Between two science curricula: the influence of international surveys on the Israeli science curriculum

References

• Anderson, R. D. (1996). Study of curriculum reform. Washington, DC: US Government Printing Office.
   Google Scholar
• Bale, J. (2013). Weg Da-Wir Wollen Lernen! Education Reform in Hamburg, Germany in Neoliberal Times [Go away–We Want to Learn! Education Reform in Hamburg, Germany in Neoliberal Times!]. Teachers College Record, 115(8), 1–36.
   Google Scholar
• Brown, A., & LaVine Brown, L. (2007). What are science and math test scores really telling U.S.? The Bent of Tau Beta Pi, 13–17. Retrieved from: http://www.tbp.org/pubs/Features/W07Brown.pdf
   Google Scholar
• Bybee, R. W. (2006). Teaching and learning science: Reflections on integrated approaches to the curriculum. A presentation for the Institute for Integrated Science (IIS), Miami University, Oxford, OH. Retrieved from: http://www.units.miamioh.edu/iiscience/UpcomingEvents/docs/Bybee%20IISWhite%20Paper%2006.pdf.
   Google Scholar
• Carter, L. (2005). Globalisation and science education: Rethinking science education reforms. Journal of Research in Science Teaching, 42(5), 561–580.
   Web of Science ®Google Scholar
• Chief Supervisor for Science and Technology. (2004). Implementation of lessons learned from national and international exams [ in Hebrew]. Circular 2005/1. Jerusalem: Ministry of Education.
   Google Scholar
• Creswell, J. (2009). Research design: Qualitative and quantitative and mixed methods approaches. London: Sage.
   Google Scholar
• DeBoer, G. E. (2011). The globalization of science education. Journal of Research in Science Teaching, 48(6), 567–591.
   Web of Science ®Google Scholar
• Drayton, B., & Falk, J. (2001). Tell-tale signs of the inquiry-oriented classroom. NASSP Bulletin, 85(623), 24–34.
   Google Scholar
• Eklund, M. (2003). Interkulturellt lärande. Intentioner och realiteter I svensk grundskola sedan 1960-talets början [Intercultural learning. Intentions and realities in the Swedish primary school since the 1960s]. (Unpublished doctoral thesis, No. 2003:34). Luleå University of Technology, Sweden.
   Google Scholar
• Elo, S., & Kynga, S. H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115.
   PubMed Web of Science ®Google Scholar
• Fensham, P. J. (2002). Time to change drivers for scientific literacy. Canadian Journal of Science, Mathematics and Technology Education, 2(1), 9–24.
   Google Scholar
• Fensham, P. J. (2013). The science curriculum; the decline of expertise and the rise of bureaucratise. Journal of Curriculum Studies, 45(2), 152–168.
   Web of Science ®Google Scholar
• Gardner, H. (2004). How education changes: Considerations of history, science, and values. In M. Suárez-Orozco & D. B. Qin-Hilliard ( Eds.), Globalization: Culture and education in the new millennium (pp. 235–258). Berkeley, CA: University of California Press.
   Google Scholar
• Glaser, B., & Strauss, A. (1967). The discovery of grounded theory. Chicago: Adeline.
   Google Scholar
• Goodlad, J. I., Klein, M. F., & Tye, K. (1979). The domains of curriculum and their study. In J. I. Goodlad (Ed.), Curriculum inquiry: The study of curriculum practice (pp. 43–76). New York, NY: McGraw-Hill.
   Google Scholar
• Head of Pedagogical Affairs. (2004). Reform in education [ in Hebrew]. Kav Lechinuch. Retrieved from http://www.kavnet.co.il/?categoryid=573&articleid=8795
   Google Scholar
• Head of Pedagogical Affairs. (2005). On the curriculum [ in Hebrew]. Jerusalem: Ministry of Education.
   Google Scholar
• Hewson, P. W., Kahle, J. B. Scantlebury, K., & Davies, D. (2001) Equitable science education in urban middle schools: Do reform efforts make a difference? Journal of Research in Science Teaching, 38, 1130–1144.
   Web of Science ®Google Scholar
• Hutchison, G., & Schagen, I. (2007). Comparisons between PISA and TIMSS – are we the man with two watches? In T. Loveless ( Ed.), Lessons learned – what international assessments tell us about math achievement (pp. 227–261). Washington, DC: The Brookings Institution.
   Google Scholar
• IEA. (2003). TIMSS assessment frameworks and specifications, 2003. Chestnut Hill, MA: TIMSS International Study Centre.
   Google Scholar
• IEA. (2007). TIMSS 2007 assessment frameworks. Retrieved from http://timss.bc.edu/timss2007/frameworks.html
   Google Scholar
• Klemencic, E. (2010). The impact of international achievement studies on national education policymaking: The case of Slovenia – how many watches do we need? In A. W. Wiseman ( Ed.), The impact of international achievement studies on national education policymaking. International Perspectives on Education and Society (Vol. 13, pp. 239–266). Bingley: Emerald Group Publishing Limited.
