ethanporcaro/eric-fulltext-meta huggingface dataset:
TIMSS 2011 International Results in Mathematics
Author: Mullis, Ina V. S.
Date: 2012-00-00
Type: Reports - Research
Subjects: Grade 4,Grade 8,Mathematics Instruction,Mathematics Achievement,Benchmarking,Foreign Countries,Cross Cultural Studies,Early Intervention,Educational Resources,Success,Educational Environment,Teacher Competencies,Teacher Education,Job Satisfaction,Teacher Influence,Student Attitudes,Positive Attitudes,Learner Engagement,Nutrition,Sleep,Child Health,Gender Differences,Cognitive Ability,Family Environment,Family Influence,Language Usage,Parent Attitudes,Expectation,Numeracy,Geographic Location,Student Characteristics,Socioeconomic Background,Native Language,Educational Technology,Books,Educational Facilities,Teacher Supply and Demand,Access to Computers,School Culture,Principals,Leadership Responsibility,School Safety,Discipline,Bullying,Professional Development,Majors (Students),Self Esteem,Teaching Methods,Classroom Techniques,Time Management,Relevance (Education),Knowledge Level,Sampling,Participation,Low Achievement,Curriculum,Alignment (Education),Mathematics Teachers

The &quot;TIMSS 2011 International Results in Mathematics&quot; summarizes fourth and eighth grade student achievement in each of the 63 countries and 14 benchmarking entities which participated in TIMSS 2011. The report includes trends in mathematics achievement over time for participants in the previous TIMSS 1995, 1999, 2003, and 2007 assessments, as well as student performance at the TIMSS International Benchmarks. Achievement results also are presented for mathematics content and cognitive domains. The &quot;Mathematics Report&quot; provides a rich array of information which describes the educational contexts for mathematics, including home environment support, students' backgrounds and attitudes toward mathematics, the mathematics curriculum, teachers' education and training, classroom characteristics and activities, and school contexts for mathematics learning and instruction. The following appendices are included: (1) Countries Participating in TIMSS 2011 and in Earlier TIMSS Assessments; (2) Characteristics of the Items in the TIMSS 2011 Mathematics Assessment; (3) Population Coverage and Sample Participation Rates; (4) Percentage of Students with Achievement Too Low for Estimation; (5) Average Percent Correct in the Mathematics Content and Cognitive Domains; (6) The Test-Curriculum Matching Analysis--Mathematics; (7) Percentiles and Standard Deviations of Mathematics Achievement; and (8) Organizations and Individuals Responsible for TIMSS 2011. (Contains 145 exhibits and 5 footnotes.)
TIMSS 2011 User Guide for the International Database. Supplement 1: International Version of the TIMSS 2011 Background and Curriculum Questionnaires
Author: Foy, Pierre, Ed.
Date: 2013-00-00
Type: Tests/Questionnaires
Subjects: Background,Questionnaires,Test Items,Grade 4,Grade 8,Student Surveys,Teacher Surveys,Parent Surveys,Curriculum Evaluation,School Surveys,Integrated Curriculum,Tables (Data),Student Evaluation,Evaluation Methods,International Education,Comparative Testing,Academic Achievement,Comparative Analysis,Comparative Education,Predictor Variables,STEM Education,Science Achievement

