Third International Mathematics and Science Study: International Curriculum Analysis, 1992-1995
The International Curriculum Analysis (ICA) study provided curricular and textbook information from each country participating in the Third International Mathematics and Science Study (TIMSS). TIMSS was a comparative study of education in mathematics and the sciences conducted in over 40 countries o...
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fttriple:oai:gotriple.eu:10.3886/ICPSR30601.v2 2023-05-15T16:52:51+02:00 Third International Mathematics and Science Study: International Curriculum Analysis, 1992-1995 Schmidt, William Inter-university Consortium for Political and Social Research distributor Argentina Australia Austria Belgium Bulgaria Canada China (Peoples Republic) Colombia Cyprus Czech Republic Denmark Dominican Republic France Germany Global Greece Hong Kong Hungary Iceland Iran Ireland Israel Italy Japan Latvia Lithuania Mexico Netherlands New Zealand Norway Philippines Portugal Romania Russia Scotland Singapore Slovakia Slovenia South Africa South Korea Spain Sweden Switzerland Thailand Tunisia United States 1992--1995 2013-04-23 https://doi.org/10.3886/ICPSR30601.v2 uk ukr 30601 doi:10.3886/ICPSR30601.v2 http://doi.org/10.3886/ICPSR30601.v2 undefined Inter-university Consortium for Political and Social Research edu info Other https://vocabularies.coar-repositories.org/resource_types/c_1843/ 2013 fttriple https://doi.org/10.3886/ICPSR30601.v2 2023-01-22T17:01:44Z The International Curriculum Analysis (ICA) study provided curricular and textbook information from each country participating in the Third International Mathematics and Science Study (TIMSS). TIMSS was a comparative study of education in mathematics and the sciences conducted in over 40 countries on five continents. The goal of TIMSS was to measure student achievement in mathematics and science in participating countries and to assess some of the curricular and classroom factors that are related to student learning in these subjects. The study was intended to provide educators and policy makers with an unparalleled and multidimensional perspective on mathematics and science curricula; their implementation; the nature of student performance in mathematics and science; and the social, economic, and educational context in which these occur. Below is a description of each of the types of data files found in this study. The Textbook Specific and Curriculum Guide Specific data files contain overall characteristic information, the number of pages, size of book, publisher, etc. pertaining to material used within a country for all countries involved in the study. The General Topic Trace Mapping data files contain questionnaire responses for each specific science and mathematics topic for each grade. The Document Description data file contains document ID, name, subject, publisher and publishing data for each document provided by each country in the study. The Unit Level data files contain information describing a specific unit within a document, used for both textbooks and curriculum guides. The Block Level data files contain specific curricular information about the blocks contained within each unit. The Textbook Coverage data files contain summaries of context coverage for each country's textbooks and the performance expectation codes of those textbooks, both Mathematics and Science. The coverage rate for each content topic is expressed as the average percent that particular topic is mentioned in each of the country's ... Other/Unknown Material Iceland Unknown Argentina Canada New Zealand Norway |
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edu info Schmidt, William Third International Mathematics and Science Study: International Curriculum Analysis, 1992-1995 |
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The International Curriculum Analysis (ICA) study provided curricular and textbook information from each country participating in the Third International Mathematics and Science Study (TIMSS). TIMSS was a comparative study of education in mathematics and the sciences conducted in over 40 countries on five continents. The goal of TIMSS was to measure student achievement in mathematics and science in participating countries and to assess some of the curricular and classroom factors that are related to student learning in these subjects. The study was intended to provide educators and policy makers with an unparalleled and multidimensional perspective on mathematics and science curricula; their implementation; the nature of student performance in mathematics and science; and the social, economic, and educational context in which these occur. Below is a description of each of the types of data files found in this study. The Textbook Specific and Curriculum Guide Specific data files contain overall characteristic information, the number of pages, size of book, publisher, etc. pertaining to material used within a country for all countries involved in the study. The General Topic Trace Mapping data files contain questionnaire responses for each specific science and mathematics topic for each grade. The Document Description data file contains document ID, name, subject, publisher and publishing data for each document provided by each country in the study. The Unit Level data files contain information describing a specific unit within a document, used for both textbooks and curriculum guides. The Block Level data files contain specific curricular information about the blocks contained within each unit. The Textbook Coverage data files contain summaries of context coverage for each country's textbooks and the performance expectation codes of those textbooks, both Mathematics and Science. The coverage rate for each content topic is expressed as the average percent that particular topic is mentioned in each of the country's ... |
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Inter-university Consortium for Political and Social Research distributor |
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Schmidt, William |
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Schmidt, William |
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Schmidt, William |
title |
Third International Mathematics and Science Study: International Curriculum Analysis, 1992-1995 |
title_short |
Third International Mathematics and Science Study: International Curriculum Analysis, 1992-1995 |
title_full |
Third International Mathematics and Science Study: International Curriculum Analysis, 1992-1995 |
title_fullStr |
Third International Mathematics and Science Study: International Curriculum Analysis, 1992-1995 |
title_full_unstemmed |
Third International Mathematics and Science Study: International Curriculum Analysis, 1992-1995 |
title_sort |
third international mathematics and science study: international curriculum analysis, 1992-1995 |
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2013 |
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https://doi.org/10.3886/ICPSR30601.v2 |
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Argentina Australia Austria Belgium Bulgaria Canada China (Peoples Republic) Colombia Cyprus Czech Republic Denmark Dominican Republic France Germany Global Greece Hong Kong Hungary Iceland Iran Ireland Israel Italy Japan Latvia Lithuania Mexico Netherlands New Zealand Norway Philippines Portugal Romania Russia Scotland Singapore Slovakia Slovenia South Africa South Korea Spain Sweden Switzerland Thailand Tunisia United States 1992--1995 |
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Argentina Canada New Zealand Norway |
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Argentina Canada New Zealand Norway |
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Inter-university Consortium for Political and Social Research |
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30601 doi:10.3886/ICPSR30601.v2 http://doi.org/10.3886/ICPSR30601.v2 |
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