cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.58150/iea_timss_advanced_1995_mathematics
title: TIMSS Advanced 1995 - Mathematics - International Database: Trends in International Mathematics and Science Study

description: Trends in International Mathematics and Science Study Advanced 1995
TIMSS 1995, the largest and most ambitious international study of student achievement conducted up to that time, was the first cycle of assessments of trends in students’ mathematics and science achievement, now known as the Trends in International Mathematics and Science Study. Questionnaires gathered extensive information about the teaching and learning of mathematics and science from students, as well as from their teachers and school principals. The study also investigated the mathematics and science curricula of the participating countries by conducting an analysis of curriculum guides, textbooks, and other curricular materials.
TIMSS 1995 was conducted at five grade levels:
students enrolled in the two grades containing the largest proportion of 9-year-old students (third and fourth grade in most countries)
students enrolled in the two grades containing the largest proportion of 13-year-old students (seventh and eighth grade in most countries)
students in their final year of secondary education
As an additional option, countries could test two special sub-groups of these students: students taking advanced courses in mathematics and/or students taking advanced courses in physics. For the advanced mathematics assessment, the target population consisted of students in their final year of secondary school who were taking, or had taken, courses in advanced mathematics. For physics, the target population was final-year secondary students who were taking, or had taken, courses in physics.
description: TIMSS
description: Educational measurements and tests
description: <strong>Target population (students)</strong>
All students in their final year of secondary school (often 12th grade) who are engaged in advanced mathematics and physics studies that prepare them to enter STEM programs in higher education
description: STRATIFIED TWO-STAGE CLUSTER SAMPLE DESIGN
DOI: 10.15468/dl.8gvhby
title: Occurrence Download

description: A dataset containing 36796 species occurrences available in GBIF matching the query:
{
 "and" : [
 "BasisOfRecord is Human Observation",
 "Continent is Asia",
 "Country is China",
 "License is CC-BY-NC 4.0",
 "OccurrenceStatus is Present",
 "Year 2024-2024"
 ]
}

 The dataset includes 36796 records from 6 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0092056-240506114902167/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.58150/iea_timss_advanced_1995_physics
title: TIMSS Advanced 1995 - Physics International Database: Trends in International Mathematics and Science Study

description: Trends in International Mathematics and Science Study Advanced 1995 -
TIMSS advanced 1995, the largest and most ambitious international study of student achievement conducted up to that time, was the first cycle of assessments of trends in students’ mathematics and science achievement, now known as the Trends in International Mathematics and Science Study. Questionnaires gathered extensive information about the teaching and learning of mathematics and science from students, as well as from their teachers and school principals. The study also investigated the mathematics and science curricula of the participating countries by conducting an analysis of curriculum guides, textbooks, and other curricular materials.
TIMSS 1995 was conducted at five grade levels:
students enrolled in the two grades containing the largest proportion of 9-year-old students (third and fourth grade in most countries)
students enrolled in the two grades containing the largest proportion of 13-year-old students (seventh and eighth grade in most countries)
students in their final year of secondary education
Advanced: As an additional option, countries could test two special sub-groups of these students: students taking advanced courses in mathematics and/or students taking advanced courses in physics. For the advanced mathematics assessment, the target population consisted of students in their final year of secondary school who were taking, or had taken, courses in advanced mathematics. For physics, the target population was final-year secondary students who were taking, or had taken, courses in physics.
description: TIMSS
description: Educational measurements and tests
description: <strong>Target population (students)</strong>
All students in their final year of secondary school (often 12th grade) who are engaged in advanced mathematics and physics studies that prepare them to enter STEM programs in higher education
description: STRATIFIED TWO-STAGE CLUSTER SAMPLE DESIGN
DOI: 10.14281/18241.3
title: World Values Survey Wave 1 (1981-1984)
title: WVS Wave 1 (1981-1984)

