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008 100301s2002 ne | s |||| 0|eng d
020 |a9780306472169|9978-0-306-47216-9
024 7 |a10.1007/0-306-47216-3|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLB43
050 4|aLC1090
072 7|aJN|2bicssc
072 7|aEDU043000|2bisacsh
072 7|aJND|2thema
082 04|a370.116|223
082 04|a370.9|223
090 |aDK/16297
100 1 |aSchmidt, W.H.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aFacing the Consequences|h[electronic resource] :|bUsing TIMSS for a Closer Look at U.S. Mathematics and Science Education /|cby W.H. Schmidt, Curtis C. McKnight, Leland S. Cogan, Pamela M. Jakwerth, Richard T. Houang.
250 |a1st ed. 2002.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2002.
300 |aVIII, 240 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
505 0 |aFacing the Consequences: An Overview -- Choices, Beliefs, Consequences -- What We Teach, Who We Teach -- How We Teach -- Schools, Teachers, Students, and Other Factors -- Our Students’ Accomplishments -- Curriculum Does Matter -- Access to Curriculum Matters -- Hypotheses, Hunches, and Conclusions -- Systemic Features, Following Consequences: A Hypothesis -- There Are no Magic Bullets -- Some Stories TIMSS Can and Cannot Tell -- What’s the Next Story?.
520 |aFacing the Consequences presents a perspective on US mathematics and science education that is developed from data gathered as part of the Third International Mathematics and Science Study (TIMSS). TIMSS is the most extensive and far-reaching cross-national comparative study of mathematics and science education ever attempted. It includes comparing official curricula, textbooks, teacher practices, and student achievements for many countries (from 20 to 50 countries, depending on the particular comparison). Thousands of official documents and textbooks were analyzed. Thousands of teachers, principals, and other experts responded to survey questionnaires. A sample of mathematics teachers in three countries had their lessons videotaped. Hundreds of thousands of children in almost 50 countries were tested in mathematics and science. This report presents a closer look at US mathematics and science education through careful examination of TIMSS data. The authors believe this investigation shows how deceptive many often unquestioned assumptions about American education can be. Drawing upon many new analyses not previously reported and integrating these with previous analyses of TIMSS data, the authors develop and illustrate the argument that what happens to American students is the consequence of American beliefs that shape educational practice and the accretion of a myriad educational choices made in mathematics and science education.
650 0|aInternational education .
650 0|aComparative education.
650 0|aMathematics|xStudy and teaching .
650 0|aScience|xStudy and teaching.
650 0|aEducation|xCurricula.
650 0|aTeachers|xTraining of.
650 14|aInternational and Comparative Education.
650 24|aMathematics Education.
650 24|aScience Education.
650 24|aCurriculum Studies.
650 24|aTeaching and Teacher Education.
700 1 |aMcKnight, Curtis C.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
700 1 |aCogan, Leland S.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
700 1 |aJakwerth, Pamela M.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
700 1 |aHouang, Richard T.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9780792355670
776 08|iPrinted edition:|z9780792355687
776 08|iPrinted edition:|z9789401738163
856 40|uhttps://doi.org/10.1007/0-306-47216-3
912 |aZDB-2-SHU
912 |aZDB-2-SXED
912 |aZDB-2-BAE
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)