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Suggested Citation:"Module 1: 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 1: Framing the Dialogue Slides

Suggested Citation:"Module 1: 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 1: 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.
×

Global Perspectives for Local Action: Framing the Dialogue

Suggested Citation:"Module 1: 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 1: 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 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.

Suggested Citation:"Module 1: 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 1: 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.
×

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?

Suggested Citation:"Module 1: 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 1: 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.
×

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.

Suggested Citation:"Module 1: 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 1: 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 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

Suggested Citation:"Module 1: 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 1: 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 Did TIMSS Study?

  • Achievement in mathematics and science

  • Curriculum practices

  • Instructional practices

  • Influences on teachers and students inside and outside the classroom

Suggested Citation:"Module 1: 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 1: 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.
×

Why should we care about TIMSS?

  • Recognize the importance of math/science education to the economy and quality of life

  • Learn about alternative ways of dealing with educational challenges

  • Gain insights into teaching and learning internationally

  • Reexamine conventional practices

  • Consider new possibilities for U.S. education

Suggested Citation:"Module 1: 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 1: 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.
×

Why another report on TIMSS?

The NRC report

  • Takes a comprehensive approach;

  • Addresses a range of stakeholders;

  • Informs rather than prescribes; and

  • Raises questions for local investigation and changes,

Suggested Citation:"Module 1: 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 1: 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’s in the NRC Report?

  • Summary of the TIMSS findings

  • Description of TIMSS

  • What TIMSS says about curriculum

  • What TIMSS says about instruction

  • What TIMSS says about school support systems

  • Answers to frequently asked questions

Suggested Citation:"Module 1: 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 1: 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 Student Achievement?

Suggested Citation:"Module 1: 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 1: 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.
×

TIMSS Achievement Results

Population 1—Science

Nations with Average Scores

Significantly Higher than the U.S.

Not Significantly Different than the U.S.

Significantly Lower than the U.S.

Nations

Average

Nations

Average

Nations

Average

Korea

597

Japan

574

England

551

 

 

United States

565

Canada

549

 

 

Austria

565

Singapore

547

 

 

Australia

562

Slovenia

546

 

 

Netherlands

557

Ireland

539

 

 

Czech Republic

557

Scotland

536

 

 

 

 

Hong Kong

533

 

 

 

 

Hungary

532

 

 

 

 

New Zealand

531

 

 

 

 

Norway

530

 

 

 

 

Latvia (LSS)

512

 

 

 

 

Israel

505

 

 

 

 

Iceland

505

 

 

 

 

Greece

497

 

 

 

 

Portugal

480

 

 

 

 

Cyprus

475

 

 

 

 

Thailand

473

 

 

 

 

Iran, Islamic Republic

416

 

 

 

 

Kuwait

401

From: Pursuing Excellence: A Study of U.S. Fourth-Grade Mathematics and Science Achievement in International Context

 

International Average=524

Suggested Citation:"Module 1: 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 1: 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.
×

TIMSS Achievement Results

Population 1—Mathematics

Nations with Average Scores

Significantly Higher than the U.S.

Not Significantly Different than the U.S.

Significantly Lower than the U.S.

Nations

Average

Nations

Average

Nations

Average

Singapore

625

Slovenia

552

Latvia (LSS)

525

Korea

611

Ireland

550

Scotland

520

Japan

597

Hungary

548

England

513

Hong Kong

587

Australia

546

Cyprus

502

Netherlands

577

United States

545

Norway

502

Czech Republic

567

Canada

532

New Zealand

499

Austria

559

Israel

531

Greece

492

 

 

 

 

Thailand

490

 

 

 

 

Portugal

475

 

 

 

 

Iceland

474

 

 

 

 

Iran, Islamic Republic

429

 

 

 

 

Kuwait

400

 

International Average=529

From: Pursuing Excellence: A Study of U.S. Fourth-Grade Mathematics and Science Achievement in International Context

 

 

Suggested Citation:"Module 1: 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 1: 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.
×

TIMSS Achievement Results

Population 2—Science

Nations with Average Scores

Significantly Higher than the U.S.

Not Significantly Different than the U.S.

Significantly Lower than the U.S.

