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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Module 2C: What Does TIMSS Say about School Support Systems?

Slides

Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

What Does TIMSS Say about School Support Systems?

Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Goals

  • To identify the influences of school support systems on learning

  • To learn the TIMSS findings on school support systems around the world

  • To identify alternatives to current U.S. teacher development practices

  • To identify issues for further reflection and dialogue and possible actions to improve the school support systems in participants’ own schools, districts, and higher education institutions

Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Agenda

  • Overview of Goals and Agenda

  • What Do We Mean by School Support Systems: Brief Overview Lecture

  • Collegiality and Professional Development of Teachers

  • “The Secret of Trapezes”

  • Issues for Further Reflection and Dialogue

Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

What do we mean by school support systems in the NRC report?

  • Preparation and support of teachers

  • Attitudes toward the profession of teaching

  • Attitudes of teachers, students, and parents toward learning

  • Lives of teachers and students, both in and out of school

Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Data about School Support Systems

  • Teachers’ Time

  • Teacher Learning

  • Cultural Influences on Teaching

  • Student Attitudes

Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Time Science Teachers Spend on Various Tasks

From: Science Achievement in the Middle School Years

Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Work Year of Teachers

From: Global Perspectives for Local Action

Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Work Day of Teachers

From: Global Perspectives for Local Action

Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Time to Collaborate—Percent of Population 2 Students Taught Science by Teachers Who Met with Their Colleagues

From: Science Achievement in the Middle School Years

Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Reflecting on Practice

  • How does the daily schedule in your setting encourage or discourage collaboration among teachers?

  • How could the opportunities for collaboration among teachers be enhanced?

  • What are the trade-offs to providing teachers more collaborative planning time—for example, would the average class size grow or would teachers need to do more of their planning at school?

Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Teacher Learning

  • Teacher Preparation

  • Professional Development for New Teachers

  • Career-long Professional Development

Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Purposes of Professional Development

  • Create Awareness

  • Build Knowledge

  • Translate Knowledge into Practice

  • Practice Teaching

  • Reflect on Practice

Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Create Awareness

Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Build Knowledge

Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Translate Knowledge into Practice

Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Practice Teaching

Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Reflect on Practice

Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Professional Development for New Teachers

U.S.

expects beginning teachers to take on immediately the same duties and schedules as their more experienced peers, typically without formal assistance.

Japan

assigns a mentor and requires additional study for first-year teachers.

Germany

requires all new teachers to participate in a two-year, field-based student teaching experience.

From: Global Perspectives for Local Action

Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Professional Development

Japan

locates professional development close to the classroom and regards teachers as primary resources.

U.S.

teachers are “only peripherally aware” of approaches to professional development that grow out of practice and that allow them to “study and improve their own practice.”

Top quote from: Global Perspectives for Local Action

Bottom quote from: “Teachers and the Teaching Profession in the United States”

Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

In Japan,

some teachers engage in mandatory professional development away from their school in the sixth, tenth, and twentieth years.

In the U.S.,

teachers’ formal opportunities for professional growth are infrequent. Teachers get little guidance about particular paths of study or career development.

From: Global Perspectives for Local Action

Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Purposes of Professional Learning Strategies

Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Summary

  • Teacher learning at the pre-service, novice, and experienced teacher levels varies widely.

  • Japanese professional development emphasizes the improvement of teaching lessons and the teacher as a resource.

  • Teachers in Japan learn from one another through mentorship and teacher-run study groups.

Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Summary

  • In the U.S., teachers engage in more short-term, expert-led workshops.

  • In Japan, many beginning teachers have a structured development plan and a lighter schedule to support their development.

Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Reflecting on Practice

  • How are new teachers inducted in your setting? Who is involved, and what is involved? To what end?

  • To what extent is professional development relevant, focused, and coherent? What are the focal areas, methods, and content, and how are these aligned with learning goals?

  • How is teacher development organized across the career of a teacher? What kinds of opportunities exist for what kinds of learning?

  • Do teachers engage in collaborative learning through teacher-led study groups, examination of student work, or videotaped classroom lessons? How could you increase collaborative learning?

Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Implications for Action for Teacher Learning

  • Create opportunities for teachers to collaborate.

  • Recognize teacher expertise.

  • Provide opportunities for teachers to share what they know with each other.

  • Assign mentors for beginning teachers and provide time for mentoring.

  • Have teachers create individual professional development plans.

Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×

Wrap Up

An insight you have gained.

An action you intend to take.

Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
×
This page in the original is blank.
Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Suggested Citation:"Module 2C: Slides." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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The Third International Mathematics and Science Study (TIMSS) is a rich source of information that can be used by a broad range of stakeholders to promote discussions and actions to improve K-12 mathematics and science teaching and learning. To support educators, administrators, parents, and others interested in education in using TIMSS materials, the National Research Council (NRC) has prepared a report, Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education (see "Resources"). This report will help educators, administrators, parents and others interested in education to understand what can be learned from TIMSS findings, and it will encourage them to use the information to make improvements in mathematics and science education. Provided in the report are insights into mathematics and science achievement, curriculum, instruction, and school support systems, such as professional development, in the United States and around the world. To make TIMSS information more accessible and useful to educators and the public, the NRC prepared this professional development guide to accompany its report. This guide provides directions and support materials for leading workshops and planning sessions for teachers, educational administrators, higher education faculty, and the interested public.

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