Globalised Student Achievement? A Longitudinal and Cross-Country Analysis of Convergence in Mathematics Performance

Autor/inn/en	Johansson, Stefan; Strietholt, Rolf
Titel	Globalised Student Achievement? A Longitudinal and Cross-Country Analysis of Convergence in Mathematics Performance
Quelle	In: Comparative Education, 55 (2019) 4, S.536-556 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johansson, Stefan) ORCID (Strietholt, Rolf)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2019.1657711
Schlagwörter	Elementary Secondary Education; Foreign Countries; Mathematics Achievement; Mathematics Tests; Achievement Tests; International Assessment; Comparative Education; Longitudinal Studies; Cross Cultural Studies; National Curriculum; Hypothesis Testing; Numbers; Data; Algebra; Geometry; Probability; Mathematical Concepts; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Vergleichende Erziehungswissenschaft; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Cultural comparison; Kulturvergleich; Hypothesenprüfung; Hypothesentest; Zahlenraum; Daten; Geometrie; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie
Abstract	With the aid of longitudinal country-level data from five IEA TIMSS assessments (1995--2011), the current study addresses the issue of the globalisation of curricula and achievement. To explore the hypothesis of global convergence, we study performance in four subdomains of mathematics. Using regression with fixed effects for countries, we consider whether the variation of subdomain scores decreases globally over time. Additionally, we explore qualitative differences in performance profiles using latent class analysis. Our results provide little evidence for a global harmonisation of student achievement. Rather, for regions with a similar language and culture, we observe similar strengths and weaknesses in mathematics content areas. Furthermore, these patterns remain stable over time. Directions for future research include the exploration of global trends in aspects of attained curricula for other subjects, and the use of information on school achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01