Educational policy and country outcomes in international cognitive competence studies

Perspectives on Psychological Science

Volumn 4, Issue 6, 2009, Pages 551-577

  Rindermann, Heiner ^a   Ceci, Stephen J ^b  

^a UNIVERSITY OF GRAZ   (Austria)

^b Department of Obstetrics Gynecology   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77954027453     PISSN: 17456916     EISSN: 17456924     Source Type: Journal    
DOI: 10.1111/j.1745-6924.2009.01165.x     Document Type: Article

References (50)

1. Barro, R.J., & Lee, J.-W. (2000). Barro-Lee data set: International data on educational attainment: updates and implications. Boston: Harvard University. Retrieved November 18, 2004, from www2.cid.harvard.edu/ciddata/barrolee/readme.htm
2. Baumert, J., & Lehmann, R. (1997). TIMSS: Mathematisch-naturwissenschaftlicher Unterricht im internationalen Vergleich [TIMSS: International comparison of instruction in mathematics and science]. Opladen, Germany: Leske & Budrich.
3. Beaton, A.E., Martin, M.O., Mullis, I.V.S., Gonzalez, E.J., Smith, T., & Kelly, D.L. (1996). Science achievement in the middle school years. Chestnut Hill, PA: TIMSS Study Center.
4. Beaton, A.E., Mullis, I.V.S., Martin, M.O., Gonzalez, E.J., Kelly, D.L., & Smith, T. (1996). Mathematics achievement in the middle school years. Chestnut Hill, PA: TIMSS Study Center
5. Bishop, J.H. (1997). The effect of national standards and curriculum- based exams on achievement. American Economic Review, 87, 260-264.
6. Bueler, X., & Merki, K.M. (2003). Schulentwicklung in der Schweiz [School development in Switzerland]. In C. Burkard & G. Eikenbusch (Eds.), Schulentwicklung international (pp. 48-59). Hamburg, Germany: Bergmann & Helbig.
7. Ceci, S.J. (1991). How much does schooling influence general intelligence and its cognitive components? A reassessment of the evidence. Developmental Psychology, 27, 703-722.
8. Deutsches PISA-Konsortium. (Eds.). (2001). PISA 2000. Basiskompetenzen von Schülerinnen und Schülern im internationalen Vergleich [PISA 2000: International comparison of students' basic competences]. Opladen, Germany: Leske & Budrich.
9. Dobert, H., Horner, W., Kopp, B., & Mitter, W. (Eds.). (2004). Die Schulsysteme Europas [The educational systems of Europe]. Baltmannsweiler, Germany: Schneider.
10. Dronkers, J. (2006). Ethnic riots in French banlieus. La Revue Tocqueville, 27, 61-76.
11. Elley, W.B. (1992). How in the world do students read? The Hague, The Netherlands: The International Association for the Evaluation of Educational Achievement (IEA).
12. Haasch, G. (Ed.). (2000). Bildung und Erziehung in Japan (Education in Japan). Berlin, Germany: Volker Spiess.
13. Hagemeister, V. (2006). Kritische Anmerkungen zum Umgang mit den Ergebnissen von PISA [Critical remarks about the use of PISA results]. In T. Jahnke & W. Meyerhofer (Eds.), PISA & Co: Kritik eines Programms (pp. 241-275). Hildesheim, Germany: Franzbecker.
14. Hansen, K.T., Heckman, J.J., & Mullen, K.J. (2004). The effect of schooling and ability on achievement test scores. Journal of Econometrics, 121, 39-98.
15. Heine, C., Briedis, K., Didi, H.-J., Haase, K., & Trost, G. (2006). Auswahl- und Eignungsfeststellungsverfahren beim Hochschulzugang in Deutschland und ausgewählten Ländern [Student admission in Germany and selected other countries]. Hannover, Germany: HIS.
16. Klein, G. (1999). Kinder schulfahig machen [Preparing children for school]. Kindergarten heute, 29, 7-13.
17. Lapointe, A.E., Mead, N.A., & Askew, J.M. (1992). The international assessment of educational progress: Learning mathematics (Report No. 22-CAEP-01). Princeton, NJ: Educational Testing Service.
18. Lee, J.-W., & Barro, R.J. (1997). Schooling quality in a cross-section of countries. New York: National Bureau of Economic Research. Retrieved November 18, 2004, from www.nber.org/papers/W6198
19. Luria, A.R. (1976). Cognitive development: Its cultural and social foundations. Cambridge, MA: Harvard University Press.
20. Lynn, R., & Vanhanen, T. (2006). IQ and global inequality. Athens, GA: Washington Summit.
21. Mankiw, N.G., Romer, D., & Weil, D.N. (1992). A contribution to the empirics of economic growth. Quarterly Journal of Economics, 107,407-437
22. Marsh, H.W., Kong, C.-K., & Hau, K.-T. (2000). Longitudinal multilevel models of the Big-Fish-Little-Pond effect on academic selfconcept: Counterbalancing contrast and reflected-glory effects in Hong Kong schools. Journal of Personality and Social Psychology, 78, 337-349.
23. Martin, M.O., Mullis, I.V.S., Beaton, A.E., Gonzalez, E.J., Smith, T., & Kelly, D.L. (1997). Science achievement in the primary school years. Chestnut Hill, PA: TIMSS Study Center.
24. Martin, M.O., Mullis, I.V.S., Gonzalez, E.J., & Chrostowski, S.J. (2004). TIMSS 2003 international science report. Chestnut Hill, PA: TIMSS & PIRLS International Study Center.