The TIMSS 2011 International Database includes data for all questionnaires administered as part of the TIMSS 2011 assessment. This supplement contains the international version of the TIMSS 2011 background questionnaires and curriculum questionnaires in the following 10 sections: (1) Fourth Grade Student Questionnaire; (2) Fourth Grade Home Questionnaire; (3) Fourth Grade Teacher Questionnaire; (4) Fourth Grade School Questionnaire; (5) Fourth Grade Curriculum Questionnaire; (6) Eighth Grade Student Questionnaire -- General/Integrated Science Version &amp; Eighth Grade Student Questionnaire -- Separate Science Subjects Version; (7) Eighth Grade Mathematics Teacher Questionnaire; (8) Eighth Grade Science Teacher Questionnaire; (9) Eighth Grade School Questionnaire; and (10) Eighth Grade Curriculum Questionnaire. Each section contains a table that lists detailed information for each question, followed by the international version of the questionnaire with variable names labeled in the margin. (Contains 10 exhibits.) [For the &quot;TIMSS 2011 User Guide for the International Database,&quot; see ED544555. For Supplement 2, see ED544557. For Supplement 3, see ED544558. For Supplement 4, see ED544559.]
TIMSS 2011 User Guide for the International Database. Supplement 2: National Adaptations of International Background Questionnaires
Author: Foy, Pierre, Ed.
Date: 2013-00-00
Type: Guides - Non-Classroom
Subjects: Questionnaires,Technology Transfer,Adoption (Ideas),Media Adaptation,Comparative Education,Comparative Analysis,Test Items,Item Analysis,Background,Databases,National Standards,National Surveys,Grade 4,Grade 8,Teacher Surveys,Student Surveys,School Surveys,International Studies,Academic Achievement,Achievement Rating,Intermode Differences

This supplement describes national adaptations made to the international version of the TIMSS 2011 background questionnaires. This information provides users with a guide to evaluate the availability of internationally comparable data for use in secondary analyses involving the TIMSS 2011 background variables. Background questionnaire adaptations include questions that countries were required to adapt, questions that were not administered, and questions that countries modified to suit their national context. National adaptations are presented in seven sections corresponding to the TIMSS 2011 background questionnaire types: (1) Fourth Grade Student Questionnaire; (2) Fourth Grade Teacher Questionnaire; (3) Fourth Grade School Questionnaire; (4) Eighth Grade Student Questionnaire; (5) Eighth Grade Mathematics Teacher Questionnaire; (6) Eighth Grade Science Teacher Questionnaire; and (7) Eighth Grade School Questionnaire. For each background question that was adapted, a national entry is included if the version of the question administered in a country was different from the international version. For each question, the following information is provided: (1) Question number; (2) Question stem and response options; (3) Variable name(s); and (4) National adaptation, listed by country. [For the &quot;TIMSS 2011 User Guide for the International Database,&quot; see ED544555. For Supplement 1, see ED544556. For Supplement 3, see ED544558. For Supplement 4, see ED544559.]
TIMSS 2011 User Guide for the International Database. Supplement 3: Variables Derived from the Student, Home, Teacher, and School Questionnaire Data
Author: Foy, Pierre, Ed.
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Questionnaires,Guides,Guidelines,International Education,Predictor Variables,STEM Education,Science Achievement,Mathematics Achievement,Background,Grade 4,Student Surveys,Community Surveys,Teacher Surveys,School Surveys,Grade 8,Educational Resources,Time Factors (Learning),Teaching Experience,Teacher Characteristics,Statistical Distributions,Test Items

This supplement contains documentation on all the derived variables contained in the TIMSS 2011 data files that are based on background questionnaire variables. These variables were used to report background data in the TIMSS 2011 International Results in Mathematics and TIMSS 2011 International Results in Science reports, and are made available as part of this database to be used in secondary analyses. This supplement has eight sections corresponding to each background questionnaire from which reporting variables are derived: (1) Fourth Grade Student Questionnaire; (2) Fourth Grade Home Questionnaire; (3) Fourth Grade Teacher Questionnaire; (4) Fourth Grade School Questionnaire; (5) Eighth Grade Student Questionnaires; (6) Eighth Grade Mathematics Teacher Questionnaire; (7) Eighth Grade Science Teacher Questionnaire; and (8) Eighth Grade School Questionnaire. The following information is provided for each derived variable: (1) Derived Variable Name; (2) Variable Label; (3) Title of International Report Exhibit; (4) Report Location; (5) A procedural description of how the derived variable was computed, including missing data rules if different from the general missing data rule described herein; and (6) Information about whether the variable was available in the previous cycle. [For the &quot;TIMSS 2011 User Guide for the International Database,&quot; see ED544555. For Supplement 1, see ED544556. For Supplement 2, see ED544557. For Supplement 4, see ED544559.]
TIMSS 2011 User Guide for the International Database. Supplement 4: TIMSS 2011 Sampling Stratification Information
Author: Foy, Pierre, Ed.
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: Predictor Variables,Sampling,Comparative Education,International Education,Grade 4,Grade 8,Statistical Distributions,Guides,Guidelines,Metadata,Cluster Grouping

