Through participating in successive TIMSS studies, Chinese Tapei could use the data produced to develop new programs to boost students’ confidence in and enjoyment of mathematics. Read more in the new IEA Compass Brief by Fou-Lai Lin
The new IEA Compass Brief article by David and Leslie Rutkowski (Indiana University, USA), finds that children who are bullied tend to do less well in math. Read the policy brief to gain a better understanding of the relationship between bullying and academics.
Does teacher quality differ within and between countries? If so, by how much? Are teacher education and experience appropriate measures for such a broad concept as “teacher quality”?
TIMSS shows school safety and climate are highly correlated with educational performance, with immigrant students’ perceptions of school safety even more closely linked to achievement, and thus more strongly related to student well-being and aspirations. Identifying and addressing the special obstacles faced by immigrant children is crucial to achieving inclusive and equitable quality education for all, and improving national educational outcomes.
A project from the National Center for Education Statistics (NCES) and the American Institutes for Research (AIR), the International Activities Program (IAP) presents the semi-monthly newsletter “What's new in large-scale international studies?”