دورية أكاديمية
How International Studies Contributed to Educational Theory and Methods through Measurement of Opportunity to Learn Mathematics
| العنوان: | How International Studies Contributed to Educational Theory and Methods through Measurement of Opportunity to Learn Mathematics |
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| اللغة: | English |
| المؤلفون: | Suter, Larry E. |
| المصدر: | Research in Comparative and International Education. Jun 2017 12(2):174-197. |
| الإتاحة: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| تاريخ النشر: | 2017 |
| نوع الوثيقة: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Secondary Education Elementary Secondary Education |
| Descriptors: | International Studies, Cross Cultural Studies, Mathematics Achievement, Educational Opportunities, Mathematics Instruction, Achievement Tests, Foreign Countries, International Assessment, Secondary School Students, Test Items, Pretests Posttests, Elementary Secondary Education, Mathematics Tests, Science Achievement, Science Tests, Educational Theories, Comparative Analysis |
| Assessment and Survey Identifiers: | International Association for the Evaluation of Educational Achievement Tests, Program for International Student Assessment, Trends in International Mathematics and Science Study |
| DOI: | 10.1177/1745499917711549 |
| تدمد: | 1745-4999 |
| مستخلص: | The international comparative studies in 1959 were conducted by International Association for the Evaluation of Educational Achievement (IEA) researchers who recognized that differences in student achievement measures in mathematics across countries could be caused by differences in curricula. The measurements of opportunity to learn (OTL) grew from a small effort in 1959 to a much larger efforts by 1995 to explain whether countries with high achievement were more likely to teach advanced mathematics. In general, the relationship of coverage of a mathematics topic was weakly related to the level of mathematics performance, but did have some effect on growth. This paper finds that differences in measurement methods of OTL across the studies greatly affected the outcome of the relationship. Recent Program for International Student Achievement (PISA) analyses indicate that the relationship between OTL and student achievement might be described as a curvilinear relationship. Countries with lower achievement are more likely to be affected by curriculum coverage than are high-performing countries. |
| Abstractor: | As Provided |
| Number of References: | 55 |
| Entry Date: | 2017 |
| رقم الأكسشن: | EJ1145283 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 1745-4999 |
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| DOI: | 10.1177/1745499917711549 |