors: Academic Achievement, Academic Standards, Elementary Secondary Education, Equal Education
Peak, Lois; And Others – 1996
The Third International Mathematics and Science Study (TIMSS) is the largest, most comprehensive, and most rigorous international comparison of education ever undertaken. During the 1995 school year, the study tested the mathematics and science knowledge of a half-million students from 41 nations at five different grade levels. In addition to…
Descriptors: Academic Achievement, Case Studies, Comparative Analysis, Educational Strategies
McCann, Wendy Sherman – 1998
This digest summarizes the results of the Third International Mathematics and Science Study (TIMSS) as they relate to the interests of K-12 science teachers. TIMSS student achievement results for science are presented along with a brief discussion of how to interpret the scores. The findings of the TIMSS curriculum study and their implications are…
Descriptors: Academic Achievement, Comparative Education, Cross Cultural Studies, Educational Change
