The Contribution of TIMSS to the Link between School and Classroom Factors and Student Achievement

Autor/inn/en	Drent, Marjolein; Meelissen, Martina R. M.; van der Kleij, Fabienne M.
Titel	The Contribution of TIMSS to the Link between School and Classroom Factors and Student Achievement
Quelle	In: Journal of Curriculum Studies, 45 (2013) 2, S.198-224 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2012.727872
Schlagwörter	International Programs; Mathematics Achievement; Science Achievement; Data Analysis; Data Collection; Cross Cultural Studies; Cultural Differences; Foreign Countries; Educational Research; Institutional Characteristics; Teacher Characteristics; Curriculum; Teaching Methods; Student Evaluation; Educational Environment; Instructional Leadership; Parent Participation; Expectation; Feedback (Response); Classroom Environment; Time Management; Journal Articles; Classroom Techniques; Content Analysis; Meta Analysis; Literature Reviews; Instructional Effectiveness; Australia; Hong Kong; Japan; Netherlands; United States; Progress in International Reading Literacy Study; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Auswertung; Data capture; Datensammlung; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Ausland; Bildungsforschung; Pädagogische Forschung; Curricula; Lehrplan; Rahmenplan; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Instruction; Leadership; Bildung; Erziehung; Führung; Elternmitwirkung; Expectancy; Erwartung; Klassenklima; Unterrichtsklima; Zeitmanagement; Journal article; Zeitschriftenaufsatz; Klassenführung; Inhaltsanalyse; Meta-analysis; Metaanalyse; Unterrichtserfolg; Australien; Hongkong; Niederlande; USA
Abstract	Worldwide, the interest of policy-makers in participating in studies from the International Association for the Evaluation of Educational Achievement (IEA), such as Trends in International Mathematics and Science Study (TIMSS) has been growing rapidly over the past two decades. These studies offer the opportunity to relate the teaching and learning context to student achievement. This article presents the results of a systematic review of the research literature on TIMSS. Its main purpose is to find out to what extent TIMSS has contributed to insights into "what works in education and what does not", particularly with regard to school and classroom factors. The review was guided by a generic framework developed within the tradition of educational effectiveness research. The review showed that: (a) since 2000, the number of publications which use TIMSS data for secondary analyses aimed at explaining differences in student achievement has increased strongly; (b) a number of studies, especially older ones, did not take account of the specific sample and test design of TIMSS; and (c) there are large differences between countries in school and classroom factors associated with student achievement. In the light of these results, we discuss the benefits and limitations of country and system comparisons. (Contains 5 tables, 1 figure, and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10