Who Takes What Math and in Which Track? Using TIMSS To Characterize U.S. Students' Eighth-Grade Mathematics Learning Opportunities.

Autor/inn/en	Cogan, Leland S.; Schmidt, William H.; Wiley, David E.
Titel	Who Takes What Math and in Which Track? Using TIMSS To Characterize U.S. Students' Eighth-Grade Mathematics Learning Opportunities.
Quelle	In: Educational Evaluation and Policy Analysis, 23 (2001) 4, S. 323-41Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0162-3737
Schlagwörter	Forschungsbericht; Course Content; Curriculum; International Studies; Junior High School Students; Mathematics Achievement; Mathematics Instruction; Textbook Content; United States; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Kursprogramm; Curricula; Lehrplan; Rahmenplan; Internationaler Studiengang; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Lehrbuchtext; USA
Abstract	Examined the range of mathematics learning opportunities in the U.S., drawing on data gathered for the Third International Mathematics and Science Study (TIMSS). Analyses reveal a mismatch between the course title and the textbook used for nearly 40% of eighth graders. Significant relationships found were not significant enough to account for the observed variation among schools.Individual student differences represent an inadequate explanation for the observed diversity in curricular opportunities. (SLD)
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC