School organization and student achievement: a study based on achievement in mathematics in twelve countries

Postlethwaite, T. Neville

doi:10.1037/e530472013-001

Cited by 18 publications

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“…From the beginning, IEA international comparative studies have included background questionnaires to collect data on contextual factors to be linked to students' cognitive outcomes (Postlethwaite 1967;Peaker 1975;Walker 1976). Participating students, their teachers and the principals of their schools respond to background questionnaires.…”

Section: School-level Variables In the Iea Studiesmentioning

confidence: 99%

Context factors and student achievement in the IEA studies: evidence from TIMSS

Caponera

Losito

2016

Large-scale Assess Educ

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Section: School-level Variables In the Iea Studiesmentioning

confidence: 99%

Context factors and student achievement in the IEA studies: evidence from TIMSS

Caponera

Losito

2016

Large-scale Assess Educ

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“…In relation to selectivity and retentivity, the most useful results were given in a later re-analysis by Postlethwaite (1967), which extends the notion of yield of each education system by showing area representations of proportions of the population reaching different mathematical levels of attainment. Although somewhat misleading because of the non-terminal nature of the 13-year-old data, this still illustrates clearly the higher yield of the Japanese system over both low-attaining non-selective systems (USA) and eventually high-attaining but selective systems (England).…”

Section: Resultsmentioning

confidence: 98%

FIMS and SIMS: the first two IEA International Mathematics Surveys

Brown

1996

Assessment in Education: Principles, Policy & Practice

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The International Association for the Evaluation of Educational Achievement (IEA) is an organisation which experiences tension between the interests of researchers and those of policy-makers. Three international mathematics studies have been undertaken. The first and second studies, FIMS and SIMS, conducted at age 13 and pre-university, were each innovative in their day, and some of the results have had a significant impact. Not all difficulties of curriculum match and comparable sampling were solved, resulting in concerns about the validity of international league tables and educational inferences. Nevertheless, the collection and analysis of data in relation to students, teachers, curriculum, classroom contexts and attainment was itself invaluable and justified the enterprise.

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“…The International Association for the Evaluation of Educational Achievement (IEA) was formed in 1960 to study the outcomes of education, using internationally valid survey instruments. Subsequent studies embraced science education (Comber & Keeves, 1973), reading comprehension (Thorndike, 1973), maths education (Husén, 1967;Postlethwaite, 1967), literature education (Purves, 1973) and civics education (Torney-Purta, Lehmann, Oswald, & Schulz, 2001), as well as spin-off national reports (Rosier, 1973) and a special volume devoted to the national case study (Passow, Noah, Eckstein, & Mallea, 1976). Subject achievement in reading comprehension, mathematics, science, geography and non-verbal ability was investigated, leading to the assessment that the methodology was viable to support future studies of student achievement internationally (Foshay, 1962;Postlethwaite, 1975).…”

Section: International Studies Of Achievement In Comparative Educationmentioning

confidence: 99%

Methodological Choice and Design

Irwin¹

2011

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This Book Series is devoted to examining and solving the major methodological problems social sciences are facing. Take for example the gap between empirical and theoretical research, the explanatory power of models, the relevance of multilevel analysis, the weakness of cumulative knowledge, the role of ordinary knowledge in the research process, or the place which should be reserved to "time, change and history" when explaining social facts. These problems are well known and yet they are seldom treated in depth in scientific literature because of their general nature. So that these problems may be examined and solutions found, the series prompts and fosters the setting-up of international multidisciplinary research teams, and it is work by these teams that appears in the Book Series. The series can also host books produced by a single author which follow the same objectives. Proposals for manuscripts and plans for collective books will be carefully examined. The epistemological scope of these methodological problems is obvious and resorting to Philosophy of Science becomes a necessity. The main objective of the Series remains however the methodological solutions that can be applied to the problems in hand. Therefore the books of the Series are closely connected to the research practices. No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) AcknowledgementsThis book emerged from methodological discussions among researchers from education, social work and social policy as part of a series of methodology colloquia under the heading 'Bridging and Blending Disciplines of Inquiry: Approaching Research and Research Approaches in Education and Social Work', held at The University of Sydney, Australia, during 2009. These researchers were concerned with the methodological challenges that faced research students and experienced researchers who aim to design projects that have the potential both to advance scholarly knowledge and to contribute to solving contemporary social problems. Successful scholars doing research projects that make a practical difference were invited to discuss the nature and consequences of their methodological and design choices. This book is one legacy of the resulting debates.A number of people have contributed to this project along the way. First, members of the colloquia steering committee -Professor

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School organization and student achievement: a study based on achievement in mathematics in twelve countries

Cited by 18 publications

References 0 publications

Context factors and student achievement in the IEA studies: evidence from TIMSS

Context factors and student achievement in the IEA studies: evidence from TIMSS

FIMS and SIMS: the first two IEA International Mathematics Surveys

Methodological Choice and Design

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