Works Cited/Appendixes

WORKS CITED

¹ Elley, W.B. How in the world do students read? International Association for the Evaluation of Educational Achievement, The Hague, Netherlands, July 1992.

² Pelgrum, H. and Plomp, T. International IEA Computers in Education Study: Pergamon Press, New York, NY, 1993.

³ U.S. Department of Education. National Center for Education Statistics. Reading Literacy in the United States: Findings from the IEA Reading Literacy Study, by Binkley, M. and Williams, T. Washington, D.C.: U.S. Government Printing Office, 1996.

⁴ U.S. Department of Education. National Center for Education Statistics. Education in states and nations: Indicators comparing U.S. states with other industrialized countries in 1991, by Phelps, R.P.; Smith, T.M.; and Alsalam, N. Washington, D.C.: U.S. Government Printing Office, 1996.

⁵ U.S. Department of Education. National Center for Education Statistics. International mathematics and science assessments: What have we learned? (NCES 92-011), by Medrich, E.A. and Griffith, J.E.. Washington, D.C.: U.S. Government Printing Office, 1992.

APPENDIX 1: ADDITIONAL TIMSS REPORTS

For more information visit the TIMSS website at: http://nces.ed.gov/timss.

REPORTS PUBLISHED ON OR BEFORE NOVEMBER 20, 1996

Pursuing Excellence. National Center for Education Statistics. U.S. Department of Education. Washington D.C. 1996. Available for downloading from the TIMSS website at: http://nces.ed.gov/timss. Available for sale at the Government Printing Office. Phone (202) 512-1800.

Mathematics Achievement in the Middle School Years: IEA's Third International Mathematics and Science Study (TIMSS). Beaton, A.E. et al. Chestnut Hill, Boston College (1996). For information contact the TIMSS International Study Center, Campion Hall, Rm. 323, Boston College, Chestnut Hill, MA 02167.

Science Achievement in the Middle School Years: IEA's Third International Mathematics and Science Study (TIMSS). Beaton, A.E. et al. Chestnut Hill, Boston College (1996). For information contact the TIMSS International Study Center, Campion Hall, Rm. 323, Boston College, Chestnut Hill, MA 02167.

Third International Mathematics and Science Study: Quality Assurance in Data Collection. Martin, M.O, and Mullis, I.V.S. Chestnut Hill, MA: Boston College (1996).

Third International Mathematics and Science Study Technical Report, Volume I: Design and Development. Martin, M.O., and Kelly, D.L. Chestnut Hill, MA: Boston College (1996).

Characterizing Pedagogical Flow: An Investigation of Mathematics and Science Teaching in Six Countries. Schmidt et al. Kluwer, Hingham, MA. (1996).

Mathematics Textbooks: A Comparative Study of Grade Eight Texts. Howson, A.G. Pacific Educational Press, University of British Colombia, Vancouver, Canada. (1995).

Curriculum Frameworks for Mathematics and Science. Robitaille, D. F. (ed). Pacific Educational Press, University of British Colombia, Vancouver, Canada. (1993).

FORTHCOMING REPORTS

Many Visions, Many Aims: A Cross-National Investigation of Curricular Intentions in School Mathematics.
Many Visions, Many Aims: A Cross-National Investigation of Curricular Intentions in School Science.
A Splintered Vision: An Investigation of U.S. Science and Mathematics Education.
U.S. TIMSS: Mathematics and Science in the Eighth Grade.
U.S. TIMSS: Compendium of Statistics; 7th and 8th Grades.
U.S. TIMSS: Technical Report.
The TIMSS Videotape Classroom Study: Methods and Preliminary Findings. Stigler, James et al.
The Education System in Germany: Case Study Findings.
The Education System in the U.S.: Case Study Findings.
The Education System in Japan: Case Study Findings.
Case Study Literature Review of Education Policy Topics in Germany, Japan, and the United States.
TIMSS - NAEP Link for Eighth-Grade Mathematics in 41 Nations and 43 States.
TIMSS - NAEP Link for Eighth-Grade Science in 41 Nations and 43 States.
Various International and U.S. Reports Based on 4th Grade TIMSS Data.
Various International and U.S. Reports Based on 12th Grade TIMSS Data.

APPENDIX 2: ADVISORS TO THE U.S. TIMSS STUDY

U.S. TIMSS Steering Committee

William Schmidt - Chair
U.S. TIMSS National Research Coordinator, Michigan State University College of Education

