Exploring Cross-National Changes in Instructional Practices: Evidence from Four Cycles of TIMSS. Policy Brief No. 13

Autor/inn/en	Rožman, Mojca; Klieme, Eckhard
Institution	International Association for the Evaluation of Educational Achievement (IEA) (Netherlands)
Titel	Exploring Cross-National Changes in Instructional Practices: Evidence from Four Cycles of TIMSS. Policy Brief No. 13
Quelle	(2017), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	2215-0196
Schlagwörter	Comparative Analysis; Comparative Education; Educational Change; Educational Practices; Evidence; International Assessment; Teaching Methods; Educational Trends; Educational Indicators; Problem Solving; Computer Literacy; Teacher Surveys; Likert Scales; Mathematics Education; Elementary Secondary Education; Achievement Tests; Mathematics Achievement; Science Achievement; Foreign Countries; Mathematics Tests; Science Tests; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Bildungsreform; Bildungspraxis; Evidenz; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsentwicklung; Educational indicato; Bildungsindikator; Problemlösen; Computerkenntnisse; Likert-Skala; Mathematische Bildung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland
Abstract	The International Association for the Evaluation of Educational Achievement's (IEA's) Trends in International Mathematics and Science Study (TIMSS) can reveal a great deal about national teaching cultures and policies. Changes in instructional practices over more than a decade may be studied from a cross-cultural perspective. Using teacher and student reports on the frequency of seven distinct practices, as assessed by TIMSS in 1995, 1999, 2003 and 2007, it is possible to identify a number of significant changes between adjacent time points for individual countries. Teaching practices seem to be shaped by national educational cultures or policies. While this brief does not identify the causes or effects of these changes, there is mixed evidence for global "mega-trends" in education, as discussed by researchers and policymakers. Constructivist pedagogy (working in groups, applying mathematical content to daily life) was boosted on a large scale during the mid-2000s. However, there is only limited support for a rise in assessment-based instruction and a shift from computational practice to problem-solving in mathematics. TIMSS evidence suggests a quest for systematic development of teaching practices, classroom cultures, and teacher quality at the national level. (As Provided).
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	2020/1/01