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Download full textPavešic, Barbara Japelj; Cankar, Gašper – Center for Educational Policy Studies Journal, 2022
In Slovenia, textbooks are an integral part of the curriculum. Nationally certified textbooks guarantee both teachers and students that they provide all of the necessary knowledge in each subject. There are many available certified textbooks for each subject and teachers must decide which will be the source of instruction for their students. Our…
Descriptors: Textbooks, Knowledge Level, Foreign Countries, Student Attitudes
Direct linkM. K. D. Wong; D. Wan; Y.-J. Lee – Research in Science & Technological Education, 2024
Background: Integrated science is a ubiquitous school subject that is an amalgamation of science disciplines; its teaching allows topics to be sequenced in any order and given various degrees of coverage and emphasis in the classroom. Ensuring canonical coherence, which is the logical organization of subject matter for effective instruction is…
Descriptors: Science Education, Integrated Curriculum, Course Content, Science Curriculum
Wan, Dongsheng; Lee, Yew-Jin – International Journal of Science and Mathematics Education, 2022
Canonical coherence occurs when subject matter in school is organized to align with the logical structures of an academic discipline. Even though it is highly desired, this condition is an assumption that must be empirically tested, which was the rationale behind our examination of the coherence of topics from middle-school (grades 7-9) integrated…
Descriptors: Textbooks, Content Analysis, Cross Cultural Studies, Middle School Students
Bakker, Steven – Educational Measurement: Issues and Practice, 2012
A particular trait of the educational system under socialist reign was accountability at the input side--appropriate facilities, centrally decided curriculum, approved text-books, and uniformly trained teachers--but no control on the output. It was simply assumed that it met the agreed standards, which was, in turn, proven by the statistics…
Descriptors: Accountability, Social Problems, Ethics, Foreign Students
Cogan, Leland S.; Houang, Richard T.; Wang, HsingChi A. – 2000
The Third International Mathematics and Science Study (TIMSS) surveyed teachers and school administrators and conducted an in-depth analysis of mathematics and science curricula as well as investigating traditional student assessment of eighth grade students in 40 countries. The differences in key aspects of the educational systems in those…
Descriptors: Comparative Education, Cultural Influences, Curriculum Evaluation, Grade 8
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 reviewedValverde, Gilbert A.; Schmidt, William H. – Journal of Curriculum Studies, 2000
Explores expectations regarding about student performance in educational systems of high-achieving countries using data from the United States and 21 other high-achieving countries that participated in the Third International Mathematics and Science Study (TIMSS). Demonstrates that levels of standards relate to levels of student attainment in…
Descriptors: Academic Achievement, Academic Standards, Comparative Analysis, Curriculum
Peer reviewedValverde, Gilbert A.; Schmidt, William H. – Issues in Science and Technology, 1998
The Third International Mathematics and Science Study (TIMSS) compared mathematics and science scores across 41 countries. American students performed well in science and mathematics in the fourth grade but fell behind their international peers by the eighth grade. Concludes that differences are due to unfocused curriculum, a static conception of…
Descriptors: Achievement Rating, Comparative Analysis, Cross Cultural Studies, Curriculum Evaluation
Jones, Rebecca – American School Board Journal, 1998
The Third International Mathematics and Science Study (TIMSS) shows U.S. 4th graders scoring above the international average in both math and science, 8th graders slipping in both subjects, and 12th graders scoring at or near the bottom. Research indicates high expectations, a focused curriculum, better-prepared teachers, and balanced instruction…
Descriptors: Comparative Analysis, Curriculum Evaluation, Elementary Secondary Education, Grade 12
