Incomplete Explanations
The Case of U.S. Performance in the International Assessments of Education
Bibliographic Data
| ID | 9733627 |
|---|---|
| Authors | Lawrence C Stedman (State University of New York, corresponding author) |
| Year | 1994 |
| Volume | 23 |
| Issue | 7 |
| Pages | 24 |
| Publication date | 1994-10-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.2307/1176936 |
| OpenAlex | W4244507534 |
| Language | EN |
| Citations received | 12 |
| References cited | 14 |
In the past few years, it has been argued that the international assessments are seriously flawed by sampling and test bias and that conclusions about U.S. educational inferiority are unwarranted. Alternatively, it has been argued that the differences in national performances are related to cultural differences, institutional arrangements such as curriculum and length of the school year, and ineffective pedagogy. To clarify these issues, I review the history of the assessments and evaluate the major explanations of the achievement differences. I examine, in depth, the theoretical and empirical underpinnings of curriculum-centered explanations because of their relevance to school reform ( Westbury, 1992 , 1993 )
Curriculum · Mathematics education · Pedagogy · Political science · Relevance (law · Sociology · Standardized test · Test (biology · Global Educational Policies and Reforms · Global Educational Reforms and Inequalities · Law · Psychology · School Choice and Performance
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| Unique citing works | 12 |
|---|---|
| Citations per year | 0,4 |
| Citation span | 1996 - 2019 (24) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 10 |