description: The World Values Survey (WVS) is an international research program devoted to the scientific and academic study of social, political, economic, religious and cultural values of people in the world. The project’s goal is to assess which impact values stability or change over time has on the social, political and economic development of countries and societies. The project grew out of the European Values Study and was started in 1981 by its Founder and first President (1981-2013) Professor Ronald Inglehart from the University of Michigan (USA) and his team, and since then has been operating in more than 120 world societies. The main research instrument of the project is a representative comparative social survey which is conducted globally every 5 years. Extensive geographical and thematic scope, free availability of survey data and project findings for broad public turned the WVS into one of the most authoritative and widely-used cross-national surveys in the social sciences. At the moment, WVS is the largest non-commercial cross-national empirical time-series investigation of human beliefs and values ever executed. 
description: World Values Survey
description: Face-to-face interview
description: Face-to-face interview: PAPI (Paper and Pencil Interview)
description: The target population is defined as: individuals aged 18 (16/17 is acceptable in the countries with such voting age) or older (with no upper age limit), regardless of their nationality, citizenship or language, that have been residing in the [country] within private households for the past 6 months prior to the date of beginning of fieldwork (or in the date of the first visit to the household, in case of random-route selection).
description: The sampling procedures differ from country to country; probability Sample: Multistage Sample Probability Sample, Simple Random Sample. Representative single stage or multi-stage sampling of the adult population of the country 18 (16) years old and older was used for the WVS 1981-1984. Sample size was set as effective sample size of 1000 respondents or more. Countries with great population size and diversity are requirred to reach an effective sample of N=1200 or larger.
DOI: 10.58150/icils_2013_data
title: ICILS 2013 International Database: International Computer and Information Literacy Study

description: The ICILS study measures international differences in students’ computer and information literacy (CIL). This type of literacy refers to students’ ability to use computers to investigate, create, and communicate in order to participate effectively at home, at school, in the workplace, and in the community. In addition to student achievement, the study collects a rich array of contextual data on students' home and school environments. 
 The ICILS target population comprises students in their eighth year of schooling. In most education systems, the eighth year of schooling is Grade 8, provided that the average age of students in this grade is 13.5 years or above. The population for the ICILS teacher survey was defined as all teachers teaching regular school subjects to the students in the target grade at each school sampled.
ICILS also administered separate questionnaires to principals and designated ICT-coordinators in each school.
 Data collection: computer based test of CIL, student questionnaire, national context survey. Paper-based teacher,principal and ICT coordinator questionnaire.
description: ICILS
description: Educational measurements and tests
description: CBA and PBA
DOI: 10.60600/yu/clawet/6euafz
title: 1215.TextGrid

description: :unav
DOI: 10.58150/iccs_2016_data
title: ICCS_2016 International Database: International Civic and Citizenship Education Study

description: ICCS is the largest international, and only dedicated study of civic and citizenship education. It makes a substantial contribution to our knowledge about civic and citizenship education in schools and our understanding of how diverse countries prepare their young people for citizenship. ICCS investigates the ways in which young people are prepared to undertake their roles as citizens in a world where contexts of democracy and civic participation continue to change. The study was first implemented in 2009 with a follow-up cycle in 2016
ICCS collects rich contextual data on the organization and content of civic and citizenship education in the curriculum, teacher qualifications and experiences, teaching practices, school environment and climate, and home and community support.
description: ICCS
description: Educational measurements and tests
DOI: 10.58150/reds_2021_data
title: REDS_2021 Responses to Educational Disruption Survey

description: In the context of COVID-19, IEA and UNESCO launched a study, in partnership with the European Commission (EC), which draws a more comprehensive picture of the pandemic’s impact on global education: Responses to Educational Disruption Survey (REDS).
REDS focuses on acquiring scientifically collected first-hand information from countries, schools, teachers and students in times of school closures. The study was designed to serve as a valuable source of information for evaluating the extent to which education systems have been challenged in their pursuit of SDG 4 targets as a result of the COVID-19 crisis, in particular targets 4.1 and 4.a, and what measures/settings were perceived as effective to mitigate its impact on education.
description: REDS
description: Educational measurements and tests
description: Computer based educational questionnaires
DOI: 10.60600/yu/clawet/eal3nn
title: 1060.wav

