William H Schmidt
Biographic Data
| ID | 3828281 |
|---|---|
| NAME | William H Schmidt |
| GIVEN NAMES | William H |
| FAMILY NAME | Schmidt |
| SIGNATURE | SCHMIDT W H |
| AFFILIATIONS | Michigan State University |
| ORCID | 0000-0002-7933-5457 |
| VERIFIED | Yes |
| TOTAL WORKS | 32 |
| TOTAL CITATIONS | 94 |
| AUTHOR COUNT | 32 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1960 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 6 |
Achieving excellence and equality in mathematics: Two degrees of freedom
Countries across the world have seen a growing gap in mathematics performance between low-SES children and those from wealthier backgrounds. The issue of inequality not only relates to student performance, but also to schooling—as defined by the mathematics curriculum and its distribution of the related opportunities to learn. Whether relationships between student background, schooling (curriculum coverage), and performance varies between countri…
Does boarding benefit the mathematics achievement of primary and middle school students? Evidence from China
There is an increasing interest of policies and projects to adapt boarding schools as a means to provide quality education for educationally disadvantaged students. However, little evidence is available for the effectiveness of boarding schools. The current study examined the boarding effect on primary and middle school student mathematics achievement using stratified analysis and propensity score matching approach. The boarding on campus showed …
The role of opportunity to learn in ethnic inequality in mathematics
Continuing efforts have been made in the United States (US) to examine the role of schooling in alleviating the ethnic/racial inequalities in student performance. Using the US data from the 2012 Programme for International Student Assessment (PISA), this study examines the between-school and within-school racial/ethnic differences in opportunities to learn (OTL) and their relationship to the corresponding differences in student mathematics achiev…
The Role of Content Knowledge in Mathematics Teacher Preparation: A Study of Traditional and Alternative Teacher Preparation in Texas
Employing data from a stratified random survey of newly certified teachers in Texas, we compare the mathematical content preparation of traditional teacher program graduates with graduates of alternative programs. We find that graduates of traditional programs have statistically significantly higher content preparation even when taking precollege preparation into account. These findings were consistent across different types of alternative progra…
Influencing public school policy in the United States: The role of large-scale assessments
The authors review the influence of state, national and international large-scale assessments (LSAs) on education policy and research. They distinguish between two main uses of LSAs: as a means for conducting research that informs educational reform and LSAs as a tool for implementing standards and enforcing accountability. The authors discuss the influence of the international TIMSS study on US mathematics standards and the development of the Co…
Revisiting the Relationship Between International Assessment Outcomes and Educational Production: Evidence From a Longitudinal Pisa-TIMSS Sample
International assessments, such as the Program for International Student Assessment (PISA), are being used to recommend educational policies to improve student achievement. This study shows that the cross-sectional estimates behind such recommendations may be biased. We use a unique data set from one country that applied the PISA mathematics test in 2012 in ninth grade to all students who had taken the Trends in International Mathematics and Scie…
The Role of Schooling in Perpetuating Educational Inequality: An International Perspective
In this paper, student-level indicators of opportunity to learn (OTL) included in the 2012 Programme for International Student Assessment are used to explore the joint relationship of OTL and socioeconomic status (SES) to student mathematics literacy. Using multiple methods, we find consistent evidence that (a) OTL has a significant relationship to student outcomes, (b) a positive relationship exists between SES and OTL, and (c) roughly a third o…
At the Precipice: The Story of Mathematics Education in the United States
According to a variety of metrics (NAEP, PISA, TIMMS, college completion, etc.), the mathematics knowledge of U.S. students can be described, at best, as mediocre. In light of the growing importance of mathematics for both individual and national economic competitiveness, this weak performance has rightfully alarmed policymakers and the public. The results of decades of research on improving mathematics curricula, most notably the TIMSS, TEDS, an…
Curricular Coherence and the Common Core State Standards for Mathematics
