Related publications
2nd IEA International Research Conference
9–11 November 2006, Washington D.C., United States
- Brookings Institution, Washington D.C.
The 2nd IEA International Research Conference (IRC-2006) was organized in cooperation with the Brookings Institution.
The conference brought together papers that had as their central focus CIVED, PIRLS, SITES, and TIMSS. The program also included keynote speakers from the Brookings Institution and IEA.
The proceedings of the IRC-2006 are available online in Volume 1 and Volume 2. The presented papers are listed below; papers related to the Brookings Institution program can be downloaded individually.
CIVED
Carolyn Barber, Teachers' practices in relation to students' civic engagement in three countries
Gary Homana and Carolyn Barber, School climate for citizenship education: A comparison of England and the United States
Gary Homana and Jeff Greene, Student government and voluntary organizations: A comparative study of Australia and the United States
Marc Hooghe and Britt Wilkenfeld, Political attitudes and behaviors across adolescence and early adulthood: A comparison of IEA and European Social Survey findings
Orit Ichilov, Civic knowledge of high-school students in Israel: Personal and contextual determinants
Rainer H. Lehmann, Predicting the political involvement of European adolescents
Oren Pizmony-Levy, Sociological perspectives on youth support for social movements
PIRLS
Ariane Baye and Christian Monseur, Equity of achievement: A matter of education structures?
Chia-Hui Chiu and Hwa-Wei Ko, Relationships between parental factors and children's reading behaviors and attitudes: Results from the PIRLS 2005 field test in Taiwan
Marjeta Doupona Horvat and Alja Krevh, Schools that exceed expectations: A cross-country comparison
Aistė Elijio, Reading achievements in urban and rural communities: A comparative analysis of equity in education
Sarah Howie, Elsie Venter, Surette van Staden, and Michelle van Gelder, The effect of multilingual policies on performance and progression in reading literacy in South African primary schools
Ann Kennedy and Kathleen Trong, A comparison of fourth-graders' academic self-concept and attitudes toward reading, mathematics, and science in PIRLS and TIMSS countries
C. Monseur, H. Sibberns, and D. Hastedt, Equating errors in international surveys in education
Eva Myrberg and Monica Rosén, A cross-country comparison of direct and indirect effects of parents' level of education on students' reading achievement
Laurence T. Ogle, David C. Miller, and Lydia B. Malley, Characteristics of United States Grade 4 language minority students in an international context: Findings from PIRLS 2001
Constantinos Papanastasiou, Factors that distinguish the most from the least effective schools in reading: A residual approach
Hyunjoon Park, Home reading environments and children's reading performance: A comparative study of 25 countries
Monica Rosén, Analyzing trends in levels of reading literacy between 1970 and 2001 in Sweden
Kathleen Trong and Ann Kennedy, Examining literacy, gender, and the home environment in PIRLS 2001 countries
Victor H.P. van Daal, A. Charlotte Begnum, Ragnar Gees Solheim, and Herman J. Adèr, Secondary analysis of PIRLS 2001 Norwegian data
Kajsa Yang-Hansen, Changes in reading variations and their relationship with socioeconomic status at school and individual levels in trend countries
SITES
Barbara Neza Brečko and Ralph Carstens, Online data collection in SITES 2006: Paper survey versus web survey—do they provide comparable results?
Ralph Carstens, Falk Brese, and Barbara N. Brecko, Online data collection in SITES 2006: Design and implementation
Alona Forkush-Baruch and Dorit Tubin, Innovative pedagogical practices using technology: Diffusion patterns within schools
TIMSS
John Ainley and Sue Thomson, Differences in science teaching and learning across Australian states
Radovan Antonijević, Differences in teaching and learning mathematics in relation to students' mathematics achievement in TIMSS 2003
Alka Arora, Examining the problem-solving achievement of Grade 8 students in TIMSS 2003
Halimah Awang and Noor Azina Ismail, Gender differences in mathematics learning in Malaysia
Jolita Dudaitė, Change in mathematical achievement in the light of educational reform in Lithuania
Jolita Dudaitė, The influence of item-stem format and item-answer format on the results for selected items in TIMSS 2003
Hanna Eklöf, Test-taking motivation on low-stakes tests: A Swedish TIMSS 2003 example
Liv Sissel Grønmo and Rolf Vegar Olsen, TIMSS versus PISA: The case of pure and applied mathematics
J. Daniel House, Effects of science beliefs and instructional strategies on achievement of students in the United States and Korea: Results from the TIMSS 2003 assessment
J. Daniel House and James A. Telese, Relationships between student and instructional factors and algebra achievement of students in the United States and Japan: An analysis of TIMSS 2003 data
Sarah Howie, Vanessa Scherman, and Elsie Venter, Exploring student-level explanatory factors in science achievement in South African secondary schools
Ali Reza Kiamanesh, Gender differences in mathematics achievement among Iranian eighth-graders in two consecutive international studies (TIMSS 1999 and TIMSS 2003)
Marit Kjærnsli and Svein Lie, Profiles of scientific competence in TIMSS 2003: Similarities and differences between countries
Ming-Chih Lan and Min Li, The relationship between classroom practices related to homework and student performance in mathematics in TIMSS 2003
Melissa McNaught and Seoung Joun Won, Consistency between attitudes and practices relating to mathematics in the United States and South Korea
Jorun Nyléhn, Grade 4 Norwegian students' understanding of reproduction and inheritance
Constantinos Papanastasiou, A residual analysis of effective schools and effective teaching in mathematics
María-José Ramírez Understanding the low mathematics achievement of Chilean students: A cross-national analysis using TIMSS data
W. Schelfhout, G. Van Landeghem, A. Van den Broeck, and J. Van Damme, The effect of students' perceptions of the learning environment on mathematics achievement: Explaining the variance in Flemish TIMSS 2003 data
Ce Shen and Hak Ping Tam, The paradoxical relationship between students' achievement and their self-perception: A cross-national analysis based on three waves of TIMSS data*
(*Title changed to Rigor of academic standards, students' self-perception and their achievement: A cross-national analysis based on three waves of TIMSS data)
Sue Thomson, Achievement of Australia's junior secondary school Indigenous students: Evidence from TIMSS
Jane Waldfogel and Fuhua Zhai, Effects of public preschool expenditures on the test scores of fourth-graders: Evidence from TIMSS
Ruth Zuzovsky, Capturing the dynamics that led to the narrowing achievement gap between Hebrew-speaking and Arabic-speaking schools in Israel: Findings from TIMSS 1999 and 2003
Brookings Institution papers
Jan-Eric Gustafsson Understanding causal influences on educational achievement through analysis of within-country differences over time
Laura S. Hamilton and José Felipe Martinez What can TIMSS surveys tell us about 1990's mathematics reforms in the United States?
Dougal Hutchison and Ian Schagen Comparisons between PISA and TIMSS: Are we the man with two watches?
Jeremy Kilpatrick, Vilma Mesa, and Finbarr Sloane U.S. algebra teaching and learning viewed internationally
Ina V.S. Mullis and Michael O. Martin TIMSS in perspective: Lessons learned from IEA's four decades of international mathematics assessments
Elena C. Papanastasiou and Efi Paparistodemou Examining educational technology and achievement through latent variable modeling
William H. Schmidt Lack of focus in the mathematics curriculum: A symptom or a cause
Gabriela Schütz School size and student achievement in TIMSS 2003