{"id":1073,"date":"2016-07-27T11:33:29","date_gmt":"2016-07-27T10:33:29","guid":{"rendered":"http:\/\/blog.soton.ac.uk\/mshe\/?p=1073"},"modified":"2016-07-27T11:33:29","modified_gmt":"2016-07-27T10:33:29","slug":"icme-spotlight-timss-2011-analysis","status":"publish","type":"post","link":"https:\/\/blog.soton.ac.uk\/mshe\/icme-spotlight-timss-2011-analysis\/","title":{"rendered":"ICME spotlight: TIMSS 2011 analysis"},"content":{"rendered":"<p><strong>OPPORTUNITY TO LEARN maths: A curriculum approach with timss 2011 data<br \/>\n<\/strong><u>Christian Bokhove<br \/>\n<\/u>University of Southampton<\/p>\n<p>Previous studies have shown that socioeconomic status (SES) and \u2018opportunity to learn\u2019 (OTL), which can be typified as \u2018curriculum content covered\u2019, are significant predictors of students\u2019 mathematics achievement. Seeing OTL as curriculum variable, this paper explores multilevel models (students in classrooms in countries) and appropriate classroom (teacher) level variables to examine SES and OTL in relation to mathematics achievement in the 2011 Trends in International Mathematics and Science Study (TIMSS 2011), with OTL operationalised in several distinct ways. \u00a0Results suggest that the combination of SES and OTL explains a considerable amount of variance at the classroom and country level, but that this is not caused by country level OTL after accounting for SES.<\/p>\n<p><iframe loading=\"lazy\" title=\"ICME 2016 presentation\" src=\"https:\/\/www.slideshare.net\/slideshow\/embed_code\/key\/bNLdWYz0s268AN\" width=\"427\" height=\"356\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" style=\"border:1px solid #CCC; border-width:1px; margin-bottom:5px; max-width: 100%;\" allowfullscreen> <\/iframe><\/p>\n","protected":false},"excerpt":{"rendered":"<p>OPPORTUNITY TO LEARN maths: A curriculum approach with timss 2011 data Christian Bokhove University of Southampton Previous studies have shown that socioeconomic status (SES) and \u2018opportunity to learn\u2019 (OTL), which can be typified as \u2018curriculum content covered\u2019, are significant predictors of students\u2019 mathematics achievement. Seeing OTL as curriculum variable, this paper explores multilevel models (students [&hellip;]<\/p>\n","protected":false},"author":93214,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"footnotes":""},"categories":[4217],"tags":[],"class_list":["post-1073","post","type-post","status-publish","format-standard","hentry","category-news"],"_links":{"self":[{"href":"https:\/\/blog.soton.ac.uk\/mshe\/wp-json\/wp\/v2\/posts\/1073","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.soton.ac.uk\/mshe\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.soton.ac.uk\/mshe\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/mshe\/wp-json\/wp\/v2\/users\/93214"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/mshe\/wp-json\/wp\/v2\/comments?post=1073"}],"version-history":[{"count":1,"href":"https:\/\/blog.soton.ac.uk\/mshe\/wp-json\/wp\/v2\/posts\/1073\/revisions"}],"predecessor-version":[{"id":1076,"href":"https:\/\/blog.soton.ac.uk\/mshe\/wp-json\/wp\/v2\/posts\/1073\/revisions\/1076"}],"wp:attachment":[{"href":"https:\/\/blog.soton.ac.uk\/mshe\/wp-json\/wp\/v2\/media?parent=1073"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/mshe\/wp-json\/wp\/v2\/categories?post=1073"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/mshe\/wp-json\/wp\/v2\/tags?post=1073"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}