Literaturnachweis - Detailanzeige
| 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 |
| 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 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 |
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