School Effectiveness for Whom? Challenges to the School Effectiveness and School Improvement Movements

By Roger Slee; Gaby Weiner et al. | Go to book overview

for teachers. Experimentation with different teaching methods is important, but only if there is rigorous external validation.

So far, however, there has been little sign of coordinated national debate about what mathematics it is most important for pupils to know, nor of how best to teach it. If international comparison tests do not correspond to National Curriculum priorities, then we should not be driven into what might be seen as anti-educational practices simply in order to improve our international league table position. One art we could profitably learn from other countries is how to make curriculum decisions that are rational and consultative, rather than dictatorial, hasty and ideologically driven.


References
BEATON, A.E., MULLIS, I.V.S., MARTIN, M.O., GONZALEZ, E.J., KELLY, D.L. and SMITH, T.A. (1996) Mathematics Achievement in the Middle School Years: IEA's Third Mathematics and Science Study, Chestnut Hill, Massachusetts: Boston College.
BIERHOFF, H. (1996) Laying the Foundations of Numeracy: A Comparison of Primary Textbooks in Britain, Germany and Switzerland, London: National Institute for Economic and Social Research.
BRACEY, G.W. (1996) 'International comparisons and the condition of American education', Educational Researcher, 25, 1, pp. 5-11.
BROWN, M. (1996) 'FIMS and SIMS: The first two IEA International Mathematics Surveys', Assessment in Education, 3, 2, pp. 181-200.
BURGHES, D. and BLUM, W. (1995) 'The Exeter Kassel Comparative Project: A Review of Year 1 and Year 2 results', in Proceedings of a Seminar on Mathematics Education, London: The Gatsby Foundation.
BURSTEIN, L. (1992) The IEA Study of Mathematics III: Student Growth and Classroom Processes, Oxford: Pergamon Press.
CRESSWELL, M. and GUBB, J. (1987) The Second International Mathematics Study in England and Wales, Windsor: NFER-Nelson.
DEPARTMENT OF EDUCATION AND SCIENCE/WELSH OFFICE; COMMITTEE OF INQUIRY INTO THE TEACHING OF MATHEMATICS IN SCHOOLS (1982) Mathematics Counts (The Cockcroft Report), London: HMSO.
DEPARTMENT OF EDUCATION AND SCIENCE/WELSH OFFICE (1985) Better Schools (Cmnd 9649), London: HMSO.
FREUDENTHAL, H. (1975) 'Pupils' achievements internationally compared-the IEA', Educational Studies in Mathematics, 6, pp. 127-86.
HUSEN, T. (1967) International Study of Achievement in Mathematics,Vols I and II, Stockholm/New York: Almquist & Wiksell/Wiley.
KEYS, W., HARRIS, S. and FERNANDES, C. (1996) Third International Mathematics & Science Study: First National Report, Part I, Slough: NFER.
LAPOINTE, A., MEAD, N. and ASKEW, J. (1992) Learning Mathematics (Report of the IAEP 1990/1 survey), Princeton, NJ: Educational Testing Service.
LAPOINTE, A.E., MEAD, N.A. and PHILLIPS, G.W. (1989) A World of Differences: An International Assessment of Mathematics and Science, Princeton, NJ: Educational Testing Service.
MCLEAN, M. (1992) The Promise and Perils of Educational Comparison, London: Tufnell Press.

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