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Suggested Citation:"Index." National Research Council. 2002. Methodological Advances in Cross-National Surveys of Educational Achievement. Washington, DC: The National Academies Press. doi: 10.17226/10322.
×

Index

Accountability, opportunity to learn measures, 232

Achievement motivation theory, 118, 119-145, 205

Adaptation of tests, see Translating and adapting tests

Administration of tests, see Standardized administration

Administrators

opportunity to learn measures, 231-232

principals, 4, 90-91

sampling, 90-91, 109-110

Age and grade factors, 18, 19, 29, 31, 38, 271-272, 284-287, 331-333, 344-345

curriculum and instructional materials, 38

dropouts, 10, 292, 333

International Adult Literacy Survey (IALS), 14, 85, 86, 190(n.3), 209, 268-269, 273-274, 292

International Assessment of Educational Progress (IAEP), 31, 94

opportunity to learn, 236-237, 242, 243, 247, 250, 259

sampling issues, 81, 87-88, 91-92, 94, 95, 99, 101, 102, 104-105, 107-108, 276-278, 292

Second International Science Study (SISS), 47, 177

Third International Mathematics and Science Study (TIMSS), 36-37, 45, 51, 95, 218, 219, 271-272, 276-278, 282-283, 301, 306-312, 314-315

triangulation of data, 218

Analogy questions, 61

Attitudes and beliefs, 7, 118, 119, 223

see also Cultural factors;

Emotional factors;

Public opinion achievement motivation , 118, 119-145, 205

consensus by participating nations, 40-42

emic beliefs, 132-140

emotional factors, 122

family factors, 7, 119, 124-125, 134

self-esteem, 120, 127-128

teachers, 201, 252

Attribution theory, 131


Background questionnaires, 7, 12, 18-19

see also Attitudes and beliefs;

Cultural factors;

Family factors;

Social factors

Beginning Teacher Evaluation Study (BTES), 235, 258, 306

Beliefs, see Attitudes and beliefs

Suggested Citation:"Index." National Research Council. 2002. Methodological Advances in Cross-National Surveys of Educational Achievement. Washington, DC: The National Academies Press. doi: 10.17226/10322.
×

Benchmarking, 4-5, 16, 20, 305-306, 313, 323-333

Board on International Comparative Studies in Education (BICSE), 212, 311, 313, 314-315, 322, 334-335, 336, 337, 342, 344

member biographical sketches, 358-362

sampling issues, 81, 82-84, 102, 103, 105, 112

Canada, 41

Case studies, 4, 7, 12, 21, 219, 343, 345

Civic Education Study, 203-204, 209-210, 211, 214-217, 220

cultural-cognitive issues, 123, 140

cultural factors, other, 12, 13, 123, 140, 199, 203, 209-219, 222

classroom videos, 21, 220;

see also “Third International Mathematics and Science Study” below

interviews, 121, 132, 133, 134, 136, 204, 205, 206, 220

Third International Mathematics and Science Study (TIMSS), 12, 13, 123, 209-219, 222

classroom videos, 4, 6, 13, 17-18, 123, 144, 210, 211, 218, 221, 222, 306, 336-337, 340-341

CASMIN, see Comparative Analysis of Social Mobility in Industrial Nations

Causal inferences, 5, 15, 19, 231-318, 334, 338, 339, 342, 347, 354-355

benchmarking, 4-5, 16, 20, 305-306, 313, 323, 323-333

cultural factors, 122, 131-132, 142, 200, 205, 206, 208, 210, 213, 219-220

family background, 173

national policy applications, 231-232, 267, 295-317;

see also “benchmarking” above

opportunity to learn, 231-266

statistical issues, 268-269, 272-273, 276, 281, 283-290, 291, 292;

see also Statistical analyses

Chinese, 315

cultural-cognitive factors, 130, 143

family background, 156-157

translation issues, 59, 66, 67, 69

Civic education, 4, 321, 322

sampling, 85, 86

Civic Education Study, 203-204, 209-210, 211, 214-216, 220

Classroom observations

see also Opportunity to learn

Beginning Teacher Evaluation Study (BTES), 235, 258, 306

videotapes, 21, 218, 220, 222

Third International Mathematics and Science Study (TIMSS), 4, 6, 13, 17-18, 123, 144, 210, 211, 218, 221, 222, 306, 336-337, 340-341

