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DOCUMENT RESUME ED 410 122 SE 060 930 TITLE Attaining Excellence: A TIMSS Resource Kit. [Multimedia]. INSTITUTION Office of Educational Research and Improvement (ED), Washington, DC.; Office of Educational Research and Improvement (ED), Washington, DC. Office of Reform Assistance and Dissemination. REPORT NO ORAD-97-1010 PUB DATE 97 NOTE 1308p.; Several individual documents included in this kit have been separately analyzed. See, for example, ED 400 209, ED 406 419, SE 060 370, TM 026 342, and SE 060 938-943. Accompanying videotapes not available from ERIC. AVAILABLE FROM National Center for Education Statistics, U.S. Dept. of Education, 555 New Jersey Avenue N.W., Washington, DC 20208-5574. PUB TYPE Guides General (050) Non-Print Media (100) Reports Evaluative (142) EDRS PRICE MF10/PC53 Plus Postage. DESCRIPTORS Comparative Analysis; *Educational Improvement; Elementary Secondary Education; *International Studies; *Mathematics Achievement; *Mathematics Education; Multimedia Materials; *Science Instruction IDENTIFIEkS *Third International MAthematics and Science Study ABSTRACT This kit is designed to assist citizens and educators in using the findings from the Third International Mathematics and Science Study (TIMSS) to help improve related educational programs in the United States. The kit helps state and local policymakers, educators, and citizens compare their local community's education system for mathematics and science to those of other countries. The kit is divided into four modules: (1) Education; (2) Student Achievement; (3) Teaching; and (4) Curricula. Each module can be used independently. The modules contain multimedia resources, including reports on TIMSS findings, videotapes of classroom teaching, discussion guides, presentation overheads, checklists, leaflets, and flyers. The "Education" module, designed for individual and small-group use, contains an overview of TIMSS and a discussion of how science and mathematics education in the United States compares with that in 40 other countries. It includes a 13-minute videotape summarizing key TIMMS findings. The "Achievement" module discusses how U.S. students' performance in mathematics and science ranks internationally. The "Teaching" module evaluates how U.S. teaching compares internationally and how educators can use TIMSS as a resource to improve classroom instruction. This module also includes an 80-minute videotape of eighth-grade mathematics lessons from the U.S., Japan, and Germany. The "Curricula" module features a guidebook to help with curriculum selection and analysis. (AIM) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** U S DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OERI position or policy a 11. A A A A 0 n la OFF 4 AMN 0 - --`,` k;-; t. ,:-° ;/, 0 4) BEST COPY AVAILABLE 2 GUIDE TO THE KIT ATTAINING EXCELLENCE RESOURCE KIT GUIDE TO THE TIMSS CONTENTS: GUIDE TO THE TIMSS RESOURCE KIT RESOURCE KIT ATTAINING EXCELLENCE: A TIMSS ORDER BROCHURE ORAD 97-1038 AVAILABLE BEST COPY 4 ,4N A E 11 0 , T 4,114- e , =o, BEST COPY AVAILABLE :; 3 ic 4 Vrtert A TIMSS RESOURCE KIT ATTAINING EXCELLENCE: [IMPROVDNG U.S. EH:DUCA-MN THROUGH ENTERNATBONAL COMPARISONS Attaining Excellence: A TIMSS Resource Kit is designed to help educators and citizens use the findings of the Third International Mathematics and Science Study (TIMSS) to improve the education we provide our nation's children. Based on the world's largest, most comprehensive, and rigorous international comparison of mathematics and science education, the kit will help state and local policymakers, educators, and citizens compare their Its wealth of community's education system to those of other countries. information about international student achievement, teaching, and curricula is designed to facilitate local discussions. How TO USE THE TIMSS RESOURCE KIT The Resource Kit is a catalyst for careful analysis, open discussion, and considered action. Individualsor groups among the education community, public decision makers, community leaders, and the general publiccan use the kit to enlighten, explain, and stimulate. It does not tell schools and districts what they should or should not do. It does help schools, districts, parents, and the business community think about improving mathematics and science education. The kit contains four modules: TIMSS as a Starting Point to Examine U.S. Education, TIMSS as a Starting Point to Examine Student Achievement, TIMSS as a Starting Point to Examine Teaching, and TIMSS as a Starting Point to Examine Curricula. These modules can also be obtained separately. While many may find all four modules useful, some may find it helpful to work with particular modules for specific groups. Individual modules can serve as the basis for faculty seminars and workshops, school board deliberations, student assem- blies, town meetings, or PTA discussion groups. Special committees or task forces may use the modules to investigate various aspects of state or local education