Culturally specific patterns in the conceptualization of the school science curriculum: Insights from timss

Studies in Science Education

Volumn 36, Issue 1, 2001, Pages 105-134

  Cogan, Leland S ^a   Wang, Hsingchi A ^a   Schmidt, William H ^a  

^a MICHIGAN STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85012474289     PISSN: 03057267     EISSN: 19408412     Source Type: Journal    
DOI: 10.1080/03057260108560169     Document Type: Note

References (14)

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2. COGAN, L.S., & SCHMIDT, W.H. (in press). ‘Culture Shock’ - Eighth grade mathematics from an international perspective. Educational Research and Evaluation: An International Journal on Theory and Practice.
3. EMERSON, J.D., & HOAGLIN, D.C. (1983). Analysis of Two-Way Tables by Medians. In D.C. Hoaglin F. Mosteller &c J.W. Tukey (Eds.), Understanding robust and exploratory data analysis (pp. 166-210). New York: John Wiley & Sons, Inc.
4. LONGSTREET, W.S., & SHANE, H.G. (1993). Curriculum for a new millennium. Needham Heights, MA: Allyn & Bacon.
5. NATIONAL CENTER FOR EDUCATION STATISTICS (NCES). (1996). Pursuing excellence: a study of U.S. eighth-grade mathematics and science teaching, learning, curriculum, and achievement in international context (97-198). Washington, D.C: NCES, U.S. Government Printing Office.
6. ROBITAILLE, D.F., SCHMIDT, W.H., RAIZEN, S., MCKNIGHT, C., BRITTON, E., & NICOL, C. (1993). Curriculum frameworks for mathematics and science (TIMSS Monograph No. 1). Vancouver: Pacific Educational Press.
7. SCHMIDT, W.H., & COGAN, L.S. (1996). Development of the TIMSS context questionnaires. In M.O. Martin & D.L. Kelly (Eds.), Third International Mathematics and Science Study technical report (Vol. Volume I: Design and Development, pp. 5-1-5-22). Chestnut Hill, MA: Boston College.
8. SCHMIDT, W.H., JORDE, D., COGAN, L.S., BARRIER, E., GONZALO, I., MOSER, U., SHIMIZU, K., SAWADA, T., VALVERDE, G., MCKNIGHT, C., PRAWAT, R., WILEY, D. E., RAIZEN, S., BRITTON, E.D., & WOLFE, R.G. (1996). Characterizing pedagogical flow: an investigation of mathematics and science teaching in six countries. Dordrecht/Boston/London: Kluwer.
9. SCHMIDT, W.H., MCKNIGHT, C., COGAN, L.S., JAKWERTH, P.M., & HOUANG, R.T. (1999). Facing the consequences: using TIMSS for a closer look at US mathematics and science education. Dordrecht/Boston/London: Kluwer.
10. SCHMIDT, W.H., MCKNIGHT, C., & RAIZEN, S. (1997). A splintered vision: an investigation of U.S. science and mathematics education. Dordrecht/Boston/London: Kluwer.
11. SCHMIDT, W.H., MCKNIGHT, C., VALVERDE, G.A., HOUANG, R.T., & WILEY, D.E. (1997). Many visions, many aims, Volume I: A cross-national investigation of curricular intentions in school mathematics. Dordrecht/Boston/London: Kluwer.
12. SCHMIDT, W.H., MCKNIGHT, C.C., HOUANG, R.T., WANG, H.A., WILEY, D.E., COGAN, L.S., & WOLFE, R.G. (in press). Why schools matter: using TIMSS to investigate curriculum and learning. San Francisco: Jossey-Bass.
13. SCHMIDT, W.H., RAIZEN, S.A., BRITTON, E.D., BIANCHI, L.J., & WOLFE, R.G. (1997). Many visions, many aims, Volume II: A cross-national investigation of curricular intentions in school science. Dordrecht/Boston/London: Kluwer.
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