TY  - BOOK
AU  - Stacey,Oliver
AU  - De Lazzari,Giulia
AU  - Grayson,Hilary
AU  - Griffin,Hazel
AU  - Jones,Emily
AU  - Taylor,Amanda
AU  - Thomas,David
ED  - SpringerLink (Online service)
TI  - The Globalization of Science Curricula
T2  - IEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA),
SN  - 9783319715322
U1  - 370.116 23
PY  - 2018///
CY  - Cham
PB  - Springer International Publishing, Imprint: Springer
KW  - International education 
KW  - Comparative education
KW  - Educational tests and measurements
KW  - Education and state
KW  - International and Comparative Education
KW  - Assessment and Testing
KW  - Educational Policy and Politics
N1  - 1. Has Globalization Impacted Science Curricula? An Introduction -- 2. A Review of the Existing Literature on Globalization of Science Curricula -- 3. Methodology: Examining the Globalization of Science Curricula Using TIMSS -- 4. Results: Evidence for the Globalization of Science Curricula from TIMSS -- 5. The Globalization of Science Education and Science Curricula: Discussion and Conclusions -- 6. Future Directions and Topics for Further Research Into The Globalization of Science Curricula.; Open Access
N2  - Globalization is a powerful force with far reaching impacts on education and education policy. The growth of large scale international surveys of student achievement and the increasing role played by intergovernmental agencies in education means that the influence that globalization exerts on education is likely to increase even further in the future. This open access book provides a significant and timely investigation into the impacts that globalization has exerted on science curricula in a diverse range of countries using extensive data sets collected by the IEA between 1995 and 2015. Using a combination of quantitative and qualitative methods, this book considers the extent to which there have been changes to the intended and implemented science curricula in different countries over the last 20 years. Consideration is then given as to whether science curricula are becoming increasingly similar across countries over time. Finally the issue of whether the basis of an international core curriculum can be identified is addressed. Readers will gain a unique insight into the extent to which globalization and large scale international assessments have influenced science curricula in the last 20 years within both the primary and secondary phases.
UR  - https://doi.org/10.1007/978-3-319-71532-2
ER  -