Class size, 167, 202

Cognitive processes, 6, 11, 33-35, 328

case studies, 123, 140

cultural, 117-149, 354

mathematics, 118, 119-120, 137, 138

science, 118, 138

First International Mathematics Study (FIMS), 33, 35

First International Science Study (FISS), 33

International Assessment of Educational Progress (IAEP), 31, 34

item field testing, 44

item formats, 28, 37

opportunity to learn, 243

Second International Mathematics Study (SIMS), 34

Second International Science Study (SISS), 33

statistical analyses, 142, 267

Third International Mathematics and Science Study (TIMSS/TIMSS-R), 34-35, 137, 139-140, 142, 144

Cohort studies, 6, 9-10, 19, 52-53, 104, 174, 269-270, 278-283, 284-288

Third International Mathematics and Science Study (TIMSS/TIMSS-R), 9-10, 278-281, 282-283

Comparative Analysis of Social Mobility in Industrial Nations (CASMIN), 164-165

Comparative and International Education Society (CIES), 224(n.2)

Computer-assisted testing, 54, 344

Computer science, other, 4

see also Internet

databases, 16, 118, 188

qualitative, 13, 199, 212, 216, 217, 218, 219, 221, 223, 224

Suggested Citation:"Index." National Research Council. 2002. Methodological Advances in Cross-National Surveys of Educational Achievement. Washington, DC: The National Academies Press. doi: 10.17226/10322.
×

family ownership of PC, 182-183, 287

opportunity to learn, 248

sampling, 85

Computer Study (IEA), 209

Confidentiality issues, 222

Cost and cost-effectiveness sampling issues, 106-107

temporal sequencing, 220

translation of tests, 70

triangulation of data, 218

Cultural capital, 150, 153-154, 169, 170-172, 174, 177, 178, 182-183, 189, 332, 344

Cultural factors, 4, 5, 6, 7, 10-13, 150, 198-229, 354

see also Attitudes and beliefs;

Family factors;

Language factors;

Political factors;

Race/ethnicity;

Social factors;

Translating and adapting tests

achievement motivation theory, 118, 119-145, 205

bias, 45-46, 208

case studies, 12, 13, 123, 140, 199, 203, 209-219, 222

Civic Education Study, 203-204, 209-210, 211, 214-217, 220

classroom videos, 21, 220

TIMSS classroom videos, 4, 6, 13, 17-18, 123, 144, 210, 211, 218, 221, 222, 306, 336-337, 340-341

causal inferences, 122, 131-132, 142, 200, 205, 206, 208, 210, 213, 219-220

civic education, 4, 85, 86, 321, 322

Civic Education Study, 203-204, 209-210, 211, 214-216, 220

cognitive, 117-149, 354

committee study methodology, 6, 7

definition of culture, 199-203, 207-208

differential item functioning, 8-9, 45-46, 69

educational attainment, 139, 159

immigrants, 152, 171, 177, 183, 283

International Association for the Evaluation of Educational Achievement (IEA), 45, 123, 141, 142, 198-99, 200-201, 203-204, 209-222

mathematics assessments, general, 118, 119-120, 137, 138

teaching methodology, 119, 124, 135-136

Third International Mathematics and Science Study (TIMSS), 4, 6, 12-13, 17-18, 123, 144, 210, 211, 218, 221, 222, 306, 336-337, 340-341

Curriculum and instructional materials, 13, 14, 17, 20, 28, 29-30, 32-33, 37-40, 53, 123, 289-290, 292, 297, 325, 328-329, 343

see also Opportunity to learn;

Teaching methodology;

Textbooks

age factors, 38

consensus by participating nations, 42

English, influence of, 33, 61, 62

International Association for the Evaluation of Educational Achievement (IEA), 37-38, 39-40

