SSM Table of Contents & Abstracts

Volume 103 (4), April 2003

Volume 103(4)

Pamela Cantrell	177	Traditional vs. Retrospective Pretests for Measuring Science Teaching Efficacy Beliefs in Preservice Teachers
Jianjun Wang Chunying Zhu	186	An In-depth Analysis of Achievement Gaps Between Seventh and Eighth Grades in the TIMSS Database
Regular Features
Norman G. Lederman Lawrence B. Flick	173	Alternative Teacher Certification and Beyond: A Promise Fulfilled
Dyanne M. Tracy	194	SSMILes: Linking Math, Science, and Inquiry-Based Learning: An Example From a Mini-Unit on Volume
S. Wali Abdi	208	Book Reviews: Teaching, Multimedia, and Mathematics: Investigation of Real Practice; Mathematical Snapshots; Math Power
Ted Eisenberg	212	Problems: 4773-4778 Solutions to 4741-4745
SSMemos
Guidelines	Inside Back Cover	SSM Publication Guidelines

Abstract

An In-depth Analysis of Achievement Gaps Between Seventh and Eighth Grades in the TIMSS Database

Jianjun Wang , California State University

Chunying Zhu, Shenzhen University

Middle school data from the Third International Mathematics and Science Study (TIMSS) are analyzed in this article to compare achievement difference between seventh and eighth grades. The statistical computing involves a selective subtraction of item scores in more than 40 countries. The research findings indicate that not all TIMSS items have resulted in a higher mean score at the upper grade level. Item features are discussed to characterize part of the released TIMSS instrument that generates a higher average score at the lower grade. This empirical study may help enrich understanding of the TIMSS benchmark among mathematics and science educators.

Traditional vs. Retrospective Pretests for Measuring Science Teaching Efficacy Beliefs in Preservice Teachers

Pamela Cantrell

University of Nevada , Reno

The difference in gain scores produced by traditional pretests and those produced by retrospective pretests when compared to posttest scores on the Science Teaching Efficacy Belief Instrument for preservice teachers was investigated in this study. Results indicated that gain scores using the traditional pretest produced significant improvement in one factor, but not in the other, which is congruent with most other results for this instrument found in the literature. However, gain scores produced by using retrospective pretests produced a greater magnitude of significance for the first factor, and also produced significant gains for the second factor. Follow-up interviews with participants provided evidence for greater internal validity for the retrospective pretest. Findings support the notion that retrospective pretests may produce gain scores with greater validity and greater statistical power.

Go to Table of Contents