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| Baker, David P. | 7 |
| Akiba, Motoko | 2 |
| Le Tendre, Gerald K. | 2 |
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Peer reviewedAkiba, Motoko; Le Tendre, Gerald K.; Baker, David P.; Goesling, Brian – American Educational Research Journal, 2002
Used data from the Third International Mathematics and Science Study to study school violence in 37 nations. Findings show that national patterns of school violence are not strongly related to general patterns of violence or lack of social integration in society , but that there is more violence in systems with more disparity between high- and…
Descriptors: Academic Achievement, Elementary Secondary Education, Foreign Countries, International Studies
Baker, David P. – Education Statistics Quarterly, 2001
Discusses the strengths of the Third International Mathematics Study (TIMSS) and the TIMSS--Repeat (TIMSS-R) and considers the impact of this impressive achievement in international cooperation that will enhance the level of information about schooling in the United States and elsewhere. (SLD)
Descriptors: Achievement Gains, Foreign Countries, International Education, International Studies
Peer reviewedBaker, David P.; Akiba, Motoko; Le Tendre, Gerald K.; Wiseman, Alexander W. – Educational Evaluation and Policy Analysis, 2001
Used data from the Third International Mathematics and Science Study to examine "shadow education" (structured outside-school activities that mimic formal education) as a macro-phenomenon of modern schooling. Findings show shadow education to be prevalent worldwide, but generally remedial in nature, and usually driven by institutional…
Descriptors: Elementary School Students, Elementary Secondary Education, Extracurricular Activities, International Education
Peer reviewedBaker, David P. – Educational Researcher, 1993
New analysis of data from the Second International Mathematics Study shows how large a difference really exists between the educational systems of the United States and Japan, as is usually assumed, even after controlling for curriculum. School effectiveness is a more complicated question than merely one of curriculum. (SLD)
Descriptors: Academic Achievement, Comparative Analysis, Cross Cultural Studies, Cultural Differences
Direct linkBaker, David P.; Fabrega, Rodrigo; Galindo, Claudia; Mishook, Jacob – Prospects: Quarterly Review of Comparative Education, 2004
This article examines the influence of instructional time on achievement, particularly from the perspective of national implementation of schooling and national levels of achievement in mathematics. The report is in four sections. The first section provides a brief introduction to the idea of instructional time as a fundamental educational…
Descriptors: Educational Resources, Mathematics Achievement, Academic Achievement, Time Factors (Learning)
Peer reviewedBaker, David P. – Educational Researcher, 1993
As Westbury acknowledges, both intended and implemented (delivered) curricula are at the heart of educational effectiveness. U.S. and Japanese achievement patterns are discussed in light of the Second International Mathematics Study. Many things that Americans like about their school systems may come at a price evident in international…
Descriptors: Academic Achievement, Comparative Analysis, Cross Cultural Studies, Cultural Differences
Peer reviewedSchaub, Maryellen; Baker, David P. – American Journal of Education, 1991
Data from the Second International Mathematics Study for over 6,500 13-year-old eighth graders and 222 teachers in the United States and over 8,000 seventh graders and 208 teachers in Japan suggest that superior mathematics achievement in Japan is a result of different instructional approaches and teacher time management than found in the United…
Descriptors: Adolescents, Cross Cultural Studies, Foreign Countries, Instructional Effectiveness