First International Mathematics Study, 31, 38

Second International Mathematics Study (SIMS), 17, 31, 290, 308, 315

Second International Science Study (SISS), 38

Third International Mathematics and Science Study (TIMSS), 5, 17, 35, 38-39, 51, 53, 54, 210, 211, 213, 290-291, 296, 298-314, 343

summary scores, 50

Databases, 16, 118, 188

see also Internet

qualitative, 13, 199, 212, 216, 217, 218, 219, 221, 223, 224

Demographic and Health Surveys, 180

Developing countries, 152, 161-162, 167

Differential item functioning, 8-9, 45-46, 69

Disabled students, sampling issues, 96, 102, 107

Documentation, 4, 9, 327-330

committee study methodology, 7

translation guidelines, 78-79

Dropouts, 10, 292, 333


Early Childhood Longitudinal Study (ECLS), 291

Economic factors, 269, 296

see also Cost and cost-effectiveness;

Developing countries;

Socioeconomic status

cultural capital, 150, 153-154, 169, 170-172, 174, 177, 178, 182-183, 189, 332, 344

Suggested Citation:"Index." National Research Council. 2002. Methodological Advances in Cross-National Surveys of Educational Achievement. Washington, DC: The National Academies Press. doi: 10.17226/10322.
×

human capital, 154, 297, 315, 331, 333, 344

social capital, 150, 160, 170-172, 183, 189

teacher salaries, 167

Educational attainment, 10, 268, 287, 297, 305

cultural factors, 139, 159

family background, 153-172, 175, 255-256, 287

opportunity to learn, 250-251, 252, 255-256

Educational Testing Service (ETS)

see also International Assessment of Educational Progress

consensus by participating nations, 40

sampling, 85

translations, 74

Emotional factors, 122

see also Attitudes and beliefs

England, 51, 63, 134, 156-159, 166, 271, 335

Estimation procedures, 14, 69, 80, 82, 84, 91, 95, 109

Ethnicity, see Race/ethnicity

Expert opinion

see also Board on International Comparative Studies in Education

consensus by participating nations, 42

field testing and, 44

Extended-answer problems, 30, 35-36, 37, 43, 53

Family factors, 6, 11-12, 150-197, 205-206, 344-345, 354

attitudes and beliefs, 7, 119, 124-125, 134

causal inferences, 173

computer ownership, 182-183, 287

cultural capital, 150, 153-154, 169, 170-172, 174, 177, 178, 182-183, 189, 332, 344

educational attainment of parents, 153-172, 175, 255-256, 287

human capital, 154, 297, 315, 331, 333, 344

International Assessment of Educational Progress (IAEP), 190(n.3)

International Association for the Evaluation of Educational Achievement (IEA), 150, 155, 166-167, 172-189 (passim)

First International Mathematics Study (FIMS), 150, 173-178 (passim), 182

First International Science Study (FISS), 150, 160-161, 174, 175, 176-177, 182, 184

Second International Mathematics Study (SIMS), 150, 160-163, 173, 174, 176-177, 178, 182-183, 188, 256-257

Second International Science Study (SISS), 150, 174, 175, 176-177, 182, 188

Third International Mathematics and Science Study (TIMSS/ TIMSS-R), 12-13, 150, 173-188 (passim), 190-191(n.4), 212, 257

language spoken at home, 162-163, 177, 183

opportunity to learn, 239, 255-257

Program for International Student Assessment (PISA), 12-13, 150-151, 173, 174, 175, 178-179, 182, 183, 188, 189-190, 190-191(n.4)

social capital, 150, 160, 170-172, 183

socioeconomic status, 12-13, 19, 150, 153-169, 171-172, 175-184, 186, 188-189, 269, 287, 338

opportunity to learn, 239, 255-257

statistical analyses, 15-16, 168, 267-268, 269

structure of family, 169-170, 176-177, 182

Field tests, 8-9, 40-41, 43-45

qualitative assessments, 221

teacher logs, 246

translations, 59, 64, 68, 70

First International Mathematics Study (FIMS), 31, 47, 52, 321

cognitive processes, 33, 35

consensus by participating nations, 40

curricula and instructional materials, 31, 38

family factors, 150, 173-178 (passim), 182

opportunity to learn, 232, 237-238, 239-242, 250, 252, 253, 259, 260

sampling, 84, 85, 86, 87

First International Science Study (FISS), 52

cognitive processes, 33

family factors, 150, 160-161, 174, 175, 176-177, 182, 184

sampling, 84, 85, 86, 87-88

Formats of items, see Item formats

Suggested Citation:"Index." National Research Council. 2002. Methodological Advances in Cross-National Surveys of Educational Achievement. Washington, DC: The National Academies Press. doi: 10.17226/10322.
×

