For those who may be interested in what the Third International Mathematics and Science Study (TIMSS) has to offer, I would like to apprise you of an opportunity to participate in two TIMSS-related symposia at the annual meeting of the American Association for the Advancement of Science (AAAS) in San Francisco on February 15 - 20, 2001 (over President's Weekend).
On Sunday, February 18, 2001, the following symposia will be presented:
Session No.: 6172 Session Title: Journey Beyond TIMSS: Rethinking Professional Development Session Track: Education and Public Understanding of Science Session Schedule: Sunday, February 18, 2001, 9:00am - 12:00pm
Standards-based reform has become a rallying cry across the nation. But how many of us share a common concrete image of a standards-based classroom? The Videotape Study component of the Third International Mathematics and Science Study (TIMSS) revealed that although most of our teachers are familiar with the NCTM standards, it is, in fact, the Japanese classroom which better represents standards-based instruction and learning. The high quality lessons observed in Japanese classrooms do not occur by happenstance nor through teachers working in isolation. They grow out of research lessons developed and honed by teachers working collaboratively over many months and years. Although little known in the West, research lessons are ubiquitous in Japan elementary schools and are considered the heart of professional development by Japanese teachers. A similar approach to professional development is observed in China, where emphasis is placed upon the importance of teacher collegiality focused on content and the observation of others' lessons in enhancing teachers' content knowledge, understanding of student thinking, and teaching strategies.
This symposium will present 1) research findings on how Japanese research lessons/lesson study are implemented, 2) evidence that American classrooms can offer similar high quality instruction and learning to heterogeneously grouped students through teachers' engagement in Lesson Study, 3) research findings on how Chinese teachers develop a "profound understanding of fundamental mathematics", and 4) an introduction to the TIMSS-R Videotape Study on 8th grade mathematics and science classrooms in eight countries.
Catherine Lewis, Mills College Makoto Yoshida, TC/Columbia University Paterson School 2, Paterson, NJ Liping Ma, Carnegie Foundation for the Advancement of Teaching James Stigler, UCLA and Lesson Lab --------------------------------------------------------------- Session No.: 6067 Session Title: Journey Beyond TIMSS: Additional Insight from the TIMSS-R Data Session Track: Education and Public Understanding of Science Session Schedule: Sunday, February 18, 2001, 2:45pm - 4:15pm
The Third International Mathematics and Science Study (TIMSS; http://www.rbs.org/ec.nsf/pages/L2TIMSS) has stimulated great interest within the K-12 and higher education communities and the policy sector, resulting in closer re-examination of our American approach to mathematics and science instruction. As a follow-up to TIMSS, we now have data collected in 1999 from TIMSS-Repeat (TIMSS-R), which will: shed more light on how curriculum matters; assess achievement of eighth graders in 1999 who were fourth graders during TIMSS in 1995; and further deepen our understanding of international benchmarks for mathematics and science achievement. An additional component of TIMSS-R is the Benchmarking Study, in which 13 states and 14 districts/consortia of districts participated to assess their mathematics and science programs in an international context. TIMSS-R offers us an opportunity to measure whether we have improved our mathematics and science instruction and learning opportunities.
William Schmidt, Michigan State University Ina Mullis, Boston College Patrick Gonzales, NCES/OERI/USDOE --------------------------------------------------------------
In a later message posted to the new amte listserv (hosted by The Math Forum), I shall provide the list of speakers' abstracts.
Thanks. Hope to see some of you in San Francisco.
Patsy _______________________________________________________ Patsy Wang-Iverson Mid-Atlantic Eisenhower Consortium (http://www.rbs.org/eisenhower) Research for Better Schools 444 N. Third Street Philadelphia, PA 19123-4107 vox: 215.574.9300 x264 fax: 215.574.0133 net: firstname.lastname@example.org