Why Schools Matter: A Cross-National Comparison of Curriculum and Learning

By W. Schmidt. 2001

453 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6e7898e8a750c5761e7be87d7732a36cc4cc0034

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Citations in the corpus

Is There a de Facto National Intended Curriculum? Evidence From State Content Standards (2009, background): “A group of international comparative experts (Schmidt et al., 2001) intensively studied the mathematics and science curriculum documents in dozens of Trends in International Math and Science Study (TIMSS) countries and in multiple states in the United States.”
An International Comparison of Achievement Inequality in Within- and Between-School Tracking Systems (2014, background): “For example, Schmidt and colleagues’ work with TIMSS documents that OTL varies more within the United States than in many other countries and that this variation corresponds to eighth grade math course tracks (Schmidt et al. 2001).”
FOCUS ARTICLE: Implications of Research on Children's Learning for Standards and Assessment: A Proposed Learning Progression for Matter and the Atomic-Molecular Theory (2006, result): “In keeping with these research results, student performance on large-scale national and international science assessments remains frustratingly poor (Blank & Langesen, 2001; Schmidt et al., 2001).”
The Effects of Content Organization and Curriculum Implementation on Students' Mathematics Learning in Second-Year High School Courses (2013, background): “Indeed, the U.S. school mathematics curriculum has long been criticized as “a mile wide and an inch deep” (Schmidt, 2001, p. 301).”
Factors predictive of mathematics achievement in White, Black, and Hispanic 12th graders (2003, background): “A second core assumption of the model is that an opportunity to learn isgenuine to the extent that (a) teachers do not give preferentialtreatment to certain students; (b) students engage in learningactivities that are challenging, meaningful (to them),and arranged in an effective sequence; (c) teach”
Teacher Effects and the Achievement Gap: Do Teacher and Teaching Quality Influence the Achievement Gap between Black and White and High- and Low-SES Students in the Early Grades? (2010, result): “students are achieving at alarmingly low levels in math compared to other countries (Porter, 2005; Schmidt et al., 2001; U.S. Department of Education, 2003), and teacher quality is a major contributor to the problem (Schmidt, McKnight, & Raizen, 1997).”
The development of studients' algebraic thinking in earlier grades: (2005, background): “Although research shows that a curriculum is an important predictor of students’ learning (Schmidt et al. 2002), it does not always dictate the content of mathematics instruction (Freeman & Porter 1989).”
Common Core Standards (2011, background): “curriculum, as in the curricula in highachieving countries around the world (Schmidt et al., 2001).”
Scaling Up Instructional Improvement through Teacher Professional Development: Insights from the Local Systemic Change Initiative. CPRE Policy Briefs. RB-44. (2006, background): “The widely discussed results of the Trends in International Mathematics and Science Study (TIMSS) suggested that the reasons for American students’ poor performance in mathematics and science are complex, but at least partly due to weaknesses in the knowledge and skills of those teaching the subject”
Handbook Of Design Research Methods In Education: Innovations In Science, Technology, Engineering, And Mathematics Learning And Teaching (2018, background): “International comparisons (Schmidt et al., 2001), as well as national tests (National Center for Education Statistics, 2001), have highlighted the gap between (a) the Americans’ aspiration to provide world-class mathematics and science education, and (b) the middling, inequitable outcomes of the cur”