In this work, we explored the relationship of the Common Core State Standards in Mathematics (CCSSM) to student achievement. Building on techniques developed for the Third International Mathematics and Science Study (TIMSS), we found a very high degree of similarity between CCSSM and the standards of the highest-achieving nations on the 1995 TIMSS. A similar analysis revealed wide variation in the proximity of state standards in effect in 2009 to…
Content Coverage Differences across Districts/States: A Persisting Challenge for U.S. Education Policy
This article utilizes the 1999 TIMSS-R data from U.S. states and districts to explore the consequences of variation in opportunities to learn specific mathematics content. Analyses explore the relationship between classroom mathematics content coverage and student achievement as measured by the TIMSS-R international mathematics scaled score. District/state-level socioeconomic status indicators demonstrated significant relationships with the depen…
The Role of Opportunity to Learn in Teacher Preparation: An International Context
This article examines the teacher preparation program learning opportunities afforded future lower secondary mathematics teachers and future elementary teachers who may teach mathematics. Data from U.S. participation in the recent international Teacher Education and Development Study in Mathematics are explored against international profiles to address a critical issue oft cited in the teacher education literature: Given the finite time available…
General Pedagogical Knowledge of Future Middle School Teachers: On the Complex Ecology of Teacher Education in the United States, Germany, and Taiwan
For more than two decades, three components of teacher knowledge have been discussed, namely, content knowledge (CK), pedagogical content knowledge (PCK), and general pedagogical knowledge (GPK). Although there is a growing body of analytic clarification and empirical testing with regard to CK and PCK, especially with a focus on mathematics teachers, hardly any attempt has been made to learn more about teachers' GPK. In the context of the Teacher…
«Spontaneous» and «Non-Spontaneous» Formation of Scientific Concepts by Children
Research Articles| December 17 2009 «Spontaneous» and «Non-Spontaneous» Formation of Scientific Concepts by Children Subject Area: Psychiatry and Psychology , Women's and Children's Health W.H.O. Schmidt W.H.O. Schmidt University of Natal Search for other works by this author on: This Site PubMed Google Scholar Human Development (1965) 8 (4): 222–237. https://doi.org/10.1159/000270306 Article history Published Online: December 17 2009 Content Too…
The Quest for a Coherent School Science Curriculum: The Need for an Organizing Principle
Achievement test results from the Third International Mathematics and Science Study (TIMSS) and the National Assessment of Educational Progress (NAEP) suggest that the performance of US students in science is not strong either in terms of international or national standards. Yet, the US is preceived as a world leader in standards‐based and “hands‐on” science reform. In this article I argue that the major policy issue confronting the science commu…
Seeking Shared Visions Among The Many
Milestones in Mathematics Curricula
The Intended Flow of Mathematics Curricula
Curriculum Guides: Directing Curriculum By Intention
Concluding Remarks
An Overview Of Results
Emphasized Curriculum Topics
Reexamining Shared Visions: Country Groupings
Other Aspects of the Curriculum: Performance Expectations and Disciplinary Perspectives
Mathematics Curricula: Investigating Curricular Intentions
Many Visions, Many Aims
The Role of Schooling in Perpetuating Educational Inequality: An International Perspective
In this paper, student-level indicators of opportunity to learn (OTL) included in the 2012 Programme for International Student Assessment are used to explore the joint relationship of OTL and socioeconomic status (SES) to student mathematics literacy. Using multiple methods, we find consistent evidence that (a) OTL has a significant relationship to student outcomes, (b) a positive relationship exists between SES and OTL, and (c) roughly a third o…
Many Visions, Many Aims
The Role of Opportunity to Learn in Teacher Preparation: An International Context
This article examines the teacher preparation program learning opportunities afforded future lower secondary mathematics teachers and future elementary teachers who may teach mathematics. Data from U.S. participation in the recent international Teacher Education and Development Study in Mathematics are explored against international profiles to address a critical issue oft cited in the teacher education literature: Given the finite time available…
General Pedagogical Knowledge of Future Middle School Teachers: On the Complex Ecology of Teacher Education in the United States, Germany, and Taiwan