Gender factors, 269

item field testing, 43

opportunity to learn, 239

parent’s socioeconomic status, 155-164, 176-179

sampling, 90

General equivalency diploma (GED), 60

Germany, 63, 123, 158-159, 187, 306

Grade level, see Age and grade factors

Grain size, content specification, 14-15, 30-31, 32


Handicapped students, see Disabled students

Hispanics, 60, 61-62, 65-66

Human capital, 154, 297, 315, 331, 333, 344

see also Cultural capital;

Social capital;

Socioeconomic status


Immigrants, 152, 171, 177, 183, 283

see also Hispanics

Inferences, see Causal inferences

Instructional materials, see Curriculum and instructional materials;

Textbooks

Intelligence and intelligence assessments

cultural factors, 118, 122, 130, 134-135, 143-144

translation, 63, 74

International Adult Literacy Survey (IALS), 14, 85, 86, 190(n.3), 209, 268-269, 273-274, 292

International Assessment of Educational Progress (IAEP), 4, 31-32, 47, 53

age/grade factors, 31, 94

cognitive processes, 31, 34

consensus by participating nations, 41

cultural bias, 45, 46

family factors, 190(n.3)

item field testing, 43

sampling, 86, 93-95, 104

International Association for the Evaluation of Educational Achievement (IEA), 4, 52, 54, 117

see also First International Mathematics Study;

First International Science Study;

Second International Mathematics Study;

Second International Science Study;

Third International Mathematics and Science Study

case studies and, 12, 123

Civic Education Study, 203-204, 209-210, 211, 214-216, 220

Computer Study (IEA), 209

cultural factors, 45, 123, 141, 142, 198-99, 200-201, 203-204, 209-222

curricula, 37-38, 39-40

family factors, 150, 155, 166-167, 172-189 (passim)

item formats, 36

opportunity to learn, 237

policy implications, 29, 296-297

sampling, 85, 93, 104, 105

International Labor Organization, 164

International Socioeconomic Index (ISEI), 164

International Standard Classification of Education (ISCED), 164-165, 175

International Standard Classification of Occupations (ISCO), 164

International Test Commission, 65

Internet

access at home, 287

teacher logs, opportunity to learn, 245-246

Third International Mathematics and Science Study (TIMSS), 188, 218, 221, 245-246, 315(n.2)

Interviews, 121, 132, 133, 134, 136, 204, 205, 206, 220

ISCED, see International Standard Classification of Education

Item formats, 27-28, 35-37, 47-48

analogy questions, 61

extended-answer problems, 30, 35-36, 37, 43, 53

multiple-choice items, 9, 20, 30, 35-37, 40, 43, 71

short-answer items, 35, 37, 43, 53

student familiarity with, 28, 30

Item response models, 14, 48-50, 53


Japan, 11, 15, 224(n.4), 274-278, 289, 306, 315

achievement motivation, 119, 120, 123, 124-128, 130, 134-136, 144, 206

family background, 156-159, 162-163, 187

opportunity to learn, 254, 255


Language factors, 321

see also Hispanics;

Reading comprehension;

Translating and adapting tests;

specific countries

cultural capital, 171

Suggested Citation:"Index." National Research Council. 2002. Methodological Advances in Cross-National Surveys of Educational Achievement. Washington, DC: The National Academies Press. doi: 10.17226/10322.
×

culture defined, 201

family background, home language, 162-163, 177, 183

sampling issues, 85, 90, 96, 102, 107

second language achievement, 4, 102

Mass media, 3, 28, 295

Mathematics assessments, 4, 16, 54, 308-309, 321

see also First International Mathematics Study;

Second International Mathematics Study;

