Learning From Others [electronic resource] : International Comparisons in Education / edited by Diane Shorrocks-Taylor, Edgar W. Jenkins.
Erişim Adresi
ISBN
9780306472190
Dil Kodu
İngilizce
Yer Numarası
DK/16393
Basım Bildirimi
1st ed. 2002.
Yayın Bilgisi
Dordrecht : Springer Netherlands : Imprint: Springer, 2002.
Fiziksel Niteleme
IV, 324 p. online resource.
Dizi
Contemporary Trends and Issues in Science Education, 1878-0784 ; 8
İçindekiler Notu
International Comparisons of Pupil Performance -- International Comparisons of Student Achievement -- Diversity of Purpose in International Assessments -- Monitoring Student Knowledge and Skills -- International Comparisons — What really matters? -- World Class Schools -- Making Use of International Comparisons of Student Achievement in Science and Mathematics -- Exploring Students Responses on Free-Response Science Items in TIMSS -- Studying Achievement Gaps in Science within the National Context -- The need for caution when using the results of international mathematics testing to inform policy decisions in education in the member countries -- International Comparisons of Pupil Performance and National Mathematics and Science Testing in England -- Messages for Mathematics Education from TIMSS in Australia -- TIMSS in South Africa The Value of International Comparative Studies for a Developing Country.
Özet, vb.
Diane Shorrocks-Taylor School of Education, University of Leeds,UK In September 1998, a conference was held at the University of Leeds entitled ‘International comparisons of pupil performance: issues and policy’. It was arranged by two groups within the School of Education at the University, the newly formed Assessment and Evaluation Unit and the Centre for Studies in Science and Mathematics Education. Thejoint interest in international comparisons of performance had itself arisen from earlier involvement in a follow-up study of the 1995 TIMSS work in England, reported in a later chapter in this book, in which the TIMSS assessment outcomes were studied alongside the outcomes from the National Curriculum testing programme in England. Some of the results of this investigation had proved both interesting and challenging so the decision was made to promote wider discussion of some key issues by inviting contributors from all over the world to a meeting the major aims of which were to promote an exploration of : - the theoretical foundations of international comparative studies of student performance; - the practical problems of carrying out such studies; - the appropriateness of the assessment models and approaches used in international comparisons; - the role of international comparative studies in raising standards of student performance; - and how international studies affect the shaping of national policy on education.
Konu
International education .
Comparative education.
Educational tests and measurements.
Mathematics __ Study and teaching .
Science __ Study and teaching.
Learning, Psychology of.
International and Comparative Education.
Assessment and Testing.
Mathematics Education.
Science Education.
Instructional Psychology.
Comparative education.
Educational tests and measurements.
Mathematics __ Study and teaching .
Science __ Study and teaching.
Learning, Psychology of.
International and Comparative Education.
Assessment and Testing.
Mathematics Education.
Science Education.
Instructional Psychology.
Diğer Yazarlar
Kurum Adı
Eseri Alıntıla
Referansları kullanmadan önce gözden geçirmeniz ve varsa gerekli düzeltmeleri yapmanız önerilir.
Dijital Kaynak
MARC Görünümü
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520 |aDiane Shorrocks-Taylor School of Education, University of Leeds,UK In September 1998, a conference was held at the University of Leeds entitled ‘International comparisons of pupil performance: issues and policy’. It was arranged by two groups within the School of Education at the University, the newly formed Assessment and Evaluation Unit and the Centre for Studies in Science and Mathematics Education. Thejoint interest in international comparisons of performance had itself arisen from earlier involvement in a follow-up study of the 1995 TIMSS work in England, reported in a later chapter in this book, in which the TIMSS assessment outcomes were studied alongside the outcomes from the National Curriculum testing programme in England. Some of the results of this investigation had proved both interesting and challenging so the decision was made to promote wider discussion of some key issues by inviting contributors from all over the world to a meeting the major aims of which were to promote an exploration of : - the theoretical foundations of international comparative studies of student performance; - the practical problems of carrying out such studies; - the appropriateness of the assessment models and approaches used in international comparisons; - the role of international comparative studies in raising standards of student performance; - and how international studies affect the shaping of national policy on education.
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650 0|aComparative education.
650 0|aEducational tests and measurements.
650 0|aMathematics|xStudy and teaching .
650 0|aScience|xStudy and teaching.
650 0|aLearning, Psychology of.
650 14|aInternational and Comparative Education.
650 24|aAssessment and Testing.
650 24|aMathematics Education.
650 24|aScience Education.
650 24|aInstructional Psychology.
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700 1 |aJenkins, Edgar W.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
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245 10|aLearning From Others|h[electronic resource] :|bInternational Comparisons in Education /|cedited by Diane Shorrocks-Taylor, Edgar W. Jenkins.
250 |a1st ed. 2002.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2002.
300 |aIV, 324 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aContemporary Trends and Issues in Science Education,|x1878-0784 ;|v8
505 0 |aInternational Comparisons of Pupil Performance -- International Comparisons of Student Achievement -- Diversity of Purpose in International Assessments -- Monitoring Student Knowledge and Skills -- International Comparisons — What really matters? -- World Class Schools -- Making Use of International Comparisons of Student Achievement in Science and Mathematics -- Exploring Students Responses on Free-Response Science Items in TIMSS -- Studying Achievement Gaps in Science within the National Context -- The need for caution when using the results of international mathematics testing to inform policy decisions in education in the member countries -- International Comparisons of Pupil Performance and National Mathematics and Science Testing in England -- Messages for Mathematics Education from TIMSS in Australia -- TIMSS in South Africa The Value of International Comparative Studies for a Developing Country.
520 |aDiane Shorrocks-Taylor School of Education, University of Leeds,UK In September 1998, a conference was held at the University of Leeds entitled ‘International comparisons of pupil performance: issues and policy’. It was arranged by two groups within the School of Education at the University, the newly formed Assessment and Evaluation Unit and the Centre for Studies in Science and Mathematics Education. Thejoint interest in international comparisons of performance had itself arisen from earlier involvement in a follow-up study of the 1995 TIMSS work in England, reported in a later chapter in this book, in which the TIMSS assessment outcomes were studied alongside the outcomes from the National Curriculum testing programme in England. Some of the results of this investigation had proved both interesting and challenging so the decision was made to promote wider discussion of some key issues by inviting contributors from all over the world to a meeting the major aims of which were to promote an exploration of : - the theoretical foundations of international comparative studies of student performance; - the practical problems of carrying out such studies; - the appropriateness of the assessment models and approaches used in international comparisons; - the role of international comparative studies in raising standards of student performance; - and how international studies affect the shaping of national policy on education.
650 0|aInternational education .
650 0|aComparative education.
650 0|aEducational tests and measurements.
650 0|aMathematics|xStudy and teaching .
650 0|aScience|xStudy and teaching.
650 0|aLearning, Psychology of.
650 14|aInternational and Comparative Education.
650 24|aAssessment and Testing.
650 24|aMathematics Education.
650 24|aScience Education.
650 24|aInstructional Psychology.
700 1 |aShorrocks-Taylor, Diane.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aJenkins, Edgar W.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9780792363439
776 08|iPrinted edition:|z9789048154715
776 08|iPrinted edition:|z9789401738712
830 0|aContemporary Trends and Issues in Science Education,|x1878-0784 ;|v8
856 40|uhttps://doi.org/10.1007/0-306-47219-8
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)
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