description: :unav
DOI: 10.58150/sites_2006_data
title: SITES 2006 International Database: Second Information Technology in Education Study

description: SITES 2006 focused on the role of information and communication technology (ICT) in teaching and learning in mathematics and science classrooms. It examined how teachers and students used ICT, and investigated the extent to which certain pedagogical practices considered conducive to the development of “21st century” skills were present.
These 21st century skills were defined in terms of students' abilities to engage in lifelong learning (collaborative and self-directed inquiry) and their connectedness (ability to collaborate with and learn from peers and experts).The study used questionnaires to collect information from school principals, technology coordinators, and mathematics and science teachers; a national context questionnaire gathered policy information on education and ICT use.
SITES 2006 consisted of two survey components: a survey of schools (school principals and technology coordinators), and a survey of mathematics and science teachers of students in the eighth grade.
description: SITES
description: Educational measurements and tests
description: CBA and PBA
DOI: 10.58150/iea_teds-m_2008
title: TEDS-M_2008 International Database: Teacher Education and Development Study in Mathematics

description: TEDS-M examined how different countries prepare their teachers to teach mathematics in primary and lower-secondary schools. The study gathered information on various characteristics of teacher education institutions, programs, and curricula. It also collected information on the opportunities to learn within these contexts, and on future teachers’ knowledge and beliefs about mathematics and learning mathematics.
description: TEDS-M
description: Educational measurements and tests
description: <strong>Target population: Teachers of Mathematics</strong>
TEDS-M surveyed teacher education institutions, educators of future teachers, and future teachers (primary and secondary levels).
description: STRATIFIED TWO-STAGE CLUSTER SAMPLE DESIGN
DOI: 10.60600/yu/clawet/ax3hny
title: 1064.TextGrid

description: :unav
DOI: 10.58150/sites-m1_1998_data
title: SITES-M1_1998 International Database: Second Information Technology in Education Study

description: The aim of Module 1 of the IEA Second Information Technology in Education Study (SITES-M1) was to help countries estimate their current position relative to other countries in the educational use of information and communication technology (ICT).
 SITES-M1 examined, among other aspects, the student-to-computer ratio used for instruction, the extent to which schools had access to the Internet for instructional purposes, and the extent to which ICT contributed to changes in approaches to pedagogy. The data were collected in 1998–1999.
 The study surveyed school principals and technology coordinators from a representative sample of computer-using schools from at least one of the following educational levels in each country: primary, lower secondary, and upper secondary.
SITES-M1_1998 is the first Modul of two survey components: a survey of schools (school principals and technology coordinators), and a survey of mathematics and science teachers of students in the eighth grade.
The IEA Second Information Technology in Education Study Module 2 (SITES-M2) was a qualitative study of innovative pedagogical practices using information and communication technology (ICT).
Data were collected from multiple sources for each case, including questionnaires for school principals and technology coordinators, individual or group interviews, classroom observations, and supporting materials (such as teacher lesson plans). In total, 174 case studies from around the world were collected. The case selection and the collection of data were conducted in all participating countries in 2001.
description: SITES
description: Educational measurements and tests
DOI: 10.60600/yu/clawet/qyg5jb
title: 1265.TextGrid

description: :unav
DOI: 10.58150/iccs_2009_data
title: ICCS 2009 International Database: International Civic and Citizenship Education Study

