Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.
Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.
OCR for page 48
Next Steps for TIMSS: Directions for Secondary Analysis Appendix B Workshop Agenda and Participants NEXT STEPS FOR TIMSS: A BICSE WORKSHOP ON SECONDARY ANALYSIS June 17–18, 1998 National Academy of Sciences/National Research Council 2001 Wisconsin Avenue, Washington, D.C. AGENDA Day 1: June 17 8:00 a.m. Continental breakfast in meeting room 8:30–9:00 Welcome and introductions Brief discussion of goals for the workshop and agenda Lynn Paine and Francisco Ramirez 9:00–12:00 Detailed exploration of selected research topics Three topic teams, each led by a BICSE member, work in separate rooms to address the questions raised about each topic and to identify key areas for further discussion. 12:00 Lunch in meeting room 1:00–2:00 p.m. Whole group assessment of team discussions Rapporteurs from each group will report on the discussions and on the key areas for further discussion identified for their respective topics. 2:00–5:00 Beginning a synthesis Three cross-disciplinary teams will be formed, each containing a few representatives from each of the three topic teams. These new groups will build on the morning's identification of key issues in each topic area. The purpose of this reshuffling of the group is to ensure that insights gained from consideration of one set of questions will be applied to others. These sessions will focus specifically on two issues:
OCR for page 49
Next Steps for TIMSS: Directions for Secondary Analysis • Do the claims warranted from one study find confirmation in others? • Are new claims made possible when different kinds of data are brought together? Overnight Rapporteurs will be asked to prepare a summary of the discussions and report to the whole group the following morning. Day 2: June 18 8:00 a.m. Continental breakfast in meeting room 8:30–10:30 Debriefing and moving forward Whole group will meet to discuss the results of the previous day's discussion. Rapporteurs will report on cross-disciplinary teams' conclusions, and the BICSE leaders will lead the whole group in: • identification of consensus • identification of divergent views • discussion of implications for establishing research priorities 10:30–12:15 Synthesizing the discussion Lynn Paine and Francisco Ramirez will lead the group in a discussion of lessons to be drawn from the workshop discussion. Key areas to be addressed will include: • establishing priorities for future research • identification of the kinds of knowledge claims best supported by TIMSS data • standards for the kinds of support knowledge claims should have • suggestions about ways of combining different kinds of data 12:15–12:30 Closing remarks Lynn Paine and Francisco Ramirez 12:30 Adjournment
OCR for page 50
Next Steps for TIMSS: Directions for Secondary Analysis PARTICIPANTS David P. Baker, Department of Education Policy Studies, Pennsylvania State University Bennett I. Bertenthal, U.S. National Science Foundation, Arlington, Virginia *Christopher T. Cross, Council for Basic Education, Washington, D.C. *John A. Dossey, Department of Mathematics, Illinois State University Pascale D. Forgione, Jr., National Center for Education Statistics, Washington, D.C. Michael Garet, Pelavin Research Institute, Washington, D.C. Eugenio Gonzalez, TIMSS International Study Center, Boston College Douglas Grouws, Department of Curriculum and Instruction, University of Iowa Jane Hannaway, The Urban Institute, Washington, D.C. Stephen P. Heynemann, The World Bank, Washington, D.C. Pamela Jakwerth, American Institutes for Research, Palo Alto, California Harry George Judge, Brasnose College, University of Oxford Takako Kawanaka, Department of Psychology, University of California, Los Angeles A. Eamonn Kelly, U.S. National Science Foundation, Arlington, Virginia Jeremy Kilpatrick, Department of Mathematics Education, University of Georgia *Michael W. Kirst, School of Education, Stanford University Daniel Koretz, The RAND Corporation, Washington, D.C. *Paul G. LeMahieu, University of Delaware and Delaware Department of Education Gerald LeTendre, Department of Education Policy Studies, Pennsylvania State University, University Park Marlaine E. Lockheed, The World Bank, Washington, D.C. Mary Haywood Metz, Department of Educational Policy Studies, University of Wisconsin *Mary M. Lindquist, Columbus State University, Columbus, Georgia Heinrich Mintrop, Education Policy, Administration, and Planning Department, University of Maryland Ina V.S. Mullis, TIMSS International Study Center, Boston College Richard Murnane, Graduate School of Education, Harvard University Gary Natriello, Department of Philosophy and the Social Sciences, Columbia University Teachers College * Member, BICSE
OCR for page 51
Next Steps for TIMSS: Directions for Secondary Analysis David Nohara, Rensselaer, New York Martin E. Orland, National Center for Education Statistics, Washington, D.C. Eugene Owen, National Center for Education Statistics, Washington, D.C. *Lynn W. Paine, Department of Teacher Education, Michigan State University Aaron Pallas, Department of Teacher Education, Michigan State University *Andrew C. Porter, School of Education, University of Wisconsin, Madison Senta A. Raizen, National Center for Improving Science Education, Washington, D.C. *Francisco O. Ramirez, School of Education, Stanford University Mavis G. Sanders, Center for Research on the Education of Students Placed at Risk, Johns Hopkins University William H. Schmidt, U.S. TIMSS National Research Center, Michigan State University Joel Sherman, Pelavin Research Institute, Washington, D.C. James Shymansky, Regional Institute for Science Education, University of Missouri, St. Louis Larry E. Suter, U.S. National Science Foundation, Arlington, Virginia Ineko Tsuchida, Developmental Studies Center, Oakland, California Trevor Williams, Westat, Inc., Rockville, Maryland Kenneth I. Wolpin, Institute for Economic Research, University of Pennsylvania Staff, Commission on Behavioral and Social Sciences and Education Alexandra Beatty, Program Officer, Board on International Comparative Studies in Education Michael J. Feuer, Director, Board on Testing and Assessment Patricia L. Morison, Director, Board on International Comparative Studies in Education Marie Suizzo, Program Officer, Division on Education, Labor, and Human Performance Barbara Boyle Torrey, Executive Director
Representative terms from entire chapter: