Why Schools Matter
A Cross-national Comparison of Curriculum and Learning
Published on 16. November 2001
Book
Hardback
432 pages
978-0-7879-5684-4 (ISBN)
Description
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.
Reviews / Votes
"Recommended for upper--division undergraduates and above." (CHOICE, 5/02)More details
Language
English
Place of publication
New York
United States
Publishing group
John Wiley & Sons Inc
Target group
College/higher education
Professional and scholarly
Illustrations
Ill.
Dimensions
Height: 238 mm
Width: 159 mm
Thickness: 34 mm
Weight
728 gr
ISBN-13
978-0-7879-5684-4 (9780787956844)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Persons
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.
Content
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.