Third International Mathematics and Science Study

cultural-cognitive factors, 118, 119-120, 137, 138

National Council of Teachers of Mathematics (NCTM), 247-249

opportunity to learn measures, 232, 237, 243-244, 247-250, 262

translation issues, 59, 63

Matrix procedures, 8, 40, 46-48, 53, 325-326

Multiple-choice items, 9, 20, 30, 35-37

consensus by participating nations, 40

field testing, 43

reading literacy, 37

translations, 71


National Assessment of Educational Progress (NAEP), 5, 16-17, 18, 28, 31, 47, 53, 307, 323

sampling, 93, 110

National Center for Education Statistics (NCES), 311, 333, 334, 337

National Council of Teachers of Mathematics (NCTM), 247-249

National Educational Longitudinal Study (NELS), 291

National Institute for Testing and Evaluation, 67

A Nation At Risk, 5, 298, 305-306, 323, 324

Nonresponse, see Response rates

NUD*IST database, 216


Opportunity to learn (OTL), 6, 13-14, 17, 39-40, 45, 50, 53, 201, 202, 211, 231-266, 336

accountability, 232

administrators role, 231-232

age/grade factors, 236-237, 242, 243, 247, 250, 259

causal inferences, 231-266

computer science, 248

educational attainment and, 250-251, 252, 255-256

family factors, 239, 255-257

gender factors, 239

International Association for the Evaluation of Educational Achievement (IEA) , 237

First International Mathematics Study (FIMS), 232, 237-238, 239-242, 250, 252, 253, 259, 260

Second International Mathematics Study (SIMS), 238, 239, 241, 242, 250, 251-252, 253-254, 256-257, 259-260

Third International Mathematics and Science Study (TIMSS/ TIMSS-R), 231, 241-243, 244-245, 250, 252, 254, 257, 288, 336

mathematics assessments, general, 232, 237, 243-244, 247-250, 262

memorization, 243

policy, 231-232

problem-solving skills, 232, 243, 248

reading comprehension, 247, 255-256, 258-259

science assessments, general, 232, 249-250

social factors, general, 239, 255-257, 258-259, 262

socioeconomic status, 239, 255-257

statistical analysis, 233-234, 243, 251-255, 258, 288, 290

teacher logs, 218, 221, 222, 236, 242-249, 258

Organization for Economic Cooperation and Development (OECD), 4, 21-22

see also Program for International Student Assessment

International Adult Literacy Survey (IALS), 14, 85, 86, 190(n.3), 209, 268-269, 273-274, 292


Pedagogy, see Opportunity to learn;

Teaching methodology

Political factors, 323

see also Public opinion

causal inferences, benchmarking, 4-5, 16, 20, 305-306, 313, 323-333

causal inferences, other, 231-232, 267, 295-317

Suggested Citation:"Index." National Research Council. 2002. Methodological Advances in Cross-National Surveys of Educational Achievement. Washington, DC: The National Academies Press. doi: 10.17226/10322.
×

civic education, 4, 85, 86, 321, 322

Civic Education Study, 203-204, 209-210, 211, 214-216, 220

consensus by participating nations, 40-42

opportunity to learn measures, 231-232

sampling issues, 106-107

state-level, 295-296, 305-306, 308, 311-312

statistical analyses, 231-232, 267

Third International Mathematics and Science Study (TIMSS/TIMSS-R), 12, 296, 298-314

Principals, 4, 90-91

Privacy, see Confidentiality issues

Problem-solving skills, 35

cultural-cognitive factors, 119

item formats, 37

opportunity to learn measures, 232, 243, 248

Program for International Student Assessment (PISA), 4, 8, 9

administration standardization, 58

age vs grade cohorts, 19

construct definition, 58

family background, 12-13, 150-151, 173, 174, 175, 178-179, 182, 183, 188, 189-190, 190-191(n.4)

sampling, 58, 85, 86, 100-102, 105, 106, 108, 109, 110

translations, 59, 63, 65, 66, 69, 70-73, 74

Psychometrics, 8-9, 58

see also Item formats

differential item functioning, 8-9, 45-46, 69

First International Mathematics Study (FIMS), 31

item response models, 14, 48-50, 53

Public opinion, 29, 267, 332

see also Mass media;

Political factors

civic education, 4, 85, 86, 321, 322

Civic Education Study, 203-204, 209- 210, 211, 214-216, 220

mass media, 3, 28, 295

Qualitative data, 21, 136, 143-144, 203-224, 341-342

see also Case studies;

Cultural factors;

Social factors;

Videotapes

databases, 13, 199, 212, 216, 217, 218, 219, 221, 223, 224

interviews, 121, 132, 133, 134, 136, 204, 205, 206, 220

teachers, 21, 201, 202, 205-206;

see Classroom observations;

