Session Information
09 SES 07 A, Findings from International Comparative Achievement Studies. Session 3: Relating Achievement to Individual, School and System Level Factors (Part 2)
Symposium, continues from 09 Ses 06 A
Contribution
The data collected in the TIMSS study offer researchers in the field of education the opportunity to conduct secondary analyses and relate the context of teaching and learning to students’ mathematics and science achievement. Beaton and Robitaille concluded in 2002 that the results of TIMSS-1995 and TIMSS-1999, had influenced policy making all over the world. However, they also concluded that the amount of secondary analyses on TIMSS-data aimed at gathering empirical evidence for ways and means to improving teaching and learning experiences, was still very limited. In this paper, the results are presented of a systematic review of the research literature on TIMSS (Petticrew & Roberts, 2006). The main purpose is to find out to what extent TIMSS has contributed to insights in ‘what works in education and what does not’. First, a selection is made of the available research literature on TIMSS, on the bases of a number of selection criteria, followed by a review of the quality and the impact of the selected publications. Secondly, the content and outcomes of the selected publications are reviewed in relation to general theories about educational effectiveness.
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