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«SE 062 649 ED 431 621 Stigler, James W.; Gonzales, Patrick; Kwanaka, Takako; AUTHOR Knoll, Steffen; Serrano, Ana The TIMSS Videotape Classroom Study: ...»

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In Germany, 85 of the 100 originally sampled main TIMSS schools for the videotape study agreed to participate. For the other 15 schools, one of the main TIMSS replacement schools for the school which refused the videotaping was contacted; all 15 of the replacement schools cooperated with the study.

In Japan, 50 schools were sampled; 48 of these agreed to the videotaping. One of the schools which refused was replaced with a school matched to it from the same stratum. Another replacement school was identified, but it could not be matched to the other refusal school and was weighted to be self-representing.

Sixty-nine of the originally sampled 109 schools in the United States agreed to participate in the videotaping. As described in chapter 2, the paired schools for 13 of the refusals were contacted, and 12 of these replacements agreed to participate.


Table B1 shows that response rates in Japan were very high, and response rates in Germany were also good. The response rates in the United States were somewhat lower. Many of the refusals were due to a high refusal rate for participation in the main TIMSS study: The Population 2 weighted response rate before replacement for the main TIMSS pencil-and-paper assessment was 77 percent (Martin and Mullis, 1996, Table 2.7), and roughly three-quarters of the sampled video schools which did not participate had refused to participate in TIMSS altogether. Refusal to participate in TIMSS overall also meant that the paired schools for many of the refusal schools were not contacted as potential replacements. Due to a somewhat lower response rate for the United States, caution should be used in generalizing the sample results to the population from which it was drawn.

Appendix C. Personnel

Members of the Math Content Group Alfred Manaster received a Ph.D. in mathematics from Cornell University in 1965. His research specialty was mathematical logic. He was a mathematics instructor at the Massachusetts Institute of Technology from 1965 to 1967. He has been a member of the faculty of the Mathematics Department at the University of California since 1967. Professor Manaster joined the Mathematics Diagnostic Testing Project (MDTP) in 1980 and has served as one of its directors since 1985. He is one of the three codirectors of the University of California, San Diego, Doctoral Program in Mathematics and Science Education, which was established in 1993 and is a joint program with San Diego State University.

Phillip Emig was awarded a Ph.D. in mathematics in 1962 by the University of California, Los Angeles (UCLA). His dissertation was on a topic from the theory of Riemann surfaces. Until 1963 he remained as a research associate in the Department of Atmospheric Sciences at UCLA, after which he spent a postdoctoral year as an Alexander von Humboldt Scholar at the Friedrich-Wilhelm University in Bonn, Germany. In 1964 he came to the California State University, Northridge, where he is currently Professor of Mathematics. For 12 of his years at Northridge, Professor Emig served as department chair. During the past 10 years, he has been Faculty Consultant in Mathematics to the Office of the Chancellor of the 21-campus California State University system and a member of the Mathematics Diagnostic Testing Project work group.

Wallace A. Etterbeek received a Ph.D. in mathematics from University of California, Davis, in 1969.

His research specialty was algebra. Since 1968 he has concentrated on teaching as a member of the Sacramento State University Mathematics Department. He has also usually taught a course in the San Juan Unified School District since 1972, teaching Title I students in grades 4-6 for about 4 years and then teaching gifted and talented students in those grades and in high school. Professor Etterbeek was a founding member of the MDTP workgroup in 1978. He has served as MDTP's statistician since 1981.

He was a member of the first California State University Entry-Level Mathematics (ELM) test development committee.

Barbara Griggs Wells received a B.S. in mathematics from Howard University and has spent the last 30 years teaching mathematics in the District of Columbia and California public schoolsevenly divided between junior and senior high school settings. In 1990-91 the UCLA Mathematics Department awarded her the Visiting High School Lecturer position. She recently received a Ph.D. in education from UCLA with a specialty in administration, curriculum and teaching studies emphasizing mathematics. Her active participation in the MDTP began in 1992, including service as a site director and school liaison coordinator. She is presently a member of the clinical faculty of the Graduate School of Education and Information Studies at UCLA where she coordinates the preservice teacher education of secondary mathematics teachers.

ppendix C. Person e Continued

–  –  –

What was the main thing you wanted students to learn from today's lesson?


4. Why do you think it is important for students to learn this?

5. What was the main thing you wanted these students to learn from the previous lesson you taught them?

6. Please briefly describe that lesson.

7. What will be the main thing you want these students to learn from the next lesson you teach them?

8. Please describe what you intend to teach for that lesson.

–  –  –

9b. What is the main thing you want students to learn from the whole sequence of lessons?

9c. How many lessons are in the entire sequence?

9d. Where did today's lesson fall in the sequence (e.g., number 3 out of 5)?

10. How is the topic of this lesson related to other topics in the mathematics curriculum?

–  –  –

11c. How long would it have taken the typical student to complete this homework?


12. Was this class formed on the basis of students' mathematics ability? (Choose one):

D Yes, this is a low ability class O Yes, this is an average ability class O Yes, this is a high ability class O No, this is a mixed ability class 13a. During today's lesson, were all students given the same work to do, or was different work given to different students?

O same work for all students (skip to 14a) D different work for different students (go to 13b) 13b. How was the work tailored for different students?

–  –  –

B. In this section we want to compare what happened in today's lesson with what normally happens in your classroom.

15. The teaching methods I used for today's lesson were:

very similar to the way I always teach El similar to the way I always teach 0 somewhat different from the way I always teach 0 very different from the way I always teach

16. What, if anything, was different from how you normally teach?

17. How would you describe your students' behavior during today's lesson?

very similar to their usual behavior 111 similar to their usual behavior CI somewhat different from usual 0 very different from usual

18. What, if anything, was different about the nature and amount of your students' participation during today's lesson?

19. How would you describe the tools and materials (e.g., worksheets, manipulatives, models, pictures, calculators) used during today's lesson compared to those you normally use?

0 very typical mostly typical

–  –  –

20. What, if anything, was not typical about the tools and materials used during today's lesson?

21. How would you describe today's lesson as a whole? Was it typical/representative of the lessons you normally teach?

very typical

–  –  –

28a. To what extent do you feel that the lesson that you taught today is in accord with current ideas about the teaching and learning of mathematics?

0 not at all (skip to end) DI a little (go to 28b) El a fair amount (go to 28b) El a lot (go to 28b) 28b. Please describe one part of today's lesson that you feel exemplifies current ideas about the teaching and learning of mathematics and explain why you think it exemplifies these ideas.

–  –  –

SOURCE: U.S. Department of Education, National Center for Education Statistics, Third International Mathematics and Science Study, Videotape Classroom Study, 1994-95.

–  –  –

SOURCE: U.S. Department of Education, National Center for Education Statistics, Third International Mathematics and Science Study, Videotape Classroom Study, 1994-95.

Appendix E Transcription Conventions The transcription system developed for this study was intended to capture, as accurately as possible, the discourse of mathematics classrooms in Germany, Japan, and the United States. The system was designed to represent speech only, and not to capture the actions and activities that take place around the speech. German and Japanese data were translated into English. Our goal was to capture the meaning of the original language without sacrificing readability.

–  –  –

3. Turns at Talk Turns are separated when: 1) there is a change in speakership, and 2) there is a "gap" in the talk such that it would be possible for someone else to speak in that silence.

–  –  –

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