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: |
|
|
• 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 |
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
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