description: ICCS is the largest international, and only dedicated study of civic and citizenship education. It makes a substantial contribution to our knowledge about civic and citizenship education in schools and our understanding of how diverse countries prepare their young people for citizenship. ICCS investigates the ways in which young people are prepared to undertake their roles as citizens in a world where contexts of democracy and civic participation continue to change. The study was first implemented in 2009 with a follow-up cycle in 2016 and 2022
ICCS collects rich contextual data on the organization and content of civic and citizenship education in the curriculum, teacher qualifications and experiences, teaching practices, school environment and climate, and home and community support.
Target Population:Students enrolled in the eighth grade, provided that the average age of students in this grade was 13.5 years or above at the time of the assessment; if the average age of students in Grade 8 was less than 13.5 years, Grade 9 was defined as the target population.
description: ICCS
description: Educational measurements and tests
DOI: 10.58150/cived_1999_g8_data
title: CIVED 1999 G8 International Database: Civic Education Study

description: CIVED represented the largest and most rigorous study of civic education conducted internationally up to that time. The assessment covered the content domains of democracy and citizenship, national identity, and social cohesion and diversity. The engagement of young people in civil society was also a key focus. Questionnaires were administered to teachers and school principals, as well as students. Phase 1 of the study was conducted in 1996–1997. Phase 2 data were collected in 1999 (standard population) and 2000 (optional population).
The target population included all students enrolled on a fulltime basis in the grade that contained the most 14-year-old students at the time of testing (eighth grade in the majority of countries). In 2000 surveys were administered to students in their last year of secondary school in about one-third of the countries participating in the 14-year-old study.
description: CIVED
description: Educational measurements and tests
DOI: 10.60600/yu/clawet/71cuva
title: 1220.wav

description: :unav
DOI: 10.58150/cived_1999_g12_data
title: CIVED 1999 G12 International Database - Civic Education Study

description: CIVED represented the largest and most rigorous study of civic education conducted internationally up to that time. The assessment covered the content domains of democracy and citizenship, national identity, and social cohesion and diversity.
 The engagement of young people in civil society was also a key focus. Questionnaires were administered to teachers and school principals, as well as students.
 Phase 1 of the study was conducted in 1996–1997. Phase 2 data were collected in 1999 (Grade 8) and 2000 (Grade 12).<br>This research tested and surveyed nationally representative samples consisting of 14-year-old students in 28 countries, and 17- to 19-year-old students in 16 countries throughout 1999 and 2000.
description: CIVED
description: Educational measurements and tests
DOI: 10.58150/pirls_literacy_2016_data
title: PIRLS Literacy 2016 International Database: Progress in International Reading Literacy Study

description: PIRLS provides trends and international comparisons of fourth grade students’ reading achievement and students’ competencies in relation to goals and standards for reading education. In addition to reading assessment, the PIRLS school, teacher, student and home questionnaires gather extensive information about the contextual factors at home and school which are associated with the teaching and learning of reading.
In 2016, IEA and its TIMSS and PIRLS International Study Center at Boston College conducted PIRLS 2016 at the fourth grade.PIRLS 2016 consists of three separate assessments of reading comprehension:
PIRLS, PIRLS Literacy, and ePIRLS. PIRLS 2016 provides 15-year trend measures for countries that participated in the ﬁrst PIRLS assessment in 2001. ePIRLS, an innovative assessment of online informational reading, launched its inaugural cycle in 2016.
Matching PIRLS for breadth of coverage but with less difficult reading passages and items, PIRLS Literacy (formerly prePIRLS) extends the effective measurement of reading comprehension at the lower end of the PIRLS achievement scale.
 
description: PIRLS
description: Educational measurements and tests
DOI: 10.60600/yu/clawet/iznhvu
title: 1174.TextGrid

description: :unav
DOI: 10.58150/iea_timss_advanced_2008_physics
title: TIMSS Advanced 2008 - Physics - International Database: Trends in International Mathematics and Science Study (TIMSS)

