University of Oslo Workshops June 29-30 Conference July 1-3 ...

More documents

Recommendations

Info

the opportunity to conduct secondary analyses and relate the context of teaching and learning to students’ achievement. In this paper, the results are presented of a systematic review of the research literature on TIMSS (Petticrew & Roberts, 2006). The main purpose is to find out to what extent TIMSS has contributed to insights in ‘what works in education and what does not’. The studies under review are aimed at the relation between students’ achievement and characteristics of teaching and learning, on school, class and student level. First, a selection is made of the available research literature on TIMSS, on the bases of a number of selection criteria, followed by a review of the quality and the impact of the selected publications. Secondly, the content and outcomes of the selected publications are reviewed in relation to general theories about educational effectiveness. Keywords: TIMSS; systematic review; secondary analyses; educational effectiveness NOTES 22
Track A TIMSS - Session 2 Explaining Within-Country Differences in Mathematics/Science Achievement 1 July 13:00-15:00 Room: AK 2136 Chair: Leslie Rutkowski Discussant: Michael Martin Comparing High With Low Science Performance Students in Some Variables of Fourth Graders in Iran Masoud Kabiri, Research Institute for Education, Tehran, Iran Elham Shavand Gharbi, Allameh University Tababaei, Tehran, Iran Student achievement is affected by many factors in educational context. In order to compare students with high and low science performance in fourth grade of TIMSS 2007 in Iran, some variables were explored from students’ level background questionnaire. A number of 449 students (197 high performance students and 252 low performance students) was selected based on cut-off point of ±1.5 standard deviation of national science Rasch score. Ten variables were extracted including classroom activity, science attitude, perception of school climate, using computer, science self-confidence, home possibilities, spending out of school time in general activities, spending out of school time in ICT related activities, perception of being safety in school and type of school. Data was analyzed by logistic regression. The results revealed that five variables including type of school, using computer, science attitude, science self-confidence, and home possibilities could differentiate effectively between high and low science performance students of fourth grade in Iran. The findings emphasized the role of family supporting and attitudinal variables in student achievement. Keywords: science achievement; type of school; home possibilities; using computer; science self-concept. Singapore Grade 8 Students' Performance in Science by Gender in TIMSS 2007 Boey Kok Leong , Nanyang Technological University, Singapore Jaguthsing Dindyal, Nanyang Technological University, Singapore The international databases for TIMSS 2003 and TIMSS 2007 were used to analyze gender-related data for Singapore in science at grade 8 level. In this analysis, we looked into the overall performance in science of the students and their performance by gender within content domains and cognitive domains at grade 8. Furthermore, we looked into how the teacher’s gender impacted on the students’ performance using SAS. Students’ self-confidence was also examined from a gender perspective. This brief overview of the 23
Page 1 and 2: Program Workshops June 29-30 Confer
Page 3: The 4th IEA International Research
Page 6 and 7: Paper Proposal Review Committee Con
Page 9 and 10: PRE-CONFERENCE WORKSHOPS Analyzing
Page 11 and 12: Workshop 3: Assessment Designs, Ite
Page 13 and 14: 1st Day, Parallel Sessions 10.30-12
Page 15 and 16: 1st Day, Parallel Sessions 16.00-18
Page 17 and 18: 2nd Day, Parallel Sessions 10.00-12
Page 19 and 20: 2nd Day, Parallel Sessions 15.30-17
Page 21: 3rd Day, Parallel Sessions 10.00-12
Page 24 and 25: Track A TIMSS - Session 1, School E
Page 28 and 29: gender-related data about performan
Page 30 and 31: Track D TIMSS/PIRLS - Session 2 Sam
Page 32 and 33: optimized for the purposes of state
Page 34 and 35: structure there is less educational
Page 36 and 37: Track A TIMSS - Session 4 Textbooks
Page 38 and 39: socio-economic level of schools and
Page 40 and 41: affected by between countries diffe
Page 42 and 43: first university degree scored abou
Page 44 and 45: to social disparity other indicator
Page 46 and 47: 1 July 10:30-12:30 Room: AK 2137 Ch
Page 48 and 49: elationship is referred to in the l
Page 50 and 51: Exploring Local Item Dependency for
Page 52 and 53: comprehension by e.g. studying tren
Page 54 and 55: Track B PIRLS - Session 4 Instructi
Page 56 and 57: and teacher competence. At the with
Page 58 and 59: mathematics topics (6 in algebra, 5
Page 60 and 61: The Impact of Missing Data on Subgr
Page 62 and 63: Track B PIRLS - Session 7 Effects o
Page 64 and 65: evidence for differences in work et
Page 66 and 67: negative attitudes, students who be
Page 68 and 69: schools, including the poorly resou
Page 70 and 71: 1 July 16:00-18:00 Room: AK 2138 Tr
Page 72 and 73: training without much practical exp
Page 74 and 75: to be related to the conventional c
Page 76 and 77:
form of civic and citizenship educa
Page 78 and 79:
Track C CIVED/ICCS - Session 6 Infl
Page 80 and 81:
NOTES 76
Page 82 and 83:
in Latvia’s primary education (fo
Page 85 and 86:
LIST OF AUTHORS Session (Track) Pag
Page 87 and 88:
Session (Track) Pages Session (Trac
Page 89 and 90:
PRACTICAL INFORMATION 85
Page 91 and 92:
Pedagogen Hus A, Västra Hamngatan
show all

University of Oslo Workshops June 29-30 Conference July 1-3 ...

Create successful ePaper yourself

Delete template?

Save as template?