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Cross-national achievement studies: learning from South Africa's participation in the trends in international mathematics and science study (TIMSS)

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dc.date.accessioned 2005-04-28 en
dc.date.accessioned 2020-02-20T09:59:58Z
dc.date.available 2020-02-20T09:59:58Z
dc.date.issued 2015-08-25 en
dc.identifier.uri http://hdl.handle.net/20.500.11910/7373
dc.description.abstract This article explores the potential of cross-national achievement studies through a critical reflection upon the experience of South Africa's participation in the Trends in International Mathematics and Science study (TIMSS). There are a growing number of multi-country and international achievement studies. While recognizing the limitations of these studies, this article considers how far these studies can be an effective tool for the generation of in-country information that can usefully inform policy and practice. It is argued that improvements can be made by using a simpler methodology for the analysis and presentation of information; better ways of analyzing the influence of domestic dimensions of poverty, inequality and social stratification; and improved strategies for assessing progress over time against national baselines. The article concludes with a set of questions for systems to consider when thinking about participating in international or multi-country achievement studies. en
dc.format.medium Print en
dc.subject MATHEMATICS TEACHING en
dc.subject SCIENCE TEACHING en
dc.title Cross-national achievement studies: learning from South Africa's participation in the trends in international mathematics and science study (TIMSS) en
dc.type Journal Article en
dc.description.version Y en
dc.Volume 35(1) en
dc.BudgetYear 2004/05 en
dc.ResearchGroup Assessment Technology and Education Evaluation en
dc.SourceTitle Compare: A Journal of Comparative Education en
dc.ArchiveNumber 1941 en
dc.PageNumber 63-77 en
dc.outputnumber 1769 en
dc.bibliographictitle Reddy, V. (2005) Cross-national achievement studies: learning from South Africa's participation in the trends in international mathematics and science study (TIMSS). <i>Compare: A Journal of Comparative Education</i>. 35(1):63-77. en
dc.publicationyear 2005 en
dc.contributor.author1 Reddy, V. en


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