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Direct linkSchmidt, William H.; Cogan, Leland S.; Houang, Richard T.; McKnight, Curtis C. – American Journal of Education, 2011
This article utilizes the 1999 TIMSS-R data from U.S. states and districts to explore the consequences of variation in opportunities to learn specific mathematics content. Analyses explore the relationship between classroom mathematics content coverage and student achievement as measured by the TIMSS-R international mathematics scaled score.…
Descriptors: Mathematics Education, Mathematics Achievement, Course Content, Correlation
Download full textSchmidt, William H.; Cogan, Leland S. – Education Policy Center at Michigan State University, 2014
Assessments of U.S. students typically reveal stronger performance in science than mathematics yet their science performance remains uninspiring at best. Whether the metric considered is an international benchmark from TIMSS or PISA or the nation's NAEP report card, the mediocre portrait of U.S. science achievement has remained virtually unchanged…
Descriptors: Science Achievement, Museums, Urban Areas, Public Schools
Schmidt, William H.; Cogan, Leland S.; Houang, Richard T.; McKnight, Curtis – Education Policy Center at Michigan State University, 2009
To explore whether equality of educational opportunities is a reality in US eighth grade mathematics classrooms, this paper utilizes data from US states and districts that participated in the 1999 TIMSS-R study. Analyses explore the relationship between classroom coverage of specific mathematics content and student achievement as measured by the…
Descriptors: Academic Achievement, Mathematics Achievement, Educational Opportunities, Mathematics Education
Schmidt, William H.; McKnight, Curtis C.; Houang, Richard T.; Wang, HsingChi; Wiley, David E.; Cogan, Leland S.; Wolfe, Richard G. – 2001
This book offers in-depth information resulting from the Third International Mathematics and Science Study (TIMSS). Launched in 1995, the TIMSS examines elementary and secondary mathematics and science achievement in 40 countries. The book explains that curriculum has a profound effect on student achievement and plays a crucial role in providing…
Descriptors: Cultural Influences, Curriculum Development, Elementary Secondary Education, Foreign Countries
Cogan, Leland S.; Houang, Richard T.; Wang, HsingChi A. – 2000
The Third International Mathematics and Science Study (TIMSS) surveyed teachers and school administrators and conducted an in-depth analysis of mathematics and science curricula as well as investigating traditional student assessment of eighth grade students in 40 countries. The differences in key aspects of the educational systems in those…
Descriptors: Comparative Education, Cultural Influences, Curriculum Evaluation, Grade 8
Peer reviewedCogan, Leland S.; Schmidt, William H. – Educational Research and Evaluation: An International Journal on Theory and Practice, 2002
Used data from the Third International Mathematics and Science Study (TIMSS) to document cultural differences in what constitutes school mathematics. Explored intended, potentially implemented, and implemented curricula in participating countries. Findings show the many ways to structure eighth-grade mathematics. (SLD)
Descriptors: Cultural Differences, Curriculum, Foreign Countries, Grade 8
Peer reviewedCogan, Leland S.; Wang, Hsingchi A.; Schmidt, William H. – Studies in Science Education, 2001
Studies how the cultural context of curriculum policy relates to what students are taught in the classroom by using data from the Third International Mathematics and Science Study (TIMSS). Explores how what constitutes school science varies from one culture/nation to another, and that these differences pervade all instantiations of curriculum.…
Descriptors: Comparative Analysis, Cross Cultural Studies, Cultural Influences, Grade 8
Peer reviewedCogan, Leland S.; Schmidt, William H.; Wiley, David E. – Educational Evaluation and Policy Analysis, 2001
Examined the range of mathematics learning opportunities in the U.S., drawing on data gathered for the Third International Mathematics and Science Study (TIMSS). Analyses reveal a mismatch between the course title and the textbook used for nearly 40% of eighth graders. Significant relationships found were not significant enough to account for the…
Descriptors: Course Content, Curriculum, International Studies, Junior High School Students