Nations

Average

Nations

Average

Nations

Average

Singapore

607

England

552

Spain

517

Czech Republic

574

Belgium-Flemish

550

France

498

Japan

571

Australia

545

Greece

497

Korea

565

Slovak Republic

544

Iceland

494

Bulgaria

565

Russian Federation

538

Romania

486

Netherlands

560

Ireland

538

Latvia (LSS)

485

Slovenia

560

Sweden

535

Portugal

480

Austria

558

United States

534

Denmark

478

Hungary

554

Germany

531

Lithuania

476

 

 

Canada

531

Belgium-French

471

 

 

Norway

527

Iran, Islamic Republic

470

 

 

New Zealand

525

Cyprus

463

 

 

Thailand

525

Kuwait

430

 

 

Israel

524

Colombia

411

 

 

Hong Kong

522

South Africa

326

 

 

Switzerland

522

 

 

 

 

Scotland

517

International Average=516

From: Pursuing Excellence: A Study of U.S. Eighth-Grade Mathematics and Science Achievement in International Context

Suggested Citation:"Module 1: 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 1: 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.
×

TIMSS Achievement Results

Population 2—Mathematics

Nations with Average Scores

Significantly Higher than the U.S.

Not Significantly Different than the U.S.

Significantly Lower than the U.S.

Nations

Average

Nations

Average

Nations

Average

Singapore

643

Thailand

522

Lithuania

477

Korea

607

Israel

522

Cyprus

474

Japan

605

Germany

509

Portugal

454

Hong Kong

588

New Zealand

508

Iran, Islamic Republic

428

Belgium-Flemish

565

England

506

Kuwait

392

Czech Republic

564

Norway

503

Colombia

385

Slovak Republic

547

Denmark

502

South Africa

354

Switzerland

545

United States

500

 

 

Netherlands

541

Scotland

498

International Average=513

Slovenia

541

Latvia (LSS)

493

 

 

Bulgaria

540

Spain

487

 

 

Austria

539

Iceland

487

 

 

France

538

Greece

484

 

 

Hungary

537

Romania

482

 

 

Russian Federation

535

 

 

 

 

Australia

530

 

 

 

 

Ireland

527

 

 

 

 

Canada

527

 

 

 

 

Belgium-French

526

 

 

 

 

Sweden

519

 

 

 

 

From: Pursuing Excellence: A Study of U.S. Eighth-Grade Mathematics and Science Achievement in International Context

Suggested Citation:"Module 1: 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 1: 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.
×

TIMSS Achievement Results

Population 3—Science: General Knowledge

Nations with Average Scores

Significantly Higher than the U.S.

Not Significantly Different than the U.S.

Significantly Lower than the U.S.

Nations

Average

Nations

Average

Nations

Average

Sweden

559

Germany

497

Cyprus

448

Netherlands

558

France

487

South Africa

349

Iceland

549

Czech Republic

487

 

 

Norway

544

Russian Federation

481

International Average=500

Canada

532

United States

480

 

 

New Zealand

529

Italy

475

 

 

Australia

527

Hungary

471

 

 

Switzerland

523

Lithuania

461

 

 

Austria

520

 

 

 

 

Slovenia

517

 

 

 

 

Denmark

509

 

 

 

 

From: Pursuing Excellence: A Study of U.S. Twelfth-Grade Mathematics and Science Achievement in International Context

Suggested Citation:"Module 1: 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 1: 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.
×

TIMSS Achievement Results

Population 3—Mathematics: General Knowledge

Nations with Average Scores

Significantly Higher than the U.S.

Not Significantly Different than the U.S.

Significantly Lower than the U.S.

Nations

Average

Nations

Average

Nations

Average

Netherlands

560

Italy

476

Cyprus

446

Sweden

552

Russian Federation

471

South Africa

356

Denmark

547

Lithuania

469

 

 

Switzerland

540

Czech Republic

466

International Average=500

Iceland

534

United States

461

 

 

Norway

528

 

 

 

 

France

523

 

 

 

 

New Zealand

522

 

 

 

 

Australia

522

 

 

 

 

Canada

519

 

 

 

 

Austria

518

 

 

 

 

Slovenia

512

 

 

 

 

Germany

495

 

 

 

 

Hungary

483

 

 

 

 

From: Pursuing Excellence: A Study of U.S. Twelfth-Grade Mathematics and Science Achievement in International Context

Suggested Citation:"Module 1: 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 1: 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.
×

TIMSS Achievement Results

Population 3—Advanced Mathematics

Nations with Average Scores

Significantly Higher than the U.S.

Not Significantly Different than the U.S.

Significantly Lower than the U.S.

