Trends in International Mathematics and Science Study (TIMSS). U.S. TIMSS 2015 and TIMSS Advanced 1995 & 2015 Technical Report and User's Guide. Part 3. NCES 2018-020 / Chris Averett, David Ferraro and Judy Tang.
The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study designed to measure trends in mathematics and science achievement at the fourth and eighth grades, as well as to collect information about educational contexts (such as students' schools, tea...
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| Language: | English |
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| 100 | 1 | |a Averett, Chris. | |
| 245 | 1 | 0 | |a Trends in International Mathematics and Science Study (TIMSS). U.S. TIMSS 2015 and TIMSS Advanced 1995 & 2015 Technical Report and User's Guide. Part 3. NCES 2018-020 / |c Chris Averett, David Ferraro and Judy Tang. |
| 264 | 1 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2018. | |
| 300 | |a 1 online resource (1 online resource (177 pages)) | ||
| 336 | |a text |b txt |2 rdacontent. | ||
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| 338 | |a online resource |b cr |2 rdacarrier. | ||
| 500 | |a Availability: National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/. |5 ericd. | ||
| 500 | |a Contract Number: EDIES13C0007. |5 ericd. | ||
| 500 | |a Abstractor: ERIC. |5 ericd. | ||
| 500 | |a Educational level discussed: Elementary Secondary Education. | ||
| 500 | |a Educational level discussed: Grade 4. | ||
| 500 | |a Educational level discussed: Intermediate Grades. | ||
| 500 | |a Educational level discussed: Elementary Education. | ||
| 500 | |a Educational level discussed: Grade 8. | ||
| 500 | |a Educational level discussed: Junior High Schools. | ||
| 500 | |a Educational level discussed: Middle Schools. | ||
| 500 | |a Educational level discussed: Secondary Education. | ||
| 516 | |a Text (Tests/Questionnaires) | ||
| 520 | |a The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study designed to measure trends in mathematics and science achievement at the fourth and eighth grades, as well as to collect information about educational contexts (such as students' schools, teachers, and homes) that may be related to student achievement. TIMSS has been administered every 4 years since 1995, with the sixth and most recent administration, in 2015, providing a 20-year trend line. The United States has participated in every administration of TIMSS, which includes 1995, 1999, 2003, 2007, 2011, and 2015 for the eighth grade and all but 1999 for the fourth grade (when it was not administered internationally). TIMSS is designed to align broadly with mathematics and science curricula in the participating education systems and, therefore, to reflect students' school-based learning. Because it is an international study, TIMSS provides valuable benchmarking information on how U.S. students compare to students around the world. The U.S. TIMSS and TIMSS Advanced 1995 & 2015 Technical Report and User's Guide provides an overview of the design and implementation of the Trends in International Mathematics and Science Study (TIMSS) 2015 and TIMSS Advanced 2015 in the United States and one participating benchmarking state: Florida. Part 3 of the report contains portions of Appendix D: TIMSS 2015 and TIMSS Advanced 2015 Questionnaires. The first portions can be found in Part 2 of the report and the final portions can be found in Part 4 of the report. ["Trends in International Mathematics and Science Study (TIMSS). U.S. TIMSS 2015 and TIMSS Advanced 1995 & 2015 Technical Report and User's Guide. Part 1. NCES 2018-020," see ED589557; "Trends in International Mathematics and Science Study (TIMSS). U.S. TIMSS 2015 and TIMSS Advanced 1995 & 2015 Technical Report and User's Guide. Part 2. NCES 2018-020," ED589558; and "Trends in International Mathematics and Science Study (TIMSS). U.S. TIMSS 2015 and TIMSS Advanced 1995 & 2015 Technical Report and User's Guide. Part 4. NCES 2018-020," see ED589560.] | ||
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| 650 | 0 | 7 | |a Mathematics Achievement. |2 ericd. |
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| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Science Achievement. |2 ericd. |
| 650 | 0 | 7 | |a Mathematics Tests. |2 ericd. |
| 650 | 0 | 7 | |a Science Tests. |2 ericd. |
| 650 | 0 | 7 | |a Grade 4. |2 ericd. |
| 650 | 0 | 7 | |a Grade 8. |2 ericd. |
| 650 | 0 | 7 | |a Questionnaires. |2 ericd. |
| 650 | 0 | 7 | |a School Surveys. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Surveys. |2 ericd. |
| 650 | 0 | 7 | |a Student Surveys. |2 ericd. |
| 700 | 1 | |a Ferraro, David, |e author. | |
| 700 | 1 | |a Tang, Judy, |e author. | |
| 700 | 1 | |a Erberber, Ebru, |e author. | |
| 700 | 1 | |a Stearns, Pat, |e author. | |
| 710 | 2 | |a National Center for Education Statistics. | |
| 710 | 2 | |a Westat, Inc. | |
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