Videotapes

Twenty Statements Test, 128


Race/ethnicity, 19, 269

see also specific countries

Hispanics, 60, 61-62, 65-66

immigrants, 152, 171, 177, 183, 283

Reading comprehension, 4, 17, 287, 321-322

International Adult Literacy Survey (IALS), 14, 85, 86, 190(n.3), 209, 268-269, 273-274, 292

International Assessment of Educational Progress (IAEP), 31

item formats, 37

opportunity to learn, 247, 255-256, 258-259

sampling, 85

Reporting, see Documentation

Response rates, 9, 81, 93, 94, 96-97, 99, 100, 103, 106, 110-111

Rural areas, 271

Russia, 134, 158-159


Sampling, 4, 6, 8-9, 10, 14, 52-53, 80-114, 269-270, 272-278, 325-326, 330-333, 343-344, 346

see also Age and grade factors;

Cohort studies;

Response rates

administrators, 90-91, 109-110

age/grade factors, 81, 87-88, 91-92, 94, 95, 99, 101, 102, 104-105, 107-108, 276-278, 292

Board on International Comparative Studies in Education (BICSE), 81, 82-84, 102, 103, 105, 112

civic education assessment, 85, 86

computer science, 85

cost issues, 106-107

disabled students, 96, 102, 107

dropouts, 10, 292, 333

gender factors, 90

International Assessment of Educational Progress (IAEP), 86, 93-95, 104

International Association for the Evaluation of Educational Achievement (IEA), 85, 93, 104, 105

Suggested Citation:"Index." National Research Council. 2002. Methodological Advances in Cross-National Surveys of Educational Achievement. Washington, DC: The National Academies Press. doi: 10.17226/10322.
×

First International Mathematics Study (FIMS) , 84, 85, 86, 87

First International Science Study (FISS), 84, 85, 86, 87-88

Second International Mathematics Study (SIMS), 84, 85, 86, 88-91, 93, 105

Second International Science Study (SISS), 84, 85, 86, 91-93

Third International Mathematics and Science Study (TIMSS/ TIMSS-R), 58, 84, 85, 86, 95-100, 101, 104, 105, 106, 108, 109, 110, 111-112, 272-278

language factors, 85, 90, 96, 102, 107

matrix procedures, 8, 40, 46-48, 53, 325-326

missing data, 12, 14, 180, 181, 183, 274, 279, 281, 284, 292, 347

National Assessment of Educational Progress (NAEP), 93, 110

political factors, 106-107

principals, 90-91

Program for International Student Assessment (PISA), 58, 85, 86, 100-102, 105, 106, 108, 109, 110

qualitative studies, 222-223

reading comprehension assessment, 85

response rates, 9, 81, 93, 94, 96-97, 99, 100, 103, 106, 110-111

state-level assessments, 98

teaching methodology, 81, 97

translations, 69

vocational education, 88, 89, 98, 101, 107

Scholastic Aptitude Test (SAT), 5, 60, 297

Science achievement, 16-17, 118, 271, 321

see also First International Science Study;

Second International Science Study;

Third International Mathematics and Science Study

cognitive psychology, 118, 138

item formats, 36

opportunity to learn measures, 232, 249-250

Program for International Student Assessment (PISA), 4

Scoring protocols, translation and adaptation, 58, 78-79

Second International Mathematics Study (SIMS), 9, 13-14, 31, 47, 53, 298, 308-309

cognitive processes, 34

curriculum analysis based on, 17, 31, 290, 308, 315

family factors, 150, 160-163, 173, 174, 176-177, 178, 182-183, 188, 256-257

multiple scores, 59

opportunity to learn, 238, 239, 241, 242, 250, 251-252, 253-254, 256-257, 259-260

sampling, 84, 85, 86, 88-91, 93, 105

textbooks, 162-163

Second International Science Study (SISS), 47, 53

age/grade factors, 47, 177

cognitive processes, 33

consensus by participating nations, 40

curriculum and instructional materials, 38

family factors, 150, 174, 175, 176-177, 182, 188

multiple scores, 59

sampling, 84, 85, 86, 91-93

Secretary’s Commission on Necessary Skills (SCANS), 315

Self-esteem, 120, 127-128

Short-answer items, 35, 37, 43, 53

see also Multiple-choice items

Six Subject Study, 150

Social capital, 150, 160, 170-172, 183, 189

see also Cultural capital;