Nations

Average

Nations

Average

Nations

Average

France

557

Italy

474

None

Russian Federation

542

Czech Republic

469

 

 

Switzerland

533

Germany

465

International Average=501

Australia

525

United States

442

 

 

Denmark

522

Austria

436

 

 

Cyprus

518

 

 

 

 

Lithuania

516

 

 

 

 

Greece

513

 

 

 

 

Sweden

512

 

 

 

 

Canada

509

 

 

 

 

Slovenia

475

 

 

 

 

From: Pursuing Excellence: A Study of U.S. Twelfth-Grade Mathematics and Science Achievement in International Context

Suggested Citation:"Module 1: 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 1: 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.
×

TIMSS Achievement Results

Population 3—Physics

Nations with Average Scores

Significantly Higher than the U.S.

Not Significantly Different than the U.S.

Significantly Lower than the U.S.

Nations

Average

Nations

Average

Nations

Average

Norway

581

Austria

435

None

Sweden

573

United States

423

 

 

Russian Federation

545

 

 

International Average=501

Denmark

534

 

 

 

 

Slovenia

523

 

 

 

 

Germany

522

 

 

 

 

Australia

518

 

 

 

 

Cyprus

494

 

 

 

 

Latvia

488

 

 

 

 

Switzerland

488

 

 

 

 

Greece

486

 

 

 

 

Canada

485

 

 

 

 

France

466

 

 

 

 

Czech Republic

451

 

 

 

 

From: Pursuing Excellence: A Study of U.S. Twelfth-Grade Mathematics and Science Achievement in International Context

Suggested Citation:"Module 1: 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 1: 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.
×

How Do Our Best Fourth-Graders Stack Up?

Percentage of Fourth-Graders (Population 1) in the World’s Top 10%

From: Pursuing Excellence: A Study of U.S. Fourth-Grade Mathematics and Science Achievement in International Context

Suggested Citation:"Module 1: 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 1: 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.
×

How Do Our Best Eighth-Graders Stack Up?

Percentage of Eighth-Graders (Population 2) in the World’s Top 10%

From: Pursuing Excellence: A Study of U.S. Eighth-Grade Mathematics and Science Achievement in International Context

Suggested Citation:"Module 1: 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 1: 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.
×

Performance of U.S. 8th-Graders in Mathematics Compared to the International Average

About Average

Worse than Average

— Algebra

— Geometry

— Data Representation, Analysis, and Probability

— Measurement

— Proportionality

— Fractions and

Number Sense

One of 33 nations with no gender differences

From: Pursuing Excellence: A Study of U.S. Eighth-Grade Mathematics and Science Achievement in International Context

Suggested Citation:"Module 1: 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 1: 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.
×

Performance of U.S. 8th-Graders in Science Compared to the International Average

Better than Average

Worse than Average

— Environmental Issues and the Nature of Science

— None

— Life Science

 

— Earth Science

 

One of 11 nations with no gender differences

From: Pursuing Excellence: A Study of U.S. Eighth-Grade Mathematics and Science Achievement in International Context

Suggested Citation:"Module 1: 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 1: 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: U.S. TIMSS Results

From: Pursuing Excellence: A Study of Fourth-Grade Mathematics and Science Achievement; Pursuing Excellence: A Study of Eighth-Grade Mathematics and Science Achievement; and Pursuing Excellence: A Study of Twelfth-Grade Mathematics and Science Achievement

Suggested Citation:"Module 1: 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 1: 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.
×

Exploring TIMSS Achievement Data

  • What important points seem to be emerging?

  • What patterns or trends seem to be emerging?

  • What strikes you as surprising or unexpected?

  • What questions do these data raise?

Suggested Citation:"Module 1: 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 1: 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: Achievement

  • The U.S. starts strong but falls further and further behind as the years of schooling progress.

  • By high school, the U.S. is at or near the bottom.

  • Top U.S. students in Population 1 are above the international average in science but slightly below in mathematics.

  • Top U.S. students in Population 2 are above the international average in science but below in mathematics.

Suggested Citation:"Module 1: 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 1: 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 Curriculum?

Suggested Citation:"Module 1: 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 1: 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 mean by curriculum?

  • Content intended and taught

  • Organization of content

Suggested Citation:"Module 1: 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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This page in the original is blank.
Suggested Citation:"Module 1: 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.
×

Issues Related to Curriculum

  • Time, tracking, and expectations:

    • Time spent studying math/science;

    • Different exposure to content and skills; and

    • Expectations for students.

From: Global Perspectives for Local Action

Suggested Citation:"Module 1: 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 1: 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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Issues Related to Curriculum

(continued)

  • Structure of curriculum:

    • Focus—attention given to single content topics, either within a single class session or across class sessions; and

    • Coherence—“connectedness” of math/science ideas and skills presented to students over time.