description: Trends in International Mathematics and Science Study Advanced 2008
 TIMSS Advanced 2008 compared and contrasted the achievement of students enrolled in the most advanced secondary-school programs in mathematics and science. The study provided countries with an excellent opportunity to consider the effectiveness of their academic programs for students graduating from their secondary schools. The study also measured changes in students’ achievement between 1995 and 2008 for the countries that participated in both TIMSS Advanced cycles.
 TIMSS Advanced was administered in 1995 and 2008. For the advanced mathematics assessment, the target population consisted of students in their final year of secondary school who were taking, or had taken, courses in advanced mathematics. For physics, the target population was final-year secondary students who were taking, or had taken, courses in physics.
description: TIMSS
description: Educational measurements and tests
description: <strong>Target population (students)</strong>
All students in their final year of secondary school (often 12th grade) who are engaged in advanced mathematics and physics studies that prepare them to enter STEM programs in higher education
description: STRATIFIED TWO-STAGE CLUSTER SAMPLE DESIGN
DOI: 10.60600/yu/clawet/8iurho
title: 1113.wav

description: :unav
DOI: 10.60600/yu/clawet/fhqhzw
title: 1537.TextGrid

description: :unav
DOI: 10.60600/yu/clawet/p3wh80
title: 1334.wav

description: :unav
DOI: 10.15468/dl.p7jgv6
title: Occurrence Download

description: A dataset containing 746 species occurrences available in GBIF matching the query:
{
 "and" : [
 {
 "or" : [
 "PublishingCountry is Colombia",
 {
 "and" : [
 "Country is Colombia",
 {
 "not" : {
 "Issue" : [
 "is Country coordinate mismatch"
 ]
 }
 }
 ]
 }
 ]
 },
 "PublishingOrg is one of (814bd44e-34d6-46e1-a143-0c12d03f3eba)"
 ]
}

 The dataset includes 746 records from 8 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0092057-240506114902167/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.60600/yu/clawet/m70sib
title: 1464.TextGrid

description: :unav
DOI: 10.60600/yu/clawet/u3pcuj
title: 1444.TextGrid

description: :unav
DOI: 10.60600/yu/clawet/b3zpip
title: 1566.TextGrid

description: :unav
DOI: 10.58150/pirls_2021_data
title: PIRLS 2021 International Database: Progress in International Reading Literacy Study 2021 - Edition 1

description: PIRLS provides trends and international comparisons of fourth grade students’ reading achievement and students’ competencies in relation to goals and standards for reading education. In addition to reading assessment, the PIRLS school, teacher, student and home questionnaires gather extensive information about the contextual factors at home and school which are associated with the teaching and learning of reading.
PIRLS 2021 is the fifth cycle of the Progress in International Reading Literacy Study. In 2021, IEA’s PIRLS (Progress in International Reading Literacy Study), well-established as the “de facto” worldwide standard for monitoring reading comprehension achievement, will mark its 20th year. It has provided high-quality data for monitoring progress in students’ reading achievement at the fourth grade, covering 20 years of trends. The PIRLS reading assessment is based on a comprehensive framework that focuses on two overarching purposes for reading — for literary experience and to acquire and use information. PIRLS 2021 results provide descriptions of students’ reading skills and strategies at four international benchmarks on the PIRLS reading achievement scale for meaningful interpretation of reading achievement scores.
PIRLS 2021 offers the PIRLS assessment of literary and informational reading in a digital format, presenting reading passages and items as an engaging and visually attractive experience that motivates students and increases operational efficiency.

 
description: Some minor changes have been applied on August 17, 2023. <br>Affected by these changes are one student from DNK and one student from SWE. This led to modifications of Almanacs for bridge data. User Guide and the Methods & Procedures Report as well the SPSS SCR program were also been updated. For more detailed information contact the Producer or Project Manager.<br>Some minor changes have been applied on October 3, 2023.<br>Affected by these changes are variable labels on the SES scale description in Chapter 15 / Context Questionnaire Scales Based on Parents’ Reports of the Methods and Procedures: PIRLS 2021 Technical Report.
description: PIRLS
description: Educational measurements and tests
DOI: 10.60600/yu/clawet/2pjjwe
title: 1527.TextGrid

description: :unav