programs in light of the TIMSS findings. The kit consists of multimedia resources including clear, understandable reports on TIMSS findings; videotapes of classroom teaching; guides for using this information in discussions; presentation overheads with talking points for speakers, checklists, leaflets, and flyers. GUIDE TO THE KIT 5 ATTAINING EXCELLENCE: A TIMSS RESOURCE KIT All contents of Attaining Excellence: A TIMSS Resource Kit are in the public domain. Authors of copyrighted work included in the kit have given permission for their work to be reproduced. Therefore, users may reproduce or adapt all materials contained in this kit in any form they desire. Those interested in reprinting the kit or any of the materials that appear in this kit may obtain a camera-ready, zip-file version of the kit suitable for professional printers by contacting the National Center for Education Statistics' TIMSS Customer Service Line at (202) 219-1333. TIMSS WHERE TO GET MORE INFORMATION ON AND THE RESOURCE KIT The National Center for Education Statistics (NCES) will make Attaining Excellence: A TIMSS Resource Kit available for downloading on its World Wide Web site at http://www.ed.gov/NCES/timss. For additional information, call the TIMSS Customer Service Line at (202) 219-1333. Or, write to Lois Peak, TIMSS Project Officer, National Center for Education Statistics, U.S. Depart- ment of Education, 555 New Jersey Avenue, NW, Washington, DC 20208-5574. CONTENTS OF ATTAINING EXCELLENCE: A I- MSS l'ESOURCIE KIT GUIDE TO TI -OE TIMSS RESOURCE KIT This brief guide to the kit includes a list of the contents, an introduction to the kit and its varied uses, an overview of the different modules in the Resource Kit, and a summary of the Third International Mathematics and Science Study (TIMSS) reports on grades eight and four. OVERVIEW MODULE MASS ATTAINING EXCELLENCE: AS A STARTING POINT TO EXAMINE U.S. EDUCATION What is TIMSS? Why is it important? How does U.S. mathematics and science education compare with that of 40 other nations? This module, designed for individual and small-group use, sheds new light on education in the United States through the prism of other countries. It features the following publications and videotape: 6 GUIDE TO THE KIT 12 A TIMSS RESOURCE KIT ATTAINING EXCELLENCE: Introduction to TIMSS: The Third International Mathematics and Science StudyA comprehensive overview of TIMSS' purpose, scope, and findings. The booklet also includes overhead transparencies and other materials to facilitate community discussions about TIMSS. Pursuing Excellence: A Study of U.S. Eighth-Grade Mathematics and Science Teaching, Learning, Curriculum, and Achievement in International ContextThe NCES eighth-grade TIMSS report released November 20, 1996. Pursuing Excellence: A Study of U.S. Fourth-Grade Mathematics and Science Achievement in International ContextThe NCES fourth-grade TIMSS report released June 10, 1997. A Video Presentation of Pursuing Excellence: U.S. Eighth-Grade Findings from TIMSSA 13-minute VHS tape summarizing key findings in the report. Discussion Guide for 'A Video Presentation of Pursuing Excellence"A viewer workbook and suggestions for moderators leading community meetings or small-group discussions. ACHDEVEMENT MODULE ATTAINING EXCELLENCE: TEIMSS AS A STARTING POINT TO EXAMINE STUDENT ACHIEVEMENT How does our young people's performance in mathematics and science rank internationally? This module, designed for individual or small-group use, features the following publications and makes the TIMSS findings about eighth-grade student achievement relevant to local decision makers, educators, and parents: Benchmarking to International AchievementA guide to the international eighth-grade TIMSS reports that facilitates reflection about U.S. student achievement in comparison to the achievement of students in other TIMSS countries. Mathematics Achievement in the Middle School Years: LEA's Third Inter- national Mathematics and Science Study (TIMSS)A TIMSS International Study Center report that presents findings on eighth-grade mathematics achievement and schooling in 41 countries. 7 GUIDE TO THE KIT 31 ATTAINING EXCELLENCE: A TIMSS RESOURCE KIT Science Achievement in the Middle School Years: LEA's Third Interna- tional Mathematics and Science Study (TIMSS)A TIMSS International Study Center report that presents findings on eighth-grade science achievement and schooling in 41 countries. TEACHING MODULE TIMSS ATTAINING EXCELLENCE: AS A STARTING POINT TO EXAMINE TEACHING How does U.S. teaching stack up internationally? How can educators draw upon TIMSS to continue to improve classroom instruction? Using videotapes of actual eighth-grade mathematics lessons from the United States, Japan, and Germany, this module vividly demonstrates differences and similarities in teaching styles and the purposes underlying instructors' techniques. This module is designed for teachers and those who work with them and includes the following publications and videotape: Eighth-Grade Mathematics Lessons: