What Can Mathematics Educators in England Learn from TIMSS?

Keys, Wendy

doi:10.1076/edre.5.2.195.6940

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“…These results are reinforced by studies including more cultural-contextual system features, such as the school curriculum, system of school governance, assessments, and values orientation (Keys 1999;Le Tendre 1999;Linn et al 2000;Ma 1999;Mak 1999;Zeichner and Linton 1987).…”

Section: Introductionmentioning

confidence: 42%

Teacher policy: a framework for comparative analysis

Tatto

2008

Prospects

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This article outlines a framework for analysis of teacher focused policy studies within an international and comparative perspective. Using the notion of the professional life cycle of teachers, the article examines examples of key empirical studies that illustrate the impact of policy on addressing such issues as teacher recruitment, education, selection, retention and development. The article concludes that the framework is useful in identifying the strengths and weaknesses in the conceptualization and design of teacher focused policy and studies, and gives recommendations for the design of rigorous studies to inform future policy in this area.

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Section: Introductionmentioning

confidence: 42%

Teacher policy: a framework for comparative analysis

Tatto

2008

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International Comparisons of Pupil Performance and National Mathematics and Science Testing in England

Shorrocks-Taylor

Jenkins

Curry

et al.

Learning From Others

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It is fair to say that the results of the 1995 TlMSS work proved something of a disappointment to both educationists and policy makers in England. In broad terms, in the 'Multiple Comparisons' analyses for mathematics, the English sample scores placed them 17 th out of 26 in the Population 1 comparisons (Year 5) and 25 th out of 41 in the Population 2 comparisons (Year 9). In science, the results were a little different, with the English sample being placed 8 th out of 26 in the Population 1 (Year 5) comparisons and 10th out of 41 in those for Population 2 (Year 9). The results for Year 4 and Year 8 were broadly similar. All figures used here are drawn from Keys et al., (1996) and Harris et al., (1997). The main findings as reported are summarised in more detail in Table 11.1 below, and further information is available in Keys (1999).Perhaps even more significantly, in the 'Test-curriculum matching' analyses (Keys et al., 1996 andHarris et al., 1997), an equally complex picture emerged. In these analyses, each country selected the questions most closely related to its curriculum and comparisons were made across several countries in terms of only these selected items. In mathematics, performance on this specially selected sub-set deemed most relevant to the mathematics curriculum in England showed the English sample to emerge as 8 th out of the nine countries included in the Population 1 analysis (Year 5) and 9 th out of eleven in the countries included in the Population 2 (Year 9) equivalent investigation. In science, the parallel analyses placed the English sample 6 th 233

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Context or Culture: Can Timss and Pisa Teach Us About What Determines Educational Achievement in Science?

Fensham¹

Internationalisation and Globalisation in Mathematics and Science Education

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What Can Mathematics Educators in England Learn from TIMSS?

Cited by 5 publications

References 0 publications

Teacher policy: a framework for comparative analysis

Teacher policy: a framework for comparative analysis

International Comparisons of Pupil Performance and National Mathematics and Science Testing in England

Context or Culture: Can Timss and Pisa Teach Us About What Determines Educational Achievement in Science?

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