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Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide
Module 1: Framing the Dialogue Slides
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Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide
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Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide
Global Perspectives for Local Action: Framing the Dialogue
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Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide
Goals
To provide an overview of findings of the Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education report and its implications for different audiences; and
To highlight the value of using TIMSS as a catalyst for reflection and improvement.
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Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide
Agenda
What Is TIMSS, and What Is the NRC Report?
What Are the Key Findings of the Report?
How Do the Different Pieces of TIMSS Interconnect?
What Are the Implications for Further Reflection and Action?
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Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide
Corners Activity
Move to the corner of your choice.
Discuss your choice with 2–3 others in your corner.
Spokespeople from each corner share with whole group.
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Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide
What Is TIMSS?
Third International Mathematics and Science Study
Largest and most comprehensive study of math/science education ever conducted
Involved more than 1/2 million students in Population 1 (9-year-olds); Population 2 (13-year-olds); and Population 3 (final year of secondary school)
Spanned 41 countries
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Time to Collaborate: Percent of Science Teachers Who Meet with Other Teachers 1, 2, or 3 Times Per Week
From: Science Achievement in the Middle School Years and Science Achievement in the Primary School Years
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Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide
Summary: School Support Systems
Japanese teachers have more opportunities to discuss teaching.
Beginning teachers in Japan have a structured induction plan.
Japanese students watch as much TV as U.S. students but do better in school.
Attitudes of U.S. students toward math/science are similar to the international average; they are positive and decline from the 4th grade to the 8th grade.
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Making Connections: School Support System Findings
What sense do you make of these findings?
What questions do they raise about our practices in schools and in higher education?
What next steps might be taken?
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What Are Some Implications for Further Action and Reflection?
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“Educational systems tend to overcorrect for what is seen as a problem and end up with a different situation that may be just as unsatisfactory. We seek in this report to help decision-makers balance the pendulum swings so as to make more likely steady progress toward a better education in science and mathematics for all our students and for our nation.”
From: Global Perspectives for Local Action
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Representative terms from entire chapter:
international average
