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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010192118 | QA11.2 W49 2001 | Open Access Book | Book | Searching... |
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Summary
Summary
Schools do matter. There is a direct correlation between what schools teach, and what students learn and achieve. With this important study you'll explore the curriculum-learning connection, and the prospects for improving educational outcomes for all kids.
Why Schools Matter emerged from the Third International Mathematics and Science Study (TIMSS)--the largest ongoing educational research effort. TIMSS results have been widely reported in the popular press to underline how far the U.S. lags behind other Western countries in math and science achievement. This important study is the first comprehensive analysis of curriculum for teachers, school and district administrators, directors of curriculum, and educational policy makers.
Author Notes
William H. Schmidt is University Distinguished Professor at Michigan State University and National Research Coordinator and executive director of the U.S. National Center, which oversaw participation of the United States in the IEA sponsored Third International Mathematics and Science Study (TIMSS).
Curtis C. McKnight is professor of mathematics at the University of Oklahoma.
Richard T. Houang is senior researcher with the U.S. National Center for TIMSS at Michigan State University.
HsingChi Wang is senior researcher with the U.S. National Center for TIMSS at Michigan State University.
David E. Wiley is professor at the School of Education and Social Policy, Northwestern University and senior technical advisor, the New Standards Project.
Leland S. Cogan is senior researcher with the U.S. National Center for TIMSS at Michigan State University.
Richard G. Wolfe is associate professor at the Ontario Institute for Studies in Education of the University of Toronto, Department of Curriculum, Teaching, and Learning (Measurement and Evaluation program), Toronto, Ontario.
Reviews 1
Choice Review
A team from the US National Center, which oversees US participation in TIMMS (Third International Mathematics and Science Study), a cross-national comparison of curriculum and learning, provides explanations based "on changes in achievement rather than on comparative status in achievement." They find several curriculum variations in national content standards, textbook and teacher coverage of mathematics and science topics, the matching of topics covered by the international exams and those covered by textbooks and teachers, teachers' and principals' perceptions of their own influence on the curriculum, and student opportunities to learn. They characterize mathematics and science curriculum in the US as being "mile-wide and an inch-deep"--covering more topics with less emphasis and time commitment than in other nations. The authors illustrate how international comparisons may be confounded by student social economic status, the variations of adherence to national standards and other differences in individual classrooms within a country, and national administrative control over curriculum. They conclude with the belief that "our culture shapes our schools and that deliberate manipulation of school policy has a place in that shaping.... [O]ur schools mold our national futures." Recommended for upper-division undergraduates and above. D. L. Stoloff Eastern Connecticut State University
Table of Contents
| List of Figures |
| List of Tables |
| Preface |
| Acknowledgments |
| The Authors |
| 1 How Does Curriculum Affect Learning? |
| 2 A Model of Curriculum and Learning |
| 3 Measuring Curriculum and Achievement |
| 4 The Articulation of Curriculum |
| 5 Curriculum Variation |
| 6 The Structure of Curriculum |
| 7 A First Look at Achievement |
| 8 Learning and the Structure of Curriculum |
| 9 Curriculum and Learning Gains Across Countries |
| 10 Curriculum and Learning Within Countries |
| 11 Schools Matter |
| Appendix A TIMSS Mathematics and Science Curriculum Frameworks |
| Appendix B Relationship Between Content Measurement Categories for the TIMSS Framework, Teachers, and TIMSS Test |
| Appendix C TIMSS Framework Codes and Number of Items for Each Mathematics and Science Test Subarea |
| Appendix D Supplemental Material Related to the Two-Level Analysis of Mathematics Achievement: Chapter Ten |
| References |
| Index |
