rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Many Visions, Many Aims Volume 2
    sub title: A Cross-National Investigation of Curricular Intentions in School Science
  name:
    name part: Schmidt, William H.
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: Raizen, Senta A.
    role:
      role term: author.
  name:
    name part: Britton, Edward D.
    role:
      role term: author.
  name:
    name part: Bianchi, Leonard J.
    role:
      role term: author.
  name:
    name part: Wolfe, Richard G.
    role:
      role term: author.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: ne
    date issued: 1997
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: XII, 296 p. online resource.
  abstract: PREFACE The Third International Mathematics and Science Study (TIMSS), sponsored by the International Association for the Evaluation of Educational Achievement (IEA) and the g- ernments of the participating countries, is acomparative study of education in mathematics and the sciences conducted in approximately 50 educational systems on six continents. The goal of TIMSS is to measure student achievement in mathematics and science in participating countries and to assess some of the curricular and classroom factors that are related to student learning in these subjects. The study is intended to provide educators and policy makers with an unpar- leled and multidimensional perspective on mathematics and science curricula; their implem- tation; the nature of student performance in mathematics and science; and the social, econ- ic, and educational context in which these occur. TIMSS focuses on student learning and achievement in mathematics and science at three different age levels, or populations. • Population 1 is defined as all students enrolled in the two adjacent grades that contain the largest proportion of 9-year-old students; • Population 2 is defined as all students enrolled in the two adjacent grades that contain the largest proportion of 13-year-old students; and • Population 3 is defined as all students in their final year of secondary education, incl- ing students in vocational education programs. In addition, Population 3 has two “specialist” subpopulations: students taking advanced courses in mathematics (mathematics specialists), and students taking advanced courses in physics (physics specialists).
  table of contents: Characterizing Curriculum: An Overview -- Science Curriculum: Investigating Curricular Intentions -- Overview of Results -- Curricular Organization and Control -- Seeking Shared Visions Among the Many -- Curriculum Guides: Directing Curriculum by Intention -- Reflections of Curriculum -- Intended Flow of Science Curricula -- Milestones in Science Curricula -- Emphasized Curriculum Topics -- Other Aspects of the Curriculum: Performance Expectations and Disciplinary Perspectives -- Re-examining Shared Visions: Country Groupings -- Consequences of Curriculum: Policy Implications -- Concluding Remarks.
  note: by William H. Schmidt, Senta A. Raizen, Edward D. Britton, Leonard J. Bianchi, Richard G. Wolfe.
  subject:
    topic: Education
  subject:
    topic: International education
  subject:
    topic: Comparative education
  subject:
    topic: Mathematics
    topic: Study and teaching
  subject:
    topic: Science education
  subject:
    topic: Education
  subject:
    topic: International and Comparative Education
  subject:
    topic: Science Education
  subject:
    topic: Mathematics Education
  classification: LB43
  classification: 370.116
  classification: 370.9
  related item:
    title info:
      title: Springer eBooks
  identifier: 9780306472084
  identifier: http://dx.doi.org/10.1007/978-0-306-47208-4
  record info:
    record creation date: 100301
    record change date: 20151204190449.0
    record identifier: 978-0-306-47208-4