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ERIC Number: ED589095
Record Type: Non-Journal
Publication Date: 2016-Apr-12
Pages: 34
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-
The Influence of School Textbooks on TIMSS (Trends in International Mathematics and Science Study) and PIRLS (Progress in International Reading Literacy Study) Performance: A Content Analysis Approach
Orkodashvili, Mariam
AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016)
The paper attempts to investigate the influence of textbooks on the results of international assessments such as TIMSS [Trends in International Mathematics and Science Study] and PIRLS [Progress in International Reading Literacy Study]. It tries to consider the role and impact of school textbooks on PIRLS and TIMSS performance across countries. As the research finds, the predominance of analytical, opinion-expressing, inferencing and evaluative categories in the school textbooks significantly favor the scores in PIRLS across the countries observed. In the case of maths, probability, data analysis and algebra problems are most predominant items schoolbooks of high performing countries in TIMSS. Advanced level analysis, integrating and comparing data, as well as reasoning and analysis could potentially be significant contributors to TIMSS science results.
AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Elementary Secondary Education; Grade 4; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Azerbaijan; Finland; Georgia; Germany; Hong Kong; Poland; Russia; Singapore; United Kingdom; United States
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study; Progress in International Reading Literacy Study