   Google Scholar
• Kuiper, W. (1993). Curriculum reform and teaching practice. Enschede: University of Twente.
   Google Scholar
• Kurtz-Costes, B. E., & Schneider, W. (1994). Self-concept, attributional beliefs, and school achievement: A longitudinal analysis. Contemporary Educational Psychology, 19(2), 199–216.
   Web of Science ®Google Scholar
• Lin, H. S. (2008). The impact and implications of large-scale assessments on science education. Paper presented at the Conference of Asian Science Education, Kaohsiung, Taiwan.
   Google Scholar
• McGaw, B. (2002). Assessing policy lessons from PISA. Presentation at the OECD Symposium on PISA, Berlin, Germany.
   Google Scholar
• McTighe, J., Seif, E., & Wiggins, G. (2004). Teaching for meaning. Educational Leadership, 62(1), 26–31.
   Web of Science ®Google Scholar
• Miles, M., & Huberman, M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
   Google Scholar
• Ministry of Education. (2005). Suggestion for planning studies document [ in Hebrew]. Jerusalem: Author.
   Google Scholar
• Ministry of Education. (2006). The affinity between the curriculum in science and technology and international standards (PISA, TIMSS) [ in Hebrew]. Jerusalem: Author.
   Google Scholar
• Ministry of Education. (2009a). Targets and goals of the Ministry for the years 2009–2012 [ in Hebrew]. Jerusalem: Author.
   Google Scholar
• Ministry of Education. (2009b). The Master Document – emphases on learning topics in the sciences in 7th-9th grades [ in Hebrew]. Jerusalem: Author.
   Google Scholar
• Mullis, I. V. A., Martin, M. O., Ruddock, G. J., O'Sullivan, C. Y., & Preuschoff, C. (2009). TIMSS 2011 assessment frameworks. Boston, MA: TIMMS & PIRLS.
   Google Scholar
• International Study Center National Commission on Excellence in Education (1983). A nation at risk: The imperative for education reform. Washington, DC: US Department of Education.
   Google Scholar
• Neidorf, T. S., Binkley, M., Gattis, K., & Nohara, D. (2006). A content comparison of the National Assessment of Educational Progress (NAEP), Trends in International Mathematics and Science Study (TIMSS), and Program for International Student Assessment (PISA) 2003 mathematics assessments (NCES 2005-112). US Department of Education. Washington, DC: National Center for Education Statistics.
   Google Scholar
• Neumann, K., Fischer, H. E., & Kauertz, A. (2010). From PISA to educational standards: The impact of large-scale assessments on science education in Germany. International Journal of Science and Mathematics Education, 8(3), 545–563.
   Web of Science ®Google Scholar
• OECD. (2000). Measuring student knowledge and skills. The PISA assessment of reading, mathematical, and scientific literacy. Paris: Author.
   Google Scholar
• OECD. (2003). The PISA 2003 assessment framework. Mathematics, reading, science and problem solving knowledge and skills. Paris: Author.
   Google Scholar
• OECD. (2006). Assessing scientific, reading and mathematical literacy: A framework for PISA 2006. Paris: Author.
   Google Scholar
• OECD. (2009). PISA 2009 assessment framework: Key competencies in reading, mathematics and science. Paris: Author.
   Google Scholar
• OECD. (2012). PISA 2012 assessment and analytical framework. Retrieved from http://www.oecd-ilibrary.org/education/pisa-2012-assessment-and-analytical-framework_9789264190511-en
   Google Scholar
• Pinar, W., Reynolds, W., Slattery, P., & Taubman, P. (1995). Understanding curriculum. New York, NY: Peter Lang.
   Google Scholar
• Rasmusson, M. (2007). Innovation in Swedish schools as defined by ICT. Retrieved from http://www.elfe-eu.net/files/30/rasmusson_d_thesis1.pdf
   Google Scholar
• Resnik, J. (2007). Challenges of globalization. Hed Hachinuch, 82(3), 44–47.
   Google Scholar
• Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73, 418–458.
   Web of Science ®Google Scholar
• Robitaille, D. F., McKnight, C. C., Schmidt, W. H., Britton, E., Raizen, S., & Nicol, C. (1993), Curriculum frameworks for mathematics and science: TIMSS monograph no. 1. Vancouver: Pacific Educational Press.
   Google Scholar
• Ryan, G. W., & Bernard, H. R. (2000). Data management and analysis methods. In N. Denzin & Y. Lincoln ( Eds.), Handbook of qualitative research (2nd ed., pp. 769–802). Thousand Oaks, CA: Sage.
   Google Scholar
• Schmidt, W., Houang, R., & Cogan, L. (2002). A coherent curriculum: The case for mathematics. American Educator, 26(2), 10–26, 47–48.
   Google Scholar
• Schmidt, W., McKnight, C., & Raizen, S. (1997). A splintered vision: An investigation of U.S