|
|
| Comparative Indicators
of Education in the United States and Other G8 Countries: 2004,
from Volume 7—Issue 1 & 2 |
| |
By: |
Anindita Sen, Lisette A. Partelow, and David
C. Miller |
| |
Compares the U.S. education system to the
education systems of several other economically developed countries.
Covers numerous topics, such as access, achievement, attainment,
and expenditures at various levels of education, as well as labor
market outcomes. |
| Highlights From the
2003 International Adult Literacy and Lifeskills Survey (ALL),
from Volume 7—Issue 1 & 2 |
| |
By: |
Mariann Lemke, David C. Miller, Jamie Johnston,
Tom Krenzke, Laura Alvarez-Rojas, David Kastberg, and Leslie Jocelyn |
| |
Provides key findings from the 2003 International
Adult Literacy and Lifeskills Survey (ALL), including overall literacy
and numeracy performance of U.S. adults ages 16-65 compared to their
peers in five other countries. |
| International
Comparisons in Fourth-Grade Reading Literacy: Findings From the Progress
in International Reading Literacy Study (PIRLS) of 2001, from Volume 5—Issue 2 |
| |
By: |
Laurence T. Ogle, Anindita Sen, Erin Pahlke,
Leslie Jocelyn, David Kastberg, Stephen Roey, and Trevor Williams |
| |
Provides comparative information on the reading literacy
of fourth-graders in 36 countries and examines factors that may be
associated with the acquisition of reading literacy in young children. |
| Comparative
Indicators of Education in the United States and Other G-8 Countries:
2002, from Volume 5—Issue 2 |
| |
By: |
Joel D. Sherman, Steven D. Honegger, and
Jennifer L. McGivern |
| |
Compares the U.S. education system to the education
systems of several other economically developed countries. Covers
numerous topics, such as access, achievement, attainment, and expenditures
at various levels of education, as well as labor market outcomes. |
| Outcomes
of Learning: Results From the 2000 Program for International Student
Assessment of 15-Year-Olds in Reading, Mathematics, and Science Literacy,
from Volume 4—Issue 1 |
| |
By: |
Mariann Lemke, Christopher Calsyn, Laura
Lippman, Leslie Jocelyn, David Kastberg, Yan Yun Liu, Stephen Roey,
Trevor Williams, Thea Kruger, and Ghedam Bairu |
| |
Presents results from international assessments of 15-year-olds’
capabilities in reading literacy, mathematics literacy, and science
literacy, with an emphasis on reading literacy. |
| What
Democracy Means to Ninth-Graders: U.S. Results From the International
IEA Civic Education Study, from Volume 3—Issue 2 |
| |
By: |
Stéphane Baldi, Marianne Perie, Dan
Skidmore, Elizabeth Greenberg, and Carole Hahn |
| |
Presents U.S. results from an assessment of the civic
knowledge, skills, and attitudes of 14-year-old students in 28 countries,
describing the performance of U.S. students relative to their counterparts
in other countries and examining contextual factors and student characteristics
that relate to U.S. students’ civic knowledge and attitudes. |
| Mathematics
and Science in the Eighth Grade: Findings from the Third International
Mathematics and Science Study, from Volume 2—Issue 4 |
| |
| Elementary
and Secondary Education: An International Perspective, from Volume 2—Issue 2 |
| |
By: |
Marianne Perie, Joel D. Sherman, Gabriele
Phillips, and Matthew Riggan |
| |
Examines elementary and secondary school systems in
12 major industrialized nations. |
| International
Education Indicators: A Time Series Perspective: 1985-1995,
from Volume 2—Issue 1 |
| |
By: |
Stéphane Baldi, George Khalaf, Marianne Perie,
and Joel D. Sherman |
| |
Compares educational trends in economically developed
countries over an 11-year period. |
| The
TIMSS Videotape Classroom Study: Methods and Findings From an Exploratory
Research Project on Eighth-Grade Mathematics Instruction in Germany,
Japan, and the United States, from Volume 1—Issue 2 |
| |
By: |
James W. Stigler, Patrick Gonzales, Takako
Kawanaka, Steffen Knoll, and Ana Serrano |
| |
Discusses the first study to collect videotaped records
of classroom instruction from national probability samples. Compares
mathematics content and teaching methods used in the United States
with those used in other countries and those recommended in reform
documents. |
