Highlights from the Trends in International Mathematics and Science Study (TIMSS), 2003. NCES 2005-005.

By Patrick Gonzales, J. C. Guzmán, Lisette Partelow, Erin Pahlke, L. Jocelyn, David Kastberg, T. Williams. 2004

502 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/61f0a0c721d1d16d04e15197b467c2a512e0324c

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In Education

1. Cynthia Lake
2. Cynthia Groff
3. Erika A. Patall
4. R. Slavin
5. M. Ellis
6. R. Berry
7. R. Roberts
8. Lionel H. Brown

Citations in the corpus

• How numeracy influences risk comprehension and medical decision making. (2009, background): “Subgroup analyses provide an even more disturbing picture of the nation’s health literacy (Gonzales et al,, 2004; Kutner et al,, 2006; Lemke et al,, 2004; Perie, Grigg, & Dion, 2005; Perie, Moran, & Lutkus, 2005; Reyna & Brainerd, 2007).”
• Our Impoverished View of Educational Research. (2006, unknown): “2003 (Gonzales et al., 2004).”
• Controversies of Standardized Assessment in School Accountability Reform: A Critical Synthesis of Multidisciplinary Research Evidence (2006, background): “Haertel, E. H. (1999). Validity arguments for high-stakes testing: In search of the evidence.”
• Gender and Mathematics Achievement in China and the United States (2007, background): “Five US national and international surveys of fourth, eighth and twelfth graders from 1990 to 2003 found that boys and girls performed comparably in mathematics [20, 10 ].”
• The Paradigm Shift in Mathematics Education: Explanations and Implications of Reforming Conceptions of Teaching and Learning (2015, background): “…of learning outcomes: timed measures consisting of primarily procedural problems showed disproportionate levels of mathematics achievement and attainment across groups of students (Martin, 2003; Schoenfeld, 2002; Gonzales et al., 2004; United States Congress Office of Technology Assessment, 1992 ).”
• A latent curve model of parental motivational practices and developmental decline in math and science academic intrinsic motivation. (2009, methodology): “International comparative assessments, such as those obtained in the third Trends in International Mathematics and Science Study, have found that American children are behind those of other countries in both math and science (Gonzales et al., 2004; Tatsuoka, Corter, & Tatsuoka, 2004) even for those ”
• Mathematics attitudes and their unique contribution to achievement: Going over and above cognitive ability and personality (2016, background): “…the importance of mathematics proficiency, recent large-scale international assessments (PISA, TIMSS) demonstrate that students from many nations are not performing at expected levels in mathematics (Naemi et al., in press; Fleischma et al., 2010; Gonzales et al., 2004;Miller, Sen, &Malley, 2007).”
• Implicit Social Cognitions Predict Sex Differences in Math Engagement and Achievement (2011, background): “(2009) calculated national estimates of implicit gender-science stereotyping for 34 countries and correlated these with standardized indicators of countries‘ sex differences in 8 th -grade science and math achievement from the TIMSS project (Gonzales et al., 2004).”
• Teaching Science in Five Countries: Results From the TIMSS 1999 Video Study. Statistical Analysis Report. NCES 2006-011. (2006, background): “See Gonzales et al. (2004) for details.”