Next Steps for TIMSS Directions for Secondary Analysis (1999) / Chapter Skim
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Appendix A: Road Map: Description of TIMSS Databases
Appendix A: Road Map: Description of TIMSS Databases
Pages 33-47
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From page 33... ...
This complex study, which was conducted in 1995 and 1996, tested an unprecedentedly large number of students and countries worldwide; it also included a set of substudies designed to provide a wide variety of contextual information that could support and illuminate the achievement results. The data have now been collected, and the primary analyses have been completed.
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into SPSS system files or SAS data sets, to estimate sampling variance using the jackknife repeated replication method, and to convert item response codes to score values. Codebooks documenting the structure of the data files and the source, format, descriptive labels, and response option codes for all variables are available.
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From page 35... ...
In some countries a subset of students selected for the general assessment were randomly selected to complete a set of performance items, as above. Population 3 Randomly sampled intact classes of students took the test, with each individual completing only a subset of the math and science questions prepared for this population.
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School Questionnaires Administrators at the schools of sampled students were asked to respond to questions about school staffing and resources; responsibility for major activities such as determining course content, assigning teachers to classes, and establishing discipline policies; mathematics and science course offerings; and support for teachers. Other questions address the nature of the school's student population and problems the school confronts, as well as remedial and enrichment opportunities it offers.
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The international achievement data was prepared by the staff at the TIMSS International Study Center at Boston College. The Database, User's Guide, and Released Items All can be ordered from Boston College, and are also available on the International Study Center's web page (http://wwwcsteep.bc.edu/TIMSSl.html)
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From page 38... ...
Any data for each of the participating countries beyond what is included in the international dataset can be obtained through the national research coordinator for the individual country. Some participating countries embedded data collection instruments of their own in the TIMSS material; some have conducted their own analyses of the some of the data that has been released.
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From page 39... ...
Below is a description of what is available. Topic Trace Mapping Experts within each country used national and, in some cases, regional curriculum documents as the basis for coding their country's coverage of the mathematics and science topics included in the TIMSS framework.2 The result is a visual representation of the extent to which each country covers each of the individual topics (44 in mathematics and 82 in science)
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Using this file, it would be possible for a researcher to identify particular pages of individual textbooks in the collection pages that cover a particular topic, for example and locate those pages in the actual book at the Michigan State Study Center. Manuals These list each of the variables used and define the codes.
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From page 41... ...
videos to the achievement results. This is probably not possible for the results from Japan because in some cases different classrooms were substituted for taping in that country; similar technical difficulties with the German sample would also make linking to achievement results difficult.3 Researchers interested in linking the results may wish to consult WESTAT or the TIMSS Study Center at Boston College for assistance.
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The transcripts are Microsoft Word files that can be searched for keywords. Tables The research team has produced tables for the entire set of lessons, which provide descriptions of both the mathematical content of each lesson and the pedagogical activities that occurred during the lesson.
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Additional questions cover their reaction to the taping itself and their exposure to current thinking about teaching and learning mathematics. How Can One Gain Access to the Videotape Study Data?
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Case study observations and interviews were conducted at three sites in each country, one primary site (in each case, the largest of the selected cities) and two secondary sites.
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Consequently, researchers who would like to use the database must apply for site licenses and sign confidentiality agreements. Those who would like to gain access should call Cynthia Barton of the National Center for Education Statistics at 202/2192199 for details.
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Secretariat Herengracht 487 1017 BT Amsterdam The Netherlands telephone: +31 20 625 3625 facsimile: +31 20 420 7136 e-mail: Department@IEA.nl IEA Clearinghouse on the World Wide Web: http://uttou2.to.utwente.nl/ Kluwer Academic Publishers Group, Order Department P.O. Box 358, Accord Station Hingham, MA 02138-0358 telephone: 617/871 -6600 facsimile: 617/871 -6528 e-mail: kluwer@wkap.com World Wide Web: gopher://gopher.wkap.nl National Center for Education Statistics TIMSS Project 555 New Jersey Ave., N.W., Suite #402A Washington, DC 20208 telephone: 202/219-1333 (TIMSS Customer Service Line)
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