United States, Japan, and Ger- manyAn 80-minute VHS tape with abbreviated versions of six eighth-grade mathematics lessons: one algebra and one geometry lesson each from the United States, Japan, and Germany. Moderator's Guide to Eighth-Grade Mathematics Lessons: United States, Japan, and GermanyA discussion guide to the video structured for those leading half-day or full-day seminars. Appendices include transcripts of the lessons, notes on the lessons, and contextual information about mathematics teaching in the three countries. Fostering Algebraic and Geometric Thinking: Selected Standards from the NCTM Standards DocumentsSelected excerpts from the Curriculum and Evaluation Standards for School Mathematics and Professional Standards for Teaching Mathematics by the U.S. National Council of Teachers of Mathematics (NCTM). Mathematics Program in Japan (Kindergarten to Upper Secondary School)The official English translation of the Japanese Ministry of Educa- tion National Course of Study for Mathematics. 8 GUIDE TO THE KIT 14 A TIMSS RESOURCE KIT ATTAINING EXCELLENCE: CURRICULA MODULE TIMES AS A STARTING POINT TO EXAMINE CURRICULA ATTAINING EXCELLENCE: What is taught in mathematics and science? What is included in instruc- tional materials? This module features a guidebook to help all of those involved in curriculum selection evaluate their own offerings and use the It includes curriculum-analysis models information to develop new curricula. anchored to frameworks and standards. The guide is designed for all of those involved in curriculum selection and may require outside assistance to actually undertake curriculum analyses. Guidebook to Examine School CurriculaA guidebook for use by school and district educators to evaluate and analyze curricula. It includes an overview of curriculum reform, a guide to using the module, the TIMSS curriculum-analysis methodology, and other models for analyzing curricula from several sources: the National Science Foundation, the American Associa- tion for the Advancement of Science Project 2061, the state of California, and It also includes an executive the Council of Chief State School Officers. science curricula, A summary of the TIMSS report on mathematics and Splintered Vision: An Investigation of U.S. Science and Mathematics Education, and an annotated bibliography. 9 51 GUIDE TO THE KIT T1MSS OVERVIEW AND KEY FONDIINGS FROM PURSUIING EXCELLENCE With information on a half-million students worldwide, including more than 33,000 U.S. youth in more than 500 U.S. public and private schools, the Third International Mathematics and Science Study (TIMSS) conducted in 1995 is the largest, most comprehensive, and most rigorous international study of schools and students ever conducted. Students from 41 nations, including our country's major trading partners, were tested at three different grade levels (fourth, eighth, and achievement. upon completion of secondary school) to compare their mathematics and science TIMSS researchers conducted intensive studies of students, teachers, schools, curricula, instruction, lessons, textbooks, and policy issues to understand the educational context in which mathematics and science learning take place. By combining multiple methodologies and scientific sampling procedures that go beyond simple student test score comparisons and questionnaires, TIMSS created a complete and accurate portrait of how U.S. mathematics and science education differs from that of other nations. Pursuing Excellence: A Study of U.S. Eighth-Grade Mathematics and Science Teaching, Learning, Curriculum, and Achievement in International Context was the first TIMSS report released by the Office of Educational Research and Improvement, U.S. Department of Education, in November 1996. Key findings include the following: U.S. eighth graders score below average in mathematics achievement and above average in science achievement, compared to the overall average of the 41 nations in the TIMSS assessment. In mathematics, our eighth-grade students' international standing is stronger in Algebra and Fractions than in Geometry and Measurement. In science, our eighth graders' international standing is stronger in Earth Science, Life Science, ElM and Environmental Science and the Nature of Science than in Chemistry and Physics. The United States is one of 11 TIMSS nations in which there is no significant gender gap in eighth-grade mathematics and science achievement. The content of U.S. eighth-grade mathematics classes is not as challenging as that of other countries, and topic coverage is not as focused. Most U.S. mathematics teachers report familiarity with reform recommendations, although only a few apply the key points in their classrooms. Evidence suggests that U.S. teachers do not receive as much practical training and daily support as their Japanese and German colleagues. No single factor can be considered to influence student performance in isolation from other factors. There are no simple answers to complex questions. (continued on reverse) 10