From: Global Perspectives for Local Action

Suggested Citation:"Module 1: 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 1: 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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Number of Topics in Mathematics Textbooks

The gray bars extend from the 25th percentile to the 75th percentile for the number of topics among countries studied in the TIMSS curriculum analysis. The black line within each gray bar indicates the median number of topics for each population. German textbook data were not available for Populations 1 and 3.

From: A Splintered Vision: An Investigation of U.S. Science and Mathematics Education

Suggested Citation:"Module 1: 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 1: 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.
×

Number of Topics in Science Textbooks

The gray bars extend from the 25th percentile to the 75th percentile for the number of topics among countries studied in the TIMSS curriculum analysis. The black line within each gray bar indicates the median number of topics for each population. German textbook data were not available for Populations 1 and 3.

From: A Splintered Vision: An Investigation of U.S. Science and Mathematics Education

Suggested Citation:"Module 1: 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 1: 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.
×

Making Sense of the Curriculum Data

  • What meaning do you make of these curriculum data?

  • What questions do they raise about U.S. curriculum in schools and in higher education?

  • Do you see any connections between the curriculum data and the achievement data?

  • What next steps might be taken?

Suggested Citation:"Module 1: 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 1: 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 Points

  • Curriculum matters.

  • U.S. math and science curricula lack focus and coherence.

  • U.S. math and science curricula have lower expectations than most high-achieving nations.

Suggested Citation:"Module 1: 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 1: 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 Instruction?

Suggested Citation:"Module 1: 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 1: 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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Overview of Videotape Study

  • First of its kind

  • Nationally representative sample of Population 2 mathematics classrooms in Germany, Japan, and the U.S.

  • Purposes

    • To describe teaching practices in each nation

    • To look at teaching with a fresh perspective

    • To encourage reflection

From: Global Perspectives for Local Action

Suggested Citation:"Module 1: 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 1: 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.
×

Video Study Analyzed

  • Teachers’ goals for lessons

  • Treatment of concepts and applications

  • Presence of alternative solution methods

  • How mathematical principles, properties, and definitions were used

  • Whether proofs were included

  • Whether concepts were connected

  • The kinds of tasks assigned

Suggested Citation:"Module 1: 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 1: 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.
×

The NRC Report Looks at

  • Structure of lessons

  • Objectives

  • Beliefs

  • Scripts

From: Global Perspectives for Local Action

Suggested Citation:"Module 1: 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 1: 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.
×

Questions for Video Viewing

  • How does the teacher introduce the concept?

  • What is the difference between how the students are engaged in the U.S. classroom and in the Japanese classroom?

  • How challenging is the mathematics content supported by the lessons?

Suggested Citation:"Module 1: 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 1: 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.
×

Average Grade Level of Content in the Videotaped Lessons by International Standards

From: The TIMSS Videotape Classroom Study

Suggested Citation:"Module 1: 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 1: 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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Lesson Structure—Percentages of Math Tasks that Students Decide How to Solve Rather than Using a Teacher-Prescribed Method

From: The TIMSS Videotape Classroom Study

Suggested Citation:"Module 1: 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 1: 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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Percentages of 8th-Grade Mathematics Lessons with Instances of Mathematical (Deductive) Thinking

From: The TIMSS Videotape Classroom Study

Suggested Citation:"Module 1: 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 1: 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.
×

Making Connections

  • What meaning do you make of these teaching data?

  • What questions do they raise about practices in schools and in higher education?

  • What next steps might be taken?

Suggested Citation:"Module 1: 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 1: 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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Summary—Structure of Lessons

U.S. Lessons

  • Contain lower level content than in Japan or Germany;

  • Demand less mathematical reasoning; and

  • Emphasize teacher-prescribed methods over student-invented solutions.

From: Global Perspectives for Local Action

Suggested Citation:"Module 1: 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 1: 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 1: 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 1: 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 Meaning of School Support Systems

  • Preparation and support of teachers

  • Attitudes toward the profession of teaching

  • Attitudes of teachers, students, and parents toward learning

  • Lives of teachers and students in and out of school

Suggested Citation:"Module 1: 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 1: 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.
×

The NRC Report Looks at

  • Teacher’s time;

  • Teacher learning;

  • Cultural influences on teaching; and

  • Student attitudes.

From: Global Perspectives for Local Action

Suggested Citation:"Module 1: 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 1: 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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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

Suggested Citation:"Module 1: 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 1: 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: 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.

Suggested Citation:"Module 1: 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 1: 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.
×

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?

Suggested Citation:"Module 1: 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 1: 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 Are Some Implications for Further Action and Reflection?

Suggested Citation:"Module 1: 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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This page in the original is blank.
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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

Suggested Citation:"Module 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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 1: 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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