Human capital

Social factors, 4, 5, 10-13, 205, 332, 339-341, 345

see also Attitudes and beliefs;

Cultural factors;

Economic factors;

Family factors;

Political factors;

Public opinion;

Race/ethnicity;

Rural areas;

Urban areas

achievement motivation, 118, 119, 124-127

case studies and, 12, 13, 123, 140, 199, 203, 209-219, 222

Civic Education Study, 203-204, 209-210, 211, 214-217, 220

classroom videos, 21, 220

TIMSS classroom video component, 4, 6, 13, 17-18, 123, 144, 210, 211, 218, 221, 222, 306, 336-337, 340-341

Suggested Citation:"Index." National Research Council. 2002. Methodological Advances in Cross-National Surveys of Educational Achievement. Washington, DC: The National Academies Press. doi: 10.17226/10322.
×

civic education, 4, 85, 86, 321, 322

Civic Education Study, 203-204, 209-210, 211, 214-216, 220

cognitive, 117-149, 354

mathematics, 118, 119-120, 137, 138

science, 118, 138

competition, 207

opportunity to learn, 239, 255-257, 258-259, 262

statistical analyses, 15-16, 168, 267-268

Socioeconomic status, 12-13, 19, 150, 153-169, 171-172, 175-184, 186, 188-189, 269, 287, 338

see also Educational attainment

opportunity to learn, 239, 255-257

parental occupation by sex, 155-164, 176-179

teacher salaries, 167

Southern Africa Consortium for Monitoring Educational Quality (SACMEQ) , 190-191(n.4)

Spanish-language translations, 60, 61-62, 65-66

Standard International Occupational Prestige Index (SIOP), 164

Standardized administration, 28, 54

committee study methodology, 7

computer-assisted testing, 54, 344

translations and, 78

State-level assessments, 60

policy inferences, 295-296, 305-306, 308, 311-312

sampling issues, 98

Statistical analyses, 6, 9, 13-16, 267-294, 313-314

see also Causal inferences;

Databases;

Psychometrics;

Sampling

cultural-cognitive factors, 142, 267

cultural factors, other, 200-201, 224

differential item functioning, 8-9, 45-46, 69

estimation procedures, 14, 69, 80, 82, 84, 91, 95, 109

family background, 15-16, 168, 267-268, 269

grain size, content specification, 14-15, 30-31, 32

historical perspectives, 4, 13-14

item field testing, 43-44

item standards, 9

missing data, 12, 14, 180, 181, 183, 274, 279, 281, 284, 292, 347

National Center for Education Statistics (NCES), 311, 333, 334, 337

opportunity to learn, 233-234, 243, 251-255, 258, 288, 290

social factors, 15-16, 168, 267-268

translations, 74-75, 78

Statistics Canada, 85

Summary scores, 48-50

item response models, 14, 48-50, 53

Survey of Enacted Curriculum (SEC), 263(n.7)

Taiwan, 130, 158-159

Teachers, 4, 218, 220-221

attitudes and beliefs, 201, 252

Beginning Teacher Evaluation Study (BTES), 235, 258, 306

cultural-cognitive factors, 119

homework assigned by, 217

logs, 218, 221, 222, 236, 242-249, 258

National Council of Teachers of Mathematics (NCTM), 247-249

preparation of, 123, 167

qualitative data, 21, 201, 202, 205-206;

see also Classroom observations;

Videotapes

salaries, 167

time on task, 201, 202;

see also Opportunity to learn

Teaching methodology, 5, 17, 213, 288-290

see also Curriculum and instructional materials;

Opportunity to learn

cultural-cognitive factors, 119, 124, 135-136

end-of-unit tests, 27

sampling issues, 81, 97

small studies, 7

Third International Mathematics and Science Study (TIMSS), general, 303

TIMSS video component, 4, 6, 13, 17-18, 123, 144, 210, 211, 218, 221, 222, 306, 336-337, 340-341

tutoring, 12, 15

Textbooks, 167, 177

opportunity to learn, 248

Second International Mathematics Study (SIMS), 162-163

Suggested Citation:"Index." National Research Council. 2002. Methodological Advances in Cross-National Surveys of Educational Achievement. Washington, DC: The National Academies Press. doi: 10.17226/10322.
×