Gordon Ambach Council of Chief State School Officers

Deborah Ball
University of Michigan

Audrey Champagne
SUNY University at Albany

David Cohen
University of Michigan

John Dossey
Illinois State University

Emerson Elliott
National Council for Accreditation of Teacher Education

Sheldon Glashow
Harvard University

Larry Hedges
University of Chicago

Henry Heikkinen
University of Northern Colorado

Jeremy Kilpatrick
University of Georgia

Mary Lindquist
Columbus College

Marcia Linn
University of California at Berkeley

Robert Linn
University of Colorado

Paul Sally
The University of Chicago

Richard Shavelson
Stanford University

Bruce Spencer
Northwestern University

Elizabeth Stage
University of California

James Taylor
Global M

Kenneth Travers
University of Illinois

Paul Williams
University of Wisconsin

John Dossey
Illinois State University

Videotape and Case Study Consultant Roundtable Members

Robert LeVine - Chair
Harvard University

Philip Altbach
Boston College

Jim Hiebert
University of Delaware

Eugenia Kemble
American Federation of Teachers

Dan Levine
Westat

Mary Lindquist
Columbus College

Francisco Ramirez
Stanford University

Paul Salley
University of Chicago

Rainer Silbereisen
University of Jena, Germany

Floraline Stevens
Floraline I. Stevens and Associates

David Stevenson
U.S. Department of Education

Advisors to Development of this Report

Joe Crosswhite
Ohio State University

Henry Heikkinen
University of Northern Colorado

Ross Brewer
Exemplars

Eugenia Kemble
American Federation of Teachers

APPENDIX 3 CHARTS!!!!!!

APPENDIX 4: SUMMARY OF NATIONAL DEVIATIONS FROM INTERNATIONAL STUDY GUIDELINES

Twenty-two of the 41 TIMSS countries experienced a more or less serious deviation from international guidelines for execution of the study. In 16 countries, the TIMSS International Study Center considered the deviations to be sufficiently serious to raise questions about the confidence to be placed in their scores. These 16 nations with major difficulties are noted with an asterisk in this appendix, and with parentheses in Figures 1, 2, 3, 5, and 6 in this report.

*Australia - Participation rate did not meet the international criterion of 75 percent of schools and students combined. Participation rate was 70 percent after replacements for refusals were substituted.

*Austria - Participation rate did not meet the international criterion of at least 50 percent participation by schools before replacement. The initial participation rate was 41 percent before replacement. Participation rate was 80 percent after replacements for refusals were substituted.

*Belgium (Flemish) - Participation rate of 75 percent of schools and students combined was achieved only after replacements for refusals were substituted.

Belgium (French) - Participation rate did not meet the international criterion of 75 percent of schools and students combined. Participation rate was 72 percent after replacements for refusals were substituted.

*Bulgaria - Participation rate did not meet the international criterion of 75 percent of schools and students combined. Participation rate was 63 percent after replacements for refusals were substituted.

*Colombia - The pair of grades tested was one grade higher than the international target. Average age of students in the upper grade was 15.7.

*Denmark - International guidelines requiring random selection of the classrooms to receive the assessment were not followed.

England - More than the international criterion of ten percent of schools and students were excused from the test for various reasons with resulting coverage of 89 percent of the desired population. Participation rate of 75 percent of schools and students combined was achieved only after replacements for refusals were substituted.

*Germany - The pair of grades tested was one grade higher than the international target. Average student age of students in the upper grade was 14.8. One of sixteen regions (Baden-Wuerttemberg) did not participate in the study, with resulting coverage of 88 percent of the desired population. Participation rate of 75 percent of schools and students combined was achieved only after replacements for refusals were substituted.

*Greece - International guidelines requiring random selection of the classrooms to receive the assessment were not followed.
*Israel - Test administered only in the Hebrew-speaking public school system, with resulting coverage of 74 percent of the desired population. International guidelines requiring random selection of the classrooms to receive the assessment were not followed. Participation rate did not meet the international criterion of at least 50 percent participation by schools in the sample before replacement. The participation rate before replacement was 45 percent.

*Kuwait - In contrast to other nations, which tested two adjacent grades, Kuwait tested only one grade; the ninth grade. This grade was higher than either of the grades which should have been the international target. Average student age was 15.3.

Latvia (LSS) - Test administered only in Latvian-speaking schools, with resulting coverage of 51 percent of the desired population. Because coverage falls below the international 65 percent population-coverage criterion, Latvia is designated (LSS) for Latvian Speaking Schools.

Lithuania - Test administered only in Lithuanian-speaking schools, with resulting coverage of 84 percent of the desired population.

*Netherlands - Participation rate did not meet the international criterion of at least 50 percent participation by schools before replacement. The initial participation rate before replacement was 24 percent.

*Romania - The pair of grades tested was one grade higher than the international target. Average student age in the upper grade was 14.6.

*Scotland - Participation rate did not meet the international criterion of 75 percent of schools and students combined. Participation rate was 73 percent after replacements for refusals were substituted.

*Slovenia - The pair of grades tested was one grade higher than the international target. Average student age was 14.8.

*South Africa - International guidelines requiring random selection of the classrooms to receive the assessment were not followed. Participation rate did not meet the international criterion of 75 percent of schools and students combined. Participation rate was 62 percent after replacements for refusals were substituted.

Switzerland - Test administered in 22 of 26 cantons, with resulting coverage of 86 percent of the desired population.

*Thailand - International guidelines requiring random selection of the classrooms to receive the assessment were not followed.

United States - Participation rate of 75 percent of schools and students combined was achieved only after replacements for refusals were substituted.

[Executive Summary] [Preface] [Chapter 1] [Chapter 2] [Chapter 3] [Chapter 4] [Chapter 5] [Conclusions] [Appendixes]