William Schmidt
William Schmidt is a University Distinguished Professor and founder and director of the Center for the Study of Curriculum Policy. He holds faculty appointments in Measurement and Quantitative Methods and the Department of Statistics. He is a member of the National Academy of Education, an American Educational Research Association (AERA) Fellow, director of the AERA Institute on Statistical Analysis, and a OECD Thomas J. Alexander Fellow for education quality and equity. He has published in numerous journals including the Journal of the American Statistical Association, Education Researcher, Georgetown Journal of International Affairs, American Affairs Journal, Journal of Educational Statistics, Educational Evaluation and Policy Analysis, Journal of Curriculum Studies, and the Journal of Educational Measurement. His most recent books include "Why Schools Matter," "Inequality for All," and "Schooling Across the Globe: What We Have Learned from Sixty Years of Mathematics and Science International Assessments." His current writing and research focuses on issues of academic content in K-12 schooling, the effects of curriculum on academic achievement, assessment, and educational policy related to mathematics, science, and testing in general.William Schmidt is a University Distinguished Professor and founder and director of the Center for the Study of Curriculum Policy. He holds faculty appointments in Measurement and Quantitative Methods and the Department of Statistics. He is a member of the National Academy of Education, an American Educational Research Association (AERA) Fellow, director of the AERA Institute on Statistical Analysis, and a OECD Thomas J. Alexander Fellow for education quality and equity. He has published in numerous journals including the Journal of the American Statistical Association, Education Researcher, Georgetown Journal of International Affairs, American Affairs Journal, Journal of Educational Statistics, Educational Evaluation and Policy Analysis, Journal of Curriculum Studies, and the Journal of Educational Measurement. His most recent books include "Why Schools Matter," "Inequality for All," and "Schooling Across the Globe: What We Have Learned from Sixty Years of Mathematics and Science International Assessments." His current writing and research focuses on issues of academic content in K-12 schooling, the effects of curriculum on academic achievement, assessment, and educational policy related to mathematics, science, and testing in general.
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About William Schmidt
William Schmidt is a University Distinguished Professor and founder and director of the Center for the Study of Curriculum Policy. He holds faculty appointments in Measurement and Quantitative Methods and the Department of Statistics. He is a member of the National Academy of Education, an American Educational Research Association (AERA) Fellow, director of the AERA Institute on Statistical Analysis, and a OECD Thomas J. Alexander Fellow for education quality and equity. He has published in numerous journals including the Journal of the American Statistical Association, Education Researcher, Georgetown Journal of International Affairs, American Affairs Journal, Journal of Educational Statistics, Educational Evaluation and Policy Analysis, Journal of Curriculum Studies, and the Journal of Educational Measurement. His most recent books include "Why Schools Matter," "Inequality for All," and "Schooling Across the Globe: What We Have Learned from Sixty Years of Mathematics and Science International Assessments." His current writing and research focuses on issues of academic content in K-12 schooling, the effects of curriculum on academic achievement, assessment, and educational policy related to mathematics, science, and testing in general.
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Teaching for Excellence and Equity: Analyzing Teacher Characteristics, Behaviors and Student Outcomes with TIMSS
This open access book examines the interrelationship of national policy, teacher effectiveness, and student outcomes with a specific emphasis on educational equity. Using data from the IEA’s Trends in International Mathematics and Science Study (TIMSS) conducted between 1995 and 2015, it investigates grade four and grade eight data to assess trends in key teacher characteristics (experience, education, preparedness, and professional development) and teacher behaviors (instructional time and instructional content), and how these relate to student outcomes. Taking advantage of national curriculum data collected by TIMSS to assess changes in curricular strategy across countries and how these may be related to changes in teacher and student factors, the study focuses on the distributional impact of curriculum and instruction on students, paying particular attention to overall inequalities and variations in socioeconomic status at the student and country level, and how such factors have altered over time. Multiple methods, including regression and fixed effects analyses, and structural equation modelling, establish the evolution of these associations over time.
