TIMSS 2011 International Results in Science

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Autor/inn/en	Martin, Michael O.; Mullis, Ina V. S.; Foy, Pierre; Stanco, Gabrielle M.
Institution	International Association for the Evaluation of Educational Achievement; Boston College, TIMSS & PIRLS International Study Center
Titel	TIMSS 2011 International Results in Science
Quelle	(2012), (528 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-889938-64-6
Schlagwörter	Quantitative Daten; Science Achievement; Comparative Education; Educational Trends; Trend Analysis; Scores; Achievement Rating; STEM Education; Participant Characteristics; Population Distribution; Item Analysis; Participation; Low Achievement; Questionnaires; Quality Assurance; Research Reports; Geographic Distribution; Grade 4; Grade 8; Comparative Analysis; Gender Differences; Cohort Analysis; Benchmarking; Program Descriptions; High Achievement; Cognitive Ability; Family Influence; Educational Resources; Student Educational Objectives; Parent Aspiration; School Location; Background; Teaching Conditions; Science Laboratories; Access to Computers; Educational Environment; Instructional Leadership; School Safety; Discipline; Teacher Education; Professional Development; Self Efficacy; Job Satisfaction; Classroom Techniques; Teaching Methods; Educational Practices; Foreign Countries; Science Instruction; Cross Cultural Studies; Family Environment; Nutrition; Sleep; Native Language; Language Usage; Socioeconomic Background; Teacher Supply and Demand; Geographic Location; Child Health; Bullying; Teacher Influence; Student Attitudes; Learner Engagement; Parent Attitudes; Africa; Asia; Australia; Canada; South America; United Kingdom; United States; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Bildungsentwicklung; Trendanalyse; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; STEM; Demographical distribution; Bevölkerungsverteilung; Itemanalyse; Teilnahme; Unterdurchschnittliche Leistung; Fragebogen; Qualitätssicherung; Research report; Forschungsbericht; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Geschlechterkonflikt; Kohortenanalyse; Denkfähigkeit; Bildungsmittel; Elternwille; Schulgelände; Hintergrundinformation; Lehrbedingungen; Unterrichtsbedingungen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Instruction; Leadership; Bildung; Erziehung; Führung; Disziplin; Lehrerausbildung; Lehrerbildung; Self-efficacy; Selbstwirksamkeit; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Cultural comparison; Kulturvergleich; Familienmilieu; Ernährung; Schlaf; Sprachgebrauch; Sozioökonomische Lage; Lehrerbedarf; Mobbing; Schülerverhalten; Elternverhalten; Afrika; Asien; Australien; Kanada; Südamerika; Großbritannien; USA
Abstract	For more than 50 years, the International Association for the Evaluation of Educational Achievement (IEA) has been conducting comparative studies of educational achievement in a number of curriculum areas, including mathematics and science. TIMSS 2011 represents the fifth cycle of the Trends in International Mathematics and Science Study (TIMSS), developed by IEA. During the past two decades, TIMSS has reported on mathematics and science achievement trends at the fourth and eighth grades, providing educational policymakers, administrators, teachers, and researchers with powerful insights into how educational systems are functioning as well as critical intelligence about the possibilities for educational reform and improvement. The "TIMSS 2011 International Results in Science" presents extensive information on student performance in science, including trends over the five assessments since 1995. Also included are data on performance in the science content domains (earth science, biology, chemistry, etc.) and on competence in managing the problem solving challenges in these science contexts. In addition, the TIMSS 2011 report contains vital information on key curricular, instructional, and resource-related factors that can impact the teaching and learning process. These data on student achievement trends and the contexts for teaching and learning science will ensure that TIMSS continues to set the standard for studies of this type and be regarded as a fundamental source of information for educational policymakers, planners, and researchers alike. The following appendices are included: (1) Countries Participating in TIMSS 2011 and in Earlier TIMSS Assessments; (2) Characteristics of the Items in the TIMSS 2011 Science Assessment; (3) Population Coverage and Sample Participation Rates; (4) Percentage of Students with Achievement Too Low for Estimation; (5) Average Percent Correct in the Science Content and Cognitive Domains; (6) The Test-Curriculum Matching Analysis--Science; (7) Percentiles and Standard Deviations of Science Achievement; and (8) Organizations and Individuals Responsible for TIMSS 2011. (Contains 143 exhibits and 5 footnotes.) (ERIC).
Anmerkungen	International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands. Tel: +31-20-625-3625; Fax: +31-20-420-7136; e-mail: department@iea.nl; Web site: http://www.iea.nl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10