For more than two decades, three components of teacher knowledge have been discussed, namely, content knowledge (CK), pedagogical content knowledge (PCK), and general pedagogical knowledge (GPK). Although there is a growing body of analytic clarification and empirical testing with regard to CK and PCK, especially with a focus on mathematics teachers, hardly any attempt has been made to learn more about teachers' GPK. In the context of the Teacher…
Curricular Coherence and the Common Core State Standards for Mathematics
In this work, we explored the relationship of the Common Core State Standards in Mathematics (CCSSM) to student achievement. Building on techniques developed for the Third International Mathematics and Science Study (TIMSS), we found a very high degree of similarity between CCSSM and the standards of the highest-achieving nations on the 1995 TIMSS. A similar analysis revealed wide variation in the proximity of state standards in effect in 2009 to…
Content Coverage Differences across Districts/States: A Persisting Challenge for U.S. Education Policy
This article utilizes the 1999 TIMSS-R data from U.S. states and districts to explore the consequences of variation in opportunities to learn specific mathematics content. Analyses explore the relationship between classroom mathematics content coverage and student achievement as measured by the TIMSS-R international mathematics scaled score. District/state-level socioeconomic status indicators demonstrated significant relationships with the depen…
The Role of Content Knowledge in Mathematics Teacher Preparation: A Study of Traditional and Alternative Teacher Preparation in Texas
Employing data from a stratified random survey of newly certified teachers in Texas, we compare the mathematical content preparation of traditional teacher program graduates with graduates of alternative programs. We find that graduates of traditional programs have statistically significantly higher content preparation even when taking precollege preparation into account. These findings were consistent across different types of alternative progra…
Revisiting the Relationship Between International Assessment Outcomes and Educational Production: Evidence From a Longitudinal Pisa-TIMSS Sample
International assessments, such as the Program for International Student Assessment (PISA), are being used to recommend educational policies to improve student achievement. This study shows that the cross-sectional estimates behind such recommendations may be biased. We use a unique data set from one country that applied the PISA mathematics test in 2012 in ninth grade to all students who had taken the Trends in International Mathematics and Scie…
At the Precipice: The Story of Mathematics Education in the United States
According to a variety of metrics (NAEP, PISA, TIMMS, college completion, etc.), the mathematics knowledge of U.S. students can be described, at best, as mediocre. In light of the growing importance of mathematics for both individual and national economic competitiveness, this weak performance has rightfully alarmed policymakers and the public. The results of decades of research on improving mathematics curricula, most notably the TIMSS, TEDS, an…
Practical Significance in Program Evaluation
Defining practical significance in program evaluations is a difficult measurement problem, which can only be solved by an intimate familarity with the measures upon which effects are estimated, and their substantive relationship with the goals of the program being evaluated. Past attempts to describe the "size of effect" of instructional programs have characteristically relied on statistical indices that can be estimated and reported without any …
Curriculum and method in the academic high school: Some fundamental considerations
School and intelligence
School and intelligence
Bookreviews
Curriculum and method in the academic high school: Some fundamental considerations
Statistical Methods in Education and Psychology
Estimating the Covariance Matrix of the Random Components in the Mixed Model Appropriate to Single Sample Repeated Measures Data
A method for estimating the variances and covariances of the random components of the mixed model, appropriate to single sample repeated measures data, is discussed. To illustrate its use, an example is presented which is concerned with the effect of syntactic and semantic violations of linguistic rules on the free recall of verbal materials. The procedures are based on the structural analysis of the covariance matrix of the repeated measures
Analysis Of Repeated Measures Data: A Simulation Study
This paper examines three statistical analysis procedures appropriate to repeated measures data -- classical mixed model analysis of variance, multivariate analysis of repeated measures, and analysis of covariance structures. These procedures differ in their assumptions concerning the covariances between the latent random variables in the model underlying the repeated measures. Simulated data were employed to investigate the effect that violating…
Practical Significance in Program Evaluation