Third International Mathematics and Science Study (TIMSS), 39, 211

Third International Mathematics and Science Study (TIMSS/TIMSS-R), 8, 13-15, 20-21, 29, 53, 117, 268, 272, 288, 291, 292, 335, 338-339, 342

administration standardization, 58

age/grade factors, 36-37, 45, 51, 95, 218, 219, 271-272, 276-278, 282-283, 301, 306-312, 314-315

case studies and, 12, 13, 123, 209-219, 222

classroom video component, 4, 6, 13, 17-18, 123, 144, 210, 211, 218, 221, 222, 306, 336-337, 340-341

cognitive processes, 34-35, 137, 139-140, 142, 144

cohort studies, 9-10, 278-281, 282-283

consensus by participating nations, 42

construct definition, 58

content areas, general, 31-32, 137, 139-140, 142, 144

cultural factors, 12-13, 46, 201, 203-204, 209-222, 223, 304, 336-337

curriculum analysis, 5, 17, 35, 38-39, 51, 53, 54, 210, 211, 213, 290-291, 296, 298-314, 343

differential item functioning, 46, 69

family background, 12-13, 150, 173-188 (passim), 190-191(n.4), 212, 257

Internet, 188, 218, 221, 245-246, 315(n.2)

item field testing, 44-45

item formats, 36-37

multiple scores, 59-52

national policy inferences, 12, 296, 298-314

opportunity to learn, 231, 241-243, 244-245, 250, 252, 254, 257, 288, 336

sampling, 58, 84, 85, 86, 95-100, 101, 104, 105, 106, 108, 109, 110, 111-112, 272-278

summary scores, 48-49

textbooks, 39, 211

translations, 59, 62, 65, 69, 70-73, 74

Time factors, 267, 325-326, 327, 345-347

see also Age and grade factors;

Cohort studies

cognitive processes, measurement, 35

cultural-cognitive issues, 142

educational attainment, research on, 155

International Adult Literacy Survey (IALS), 273-274

item formats, 35-36, 37

teacher variables, time on task, 201, 202;

see also Opportunity to learn

test length, 329

TIMSS timeline, case study data, 213

translation of test items, 63

videos of classroom practices, 221

Translating and adapting tests, 6, 7, 8-9, 14, 28, 42, 58-79, 325

cost of, 70

field tests, 59, 64, 68, 70

guidelines, 77-79

intelligence tests, 63, 74

scoring protocols, 58, 78-79

Spanish translations, 60

statistical analysis, 74-75, 78

Third International Mathematics and Science Study (TIMSS/TIMSS-R), 59, 62, 65, 69, 70-73, 74

Tutoring, 12, 15

Twenty Statements Test, 128

United Nations Educational, Scientific, and Cultural Organization (UNESCO), 164, 190-191(n.4)

Urban areas, 19, 271


Videotapes, 21, 218, 220, 222

Third International Mathematics and Science Study (TIMSS), 4, 6, 13, 17-18, 123, 144, 210, 211, 218, 221, 222, 306, 336-337, 340-341

Vocational education, sampling, 88, 89, 98, 101, 107


World Wide Web, see Internet

Suggested Citation:"Index." National Research Council. 2002. Methodological Advances in Cross-National Surveys of Educational Achievement. Washington, DC: The National Academies Press. doi: 10.17226/10322.
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In November 2000, the Board on International Comparative Studies in Education (BICSE) held a symposium to draw on the wealth of experience gathered over a four--decade period, to evaluate improvement in the quality of the methodologies used in international studies, and to identify the most pressing methodological issues that remain to be solved. Since 1960, the United States has participated in 15 large--scale cross--national education surveys. The most assessed subjects have been science and mathematics through reading comprehension, geography, nonverbal reasoning, literature, French, English as a foreign language, civic education, history, computers in education, primary education, and second--language acquisition. The papers prepared for this symposium and discussions of those papers make up the volume, representing the most up--to--date and comprehensive assessment of methodological strengths and weaknesses of international comparative studies of student achievement. These papers answer the following questions: (1) What is the methodological quality of the most recent international surveys of student achievement? How authoritative are the results? (2) Has the methodological quality of international achievement studies improved over the past 40 years? and (3) What are promising opportunities for future improvement?

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