25. Martin, M.O., Mullis, I.V.S., Gonzalez, E.J., Gregory, K.D., Smith, T.A., Chrostowski, S.J., et al. (2000). TIMSS 1999 international science report. Chestnut Hill, PA: International Study Center, Boston College.
26. Martin, M.O., Mullis, I.V.S., Gonzalez, E.J., Smith, T., & Kelly, D.L. (1999). School contents for learning and instruction: IEA's Third International Mathematics and Science Study (TIMSS). Chestnut Hill, PA: TIMSS International Study Center.
27. Martin, M.O., Mullis, I.V.S., Gregory, K.D., Hoyle, C., & Shen, C. (2000). Effective schools in science and mathematics: IEA's Third International Mathematics and Science Study (TIMSS). Chestnut Hill, PA: TIMSS International Study Center.
28. Mullis, I.V.S., Martin, M.O., Beaton, A.E., Gonzalez, E.J., Kelly, D.L., & Smith, T. (1997). Mathematics achievement in the primary school years. Chestnut Hill, PA: TIMSS Study Center.
29. Mullis, I.V.S., Martin, M.O., Gonzalez, E.J., & Chrostowski, S.J. (2004). TIMSS 2003 international mathematics report. Chestnut Hill, PA: TIMSS & PIRLS International Study Center.
30. Mullis, I.V.S., Martin, M.O., Gonzalez, E.J., Gregory, K.D., Garden, R.A., O'Connor, K.M., et al. (2000). TIMSS 1999 international mathematics report. Chestnut Hill, PA: TIMSS Study Center.
31. Mullis, I., Martin, M.O., Gonzalez, E.J., & Kennedy, A.M. (2003). PIRLS 2001 international report. Chestnut Hill, PA: IEA.
32. Mullis, I., Martin, M.O., Kennedy, A.M. & Foy, P. (2007). PIRLS 2006 international report. Chestnut Hill, PA: IEA/TIMSS & PIRLS International Study Center.
33. Organisation for Economic Co-operation and Development (OECD). (1999). Classifying educational programmes. Paris: Author.
34. Organisation for Economic Co-operation and Development (OECD). (2003). Literacy skills for the world of tomorrow. Further results from PISA 2000. Paris: Author.
35. Organisation for Economic Co-operation and Development (OECD). (2004a). Learning for tomorrow's world. First results from PISA 2003. Paris: Author.
36. Organisation for Economic Co-operation and Development (OECD). (2004b). Problem solving for tomorrow's world. Paris: Author.
37. Rindermann, H. (2006). Was messen internationale Schulleistungsstudien? Schulleistungen, Schulerfahigkeiten, kognitive Fahigkeiten, Wissen oder allgemeine Intelligenz? [What do international student assessment studies measure? School performance, student abilities, cognitive abilities, knowledge or general intelligence?] Psychologische Rundschau, 57, 69-86.
38. Rindermann, H. (2007a). The big G-factor of national cognitive ability (author's response on open peer commentary). European Journal of Personality, 21, 767-787.
39. Rindermann, H. (2007b). The g-factor of international cognitive ability comparisons: The homogeneity of results in PISA, TIMSS, PIRLS and IQ-tests across nations. European Journal of Personality, 21, 667-706.
40. Rindermann, H. (2008). Relevance of education and intelligence at the national level for the economic welfare of people. Intelligence, 36,127-142.
41. Schaub, H., & Zenke, K.G. (2004). Wörterbuch Pädagogik [Dictionary pedagogics]. Munich, Germany: DTV.
42. Scheerens, J., & Bosker, R.J. (1997). The foundations of educational effectiveness. Kidlington, United Kingdom: Pergamon/Elsevier.
43. Schumer, G. (1998). Mathematikunterricht in Japan - ein Überblick uber den Unterricht in offentlichen Grund- und Mittelschulen und privaten Erganzungsschulen [Mathematics instruction in Japan - an overview including public schools and private cram schools]. Unterrichtswissenschaft, 26, 195-228.
44. Son, S.-N. (2005). Koreanische Schulkultur: Dargestellt aus international vergleichender Perspektive [Korean school culture: From an international perspective]. Zeitschrift für Erziehungswissenschaft, 8, 53-73.
45. United Nations Development Programme. (2005). Human Development Report 2005. New York: Author. Retrieved from http://hdr.undp.org/en/media/HDR05_complete.pdf
46. Vanhanen, T. (1997). Prospects of democracy. London: Routledge.
47. Weinstein, C.S. (2003). Secondary classroom management. Boston: McGraw Hill.
48. Winship, C., & Korenman, S. (1997). Does staying in school make you smarter? The effect of education on IQ in the bell curve. In B. Devlin, S.E. Fienberg, D.P. Resnick, & K. Roeder (Eds.), Intelligence, genes and success: Scientists respond to the bell curve (pp. 215-234). New York: Springer.
49. Womann, L. (2002). Central exams improve educational performance: International evidence. Kiel, Germany: Institut fur Weltwirtschaft, Kieler Diskussionsbeitrage.
50. Woschek, R. (2005). TIMSS 2 elaboriert. Eine didaktische Analyse von Schülerarbeiten im Ländervergleich Schweiz/Deutschland [TIMSS 2 elaborated: A didactical analysis of test results between Switzerland and Germany]. Unpublished doctoral dissertation, Universitat Duisburg, Germany. Retrieved November 11, 2006, from http://deposit.ddb.de/cgi-bin/dokserv?idn=976119749