Defining practical significance in program evaluations is a difficult measurement problem, which can only be solved by an intimate familarity with the measures upon which effects are estimated, and their substantive relationship with the goals of the program being evaluated. Past attempts to describe the "size of effect" of instructional programs have characteristically relied on statistical indices that can be estimated and reported without any …
Seeking Shared Visions Among The Many
Milestones in Mathematics Curricula
The Intended Flow of Mathematics Curricula
Curriculum Guides: Directing Curriculum By Intention
Concluding Remarks
An Overview Of Results
Emphasized Curriculum Topics
Reexamining Shared Visions: Country Groupings
Other Aspects of the Curriculum: Performance Expectations and Disciplinary Perspectives
Mathematics Curricula: Investigating Curricular Intentions
Many Visions, Many Aims
The Quest for a Coherent School Science Curriculum: The Need for an Organizing Principle
Achievement test results from the Third International Mathematics and Science Study (TIMSS) and the National Assessment of Educational Progress (NAEP) suggest that the performance of US students in science is not strong either in terms of international or national standards. Yet, the US is preceived as a world leader in standards‐based and “hands‐on” science reform. In this article I argue that the major policy issue confronting the science commu…
«Spontaneous» and «Non-Spontaneous» Formation of Scientific Concepts by Children
Research Articles| December 17 2009 «Spontaneous» and «Non-Spontaneous» Formation of Scientific Concepts by Children Subject Area: Psychiatry and Psychology , Women's and Children's Health W.H.O. Schmidt W.H.O. Schmidt University of Natal Search for other works by this author on: This Site PubMed Google Scholar Human Development (1965) 8 (4): 222–237. https://doi.org/10.1159/000270306 Article history Published Online: December 17 2009 Content Too…
Content Coverage Differences across Districts/States: A Persisting Challenge for U.S. Education Policy
This article utilizes the 1999 TIMSS-R data from U.S. states and districts to explore the consequences of variation in opportunities to learn specific mathematics content. Analyses explore the relationship between classroom mathematics content coverage and student achievement as measured by the TIMSS-R international mathematics scaled score. District/state-level socioeconomic status indicators demonstrated significant relationships with the depen…
The Role of Opportunity to Learn in Teacher Preparation: An International Context
This article examines the teacher preparation program learning opportunities afforded future lower secondary mathematics teachers and future elementary teachers who may teach mathematics. Data from U.S. participation in the recent international Teacher Education and Development Study in Mathematics are explored against international profiles to address a critical issue oft cited in the teacher education literature: Given the finite time available…
General Pedagogical Knowledge of Future Middle School Teachers: On the Complex Ecology of Teacher Education in the United States, Germany, and Taiwan
For more than two decades, three components of teacher knowledge have been discussed, namely, content knowledge (CK), pedagogical content knowledge (PCK), and general pedagogical knowledge (GPK). Although there is a growing body of analytic clarification and empirical testing with regard to CK and PCK, especially with a focus on mathematics teachers, hardly any attempt has been made to learn more about teachers' GPK. In the context of the Teacher…
At the Precipice: The Story of Mathematics Education in the United States
According to a variety of metrics (NAEP, PISA, TIMMS, college completion, etc.), the mathematics knowledge of U.S. students can be described, at best, as mediocre. In light of the growing importance of mathematics for both individual and national economic competitiveness, this weak performance has rightfully alarmed policymakers and the public. The results of decades of research on improving mathematics curricula, most notably the TIMSS, TEDS, an…
Curricular Coherence and the Common Core State Standards for Mathematics
In this work, we explored the relationship of the Common Core State Standards in Mathematics (CCSSM) to student achievement. Building on techniques developed for the Third International Mathematics and Science Study (TIMSS), we found a very high degree of similarity between CCSSM and the standards of the highest-achieving nations on the 1995 TIMSS. A similar analysis revealed wide variation in the proximity of state standards in effect in 2009 to…
Mathematics education (21 works) · Psychology (21 works) · Pedagogy (15 works) · Sociology (15 works) · Mathematics (14 works) · Computer Science (12 works) · Curriculum (10 works) · Political science (10 works) · School Choice and Performance (10 works) · Engineering (7 works)