By Noel F. McGinn
This booklet covers the seven-year venture concerning China, Germany, Japan, Singapore, Switzerland, and the USA, to teach how collaborative study may also help extend all over the world wisdom of schooling.
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Additional resources for Learning through Collaborative Research: The Six Nation Education Research Project
For both subject matters, however, our interpretation of the multivariate results shows that both educational variables and noneducational variables are major sources of national differences in mean achievement scores. With respect to educational variables, national science achievement scores are determined strongly by instructional resource variables (specifically, enrichment activities and shortage of laboratory equipment), whereas national math achievement scores are (in our interpretation) determined strongly by national standards for teaching and learning.
TIMSS data, and/or the methods we used to analyze the cross-national relationships between educational variables and student achievement, may be inadequate for detecting genuine differences among national educational systems and processes that have major influences on national differences in educational achievement. Predictors of national differences in mathematics and science 49 Although we believe the first explanation to be substantially valid, several aspects of the design of TIMSS and our analyses may not be sensitive to subtle cross-national educational effects.
SNERP’s mathematics and science focus became a “confederation” of independent national projects instead of collaborative, comparative education research. Accordingly, independent national projects for analyzing TIMSS data were initated in Germany, Singapore, Switzerland, and the United States. S. S. policymakers, as well as with representatives of federal funding agencies, about critical educational research questions that could be addressed by analyses of TIMSS data. S. S. Department of Education.