Cross-National Achievement Studies: Learning from South Africa's Participation in the Trends in International Mathematics and Science Study (TIMSS)

Autor/in	Reddy, Vijay
Titel	Cross-National Achievement Studies: Learning from South Africa's Participation in the Trends in International Mathematics and Science Study (TIMSS)
Quelle	In: Compare A Journal of Comparative Education, 35 (2005) 1, S.63-77 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
Schlagwörter	Foreign Countries; International Studies; Cross Cultural Studies; Mathematics Achievement; Science Achievement; Educational Policy; Teaching Methods; South Africa + Suchen Sie Ihr Suchwort? Ausland; Internationaler Studiengang; Cultural comparison; Kulturvergleich; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article explores the potential of cross-national achievement studies through a critical reflection upon the experience of South Africa's participation in the Trends in International Mathematics and Science Study (TIMSS). There are a growing number of multi-country and international achievement studies. While recognizing the limitations of these studies, this article considers how far these studies can be an effective tool for the generation of in-country information that can usefully inform policy and practice. It is argued that improvements can be made by using a simpler methodology for the analysis and presentation of information; better ways of analysing the influence of domestic dimensions of poverty, inequality and social stratification; and improved strategies for assessing progress over time against national baselines. The article concludes with a set of questions for systems to consider when thinking about participating in international or multi-country achievement studies. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10