This supplement contains documentation on the explicit and implicit stratification variables included in the TIMSS 2011 data files. The explicit strata are smaller sampling frames, created from the national sampling frames, from which national samples of schools were drawn. The implicit strata are nested within the explicit strata, and were used for sorting the sampling frame prior to the systematic sampling of the schools. Details of the TIMSS 2011 sample design and implementation are available online at &quot;Methods and Procedures in TIMSS and PIRLS 2011.&quot; (Contains 4 exhibits.) [For the &quot;TIMSS 2011 User Guide for the International Database,&quot; see ED544555. For Supplement 1, see ED544556. For Supplement 2, see ED544557. For Supplement 3, see ED544558.]
Teacher Merit Pay. The Progress of Education Reform. Volume 11, Number 3
Author: Education Commission of the States
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: Merit Pay,Compensation (Remuneration),Educational Change,Federal Programs,Program Effectiveness,Evidence,Case Studies,Best Practices,Teacher Effectiveness,Personnel Policy

Merit pay programs for educators -- sometimes referred to a &quot;pay for performance&quot; -- attempt to tie a teacher's compensation to his/her performance in the classroom. While the idea of merit pay for classroom teachers has been around for several decades, only now is it starting to be implemented in a growing number of districts around the country. One example of the increased interest for merit pay systems can be seen in the the recent increased funding level for the federal Teacher Incentive Fund (TIF). The TIF program, which is run through the United States Department of Education (USDOE), provides funding to school districts to help them implement merit pay systems. The USDOE has increased funding for the TIF program this year by more than four-fold -- from $97.3 million to $437 million. But with all of this increased interest and funding for merit pay programs -- 
what if anything is known about the costs versus the benefits of these systems? This issue of &quot;The Progress of Education Reform&quot; reviews what is known and unknown about teacher merit pay systems. (Contains 7 endnotes.)
TIMSS 2011 Encyclopedia: Education Policy and Curriculum in Mathematics and Science. Volume 2: L-Z and Benchmarking Participants
Author: Mullis, Ina V.S., Ed.
Date: 2012-00-00
Type: Reference Materials - Vocabularies/Classifications
Subjects: Benchmarking,Mathematics Curriculum,Science Curriculum,Educational Policy,International Education,Educational Practices,Curriculum Implementation,Academic Achievement,Context Effect,National Curriculum,Educational Methods,Teacher Education Programs,Graduation Requirements,Evaluation Methods,Progress Monitoring,STEM Education,Instructional Materials,Technology Uses in Education,Evaluation Utilization,Language of Instruction,Behavioral Objectives,Mathematics Instruction,Science Instruction,Comparative Education,Program Descriptions,Participant Characteristics

