Schooling Across the Globe: What We Have Learned from 60 Years of Mathematics and Science International Assessments (Educational and Psychological Testing in a Global Context)

Schmidt, William H.; Houang, Richard T.; Cogan, Leland S.; Solorio, Michelle L.

ISBN 10: 1107170907 / ISBN 13: 9781107170902

Published by Cambridge University Press, 2018

About this Item

Firm, square and tight with sturdy hinges, just showing a few minor rubs and some mild cosmetic wear. Hence a non-text page is stamped 'damaged'. Despite such this book is in nearly new condition. Thus the contents are crisp, fresh and clean. Offered for sale at a very sensible price.

Seller Inventory # 117791

Bibliographic Details

• Title: Schooling Across the Globe: What We Have Learned from 60 Years of Mathematics and Science International Assessments (Educational and Psychological Testing in a Global Context)
• Publisher: Cambridge University Press
• Publication Date: 2018
• Language: English
• ISBN 10: 1107170907
• ISBN 13: 9781107170902
• Binding: Hardcover
• Edition: First Edition.
• Condition: Like New
• Weight: 22 ounces
• Seller catalogs:
  • Education

About this title

Synopsis

Schooling matters. The authors' professional pursuits for over twenty-five years have been focused on measuring one key aspect of schooling: the curriculum - what students are expected to study and what they spend their time studying. This documents their conviction that schools and schooling play a vital and defining role in what students know and are able to do with respect to mathematics and science. This research examines seventeen international studies of mathematics and science to provide a nuanced comparative education study. Whilst including multiple measures of students' family and home backgrounds, these studies measure the substance of the curriculum students study which has been shown to have a strong relationship with student performance. Such studies have demonstrated the interrelatedness of student background and curriculum. Student background influences their opportunities to learn and their achievements, yet their schooling can have even greater significance.

About the Authors

William H. Schmidt is a University Distinguished Professor at Michigan State University. He previously served as National Research Coordinator and Executive Director of the US Trends in International Mathematics and Science Study (TIMSS) National Center.

Richard T. Houang is a Senior Researcher and the Director of Research for the Center of the Study of Curriculum Policy at Michigan State University.

Leland S. Cogan is a Senior Researcher with the Center for the Study of Curriculum Policy at Michigan State University and was the US Assistant Director for the Teacher Education Study in Mathematics (US TEDS-M).

Michelle L. Solorio is a Ph.D. education policy student at Michigan State University.