For more than 50 years, the International Association for the Evaluation of
Educational Achievement (IEA) has been instrumental in developing an
analytical model for understanding the relationships between educational
policy (the intended curriculum), classroom and instructional practices (the
implemented curriculum), and educational learning outcomes (the achieved
curriculum). The &quot;TIMSS 2011 Encyclopedia&quot; describes the intended curriculum in the countries and sub-national jurisdictions that participated in the TIMSS 2011 assessment, providing a detailed description of the national contexts for the teaching and learning of mathematics and science. Each TIMSS 2011 participant contributed a chapter to this volume summarizing the overall structure of its education system, its mathematics and science curricula and instructional approaches at the primary and lower secondary levels, its requirements for teacher preparation, and the types of assessments and examinations that are employed to monitor educational outcomes at the national level. The policy-related information provided in the &quot;TIMSS 2011 Encyclopedia&quot; is intended to complement the data on educational outcomes that are provided in the companion reports, &quot;TIMSS 2011 International Results in Mathematics&quot; and &quot;TIMSS 2011 International Results in Science&quot; (ED544560). This information may be used not only to help understand the relationships among policies, practices, and outcomes within countries, but also to provide potentially powerful insights into international best practice. A list of organizations and individuals responsible for TIMSS 2011 is appended. (Individual sections contain references, suggested readings, and/or exhibits.) [For Volume 1, see ED544563.]
TIMSS 2011 Encyclopedia: Education Policy and Curriculum in Mathematics and Science. Volume 1: A-K
Author: Mullis, Ina V.S., Ed.
Date: 2012-00-00
Type: Reference Materials - Vocabularies/Classifications
Subjects: STEM Education,Educational Policy,Mathematics Curriculum,Science Curriculum,Educational Practices,Curriculum Implementation,Academic Achievement,National Programs,Program Descriptions,International Education,Comparative Education,Teacher Education Programs,Evaluation Methods,Progress Monitoring,Demography,Context Effect,Regional Characteristics,Educational Methods,Language of Instruction,Teacher Characteristics,Evaluation Utilization,Parent Participation,Compulsory Education,School Entrance Age,Early Childhood Education,Cognitive Processes,Curriculum Design,Inquiry,Time Factors (Learning),Textbook Standards,Technology Uses in Education,Graduation Requirements,Instructional Materials,Educational Researchers,Mathematics Instruction,Science Instruction

For more than 50 years, the International Association for the Evaluation of
Educational Achievement (IEA) has been instrumental in developing an
analytical model for understanding the relationships between educational
policy (the intended curriculum), classroom and instructional practices (the
implemented curriculum), and educational learning outcomes (the achieved
curriculum). The &quot;TIMSS 2011 Encyclopedia&quot; describes the intended curriculum in the countries and sub-national jurisdictions that participated in the TIMSS 2011 assessment, providing a detailed description of the national contexts for the teaching and learning of mathematics and science. Each TIMSS 2011 participant contributed a chapter to this volume summarizing the overall structure of its education system, its mathematics and science curricula and instructional approaches at the primary and lower secondary levels, its requirements for teacher preparation, and the types of assessments and examinations that are employed to monitor educational outcomes at the national level. The policy-related information provided in the &quot;TIMSS 2011 Encyclopedia&quot; is intended to complement the data on educational outcomes that are provided in the companion reports, &quot;TIMSS 2011 International Results in Mathematics&quot; and &quot;TIMSS 2011 International Results in Science&quot; (ED544560). This information may be used not only to help understand the relationships among policies, practices, and outcomes within countries, but also to provide potentially powerful insights into international best practice. (Individual sections contain references, suggested readings, and/or exhibits.) [For Volume 2, see ED544562.]
Chronic Early Absence. The Progress of Education Reform. Volume 11, Number 1
Author: Education Commission of the States
Date: 2010-02-00
Type: Reports - Evaluative
Subjects: Educational Change,Educational Improvement,School Holding Power,Attendance Patterns,Attendance,Prevention,Educational Policy,Achievement Need,Early Experience,Family Influence

At the core of school improvement and education reform is an assumption so widely understood that it is rarely invoked: students have to be present and engaged in order to learn. That is why the discovery that thousands of our youngest students are academically at-risk--because of extended absences when they first embark upon their school careers--is as remarkable as it is consequential. Growing evidence indicates that chronic absence (missing 10% or more of a school year, nearly one month) is a hidden or underidentified problem. And, it can start in the early elementary years--a time when it is most critical for children to be in school so they can build the necessary foundational academic and social skills needed for later school success. While chronic absence is not a problem everywhere, it can reach surprisingly high levels even in the early grades. Nationwide, nearly 10% of kindergartners and 1st graders are chronically absent. In some
communities, chronic early absence can affect 25% of all children in kindergarten through 3rd grade across an entire district. Within particular schools in the same district, chronic early absence can range from less than 1% to more than 50%. States, districts and schools are now being offered unprecedented opportunities to develop programs that will improve student performance and turn around underperforming schools. An understanding of how reducing chronic early absence helps those efforts will go a long way to
assure that innovative school improvement policies and practices will be
successful in the long run. This issue of &quot;The Progress of Education Reform&quot; looks at two recent research studies on the issue of chronic early absence and addresses the following: (1) What are the impacts of chronic early absence? (2) Why has it been overlooked? (3) What contributes to chronic early absence? and (4) What can be done to reduce chronic absence in the early grades? (Contains 2 figures.)
End-of-Course Exams. The Progress of Education Reform. Volume 11, Number 2
Author: Education Commission of the States
Date: 2010-04-00
Type: Reports - Evaluative
Subjects: Educational Change,Exit Examinations,Graduation Requirements,High School Graduates,Educational Trends,College Readiness,Educational Indicators,Evidence,Best Practices,Academic Achievement,Evaluation Utilization,Evaluation Research,Educational Policy

In recent years, criticism of high school graduates&apos; lack of readiness for college and work has led a number of states to raise high school graduation requirements -- particularly in terms of the number and rigor of courses students must pass. Yet states have found that without a common end-of-
course measure, it is impossible to ensure that a course labeled &quot;Algebra I&quot; holds students to the same expectations statewide. At the same time, states with exit exams have evaluated these high-stakes assessments, wondering if new approaches such as end-of-course exams might provide fairer and more accurate accountability measures for students, schools and the state as a whole. Both of these state policy trends have resulted in the increasing adoption of end-of-course assessments at the high school level. This issue of &quot;The Progress of Education Reform&quot; will address the following questions: (1) What are end-of-course exams (EOCs), and how do they differ from the assessments many states have been administering to date? (2) Why the trend toward EOCs? (3) How many states administer EOCs? (4) For what purposes are these assessments used, including: (a) Are these tests aligned with &quot;college-ready&quot; indicators? (b) Are they used as exit exams? (5) What has been the impact on students of the transition to end-of-course assessments? What does the research say? and (6) Are there &quot;best practices&quot; other states can learn from? (Contains 23 endnotes.)
Citizenship Education. The Progress of Education Reform. Volume 11, Number 5
Author: Piscatelli, Jennifer
Date: 2010-10-00
Type: Reports - Evaluative
Subjects: Citizenship Education,Educational Change,Change Strategies,Best Practices,Classroom Techniques,Instructional Effectiveness,Achievement Gap,Citizen Participation,Educational Policy,Capacity Building,Educational Objectives

Citizenship education teaches the values, knowledge, skills and sense of commitment that define an active and principled citizen. Many organizations use the terms civic education or civic learning. State civics or government standards generally place a greater emphasis on knowledge of democratic concepts, institutions and rights than on the practical application of such knowledge to everyday public policy issues. While the importance of teaching students about American history and institutions, constitutional rights and the obligations of citizenship is undeniable, equally important are opportunities for students to practice complex civic skills such as problem solving, leadership, persuasive writing and building consensus, as well as simpler skills like communicating with public officials about an issue of concern. This issue of &quot;The Progress of Education Reform&quot; examines research on what constitutes citizenship education, how citizenship education contributes to the acquisition of 21st century skills and civic learning opportunity and achievement gaps.
Teacher Leaders. The Progress of Education Reform. Volume 11, Number 6
Author: Education Commission of the States
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Educational Change,Teacher Leadership,Teacher Role,Educational Improvement,Student Improvement,Improvement Programs,State Policy,Teacher Effectiveness,Teacher Characteristics,Literature Reviews

Teacher leaders are teachers who aspire to stretch beyond their classrooms to engage in leadership roles that take many shapes and forms, both &quot;informal&quot; and &quot;formal&quot;. These teachers view the school as a whole, see the &quot;big picture&quot; and focus on how they can help improve aspects of the school to result in increases in student achievement. Teacher leaders see themselves as &quot;teachers&quot; first and do not want to become principals or administrators, but want to work collaboratively with their colleagues and school administrators to improve school and student performance. This issue of &quot;The Progress of Education Reform&quot; will discuss the roles teacher leaders can play; how they can contribute to overall school and student success; how some states are formally supporting teacher leaders and the concept of teacher leadership; and policy implications and recommendations for state policymakers on how to explore and/or expand teacher leadership in their states. (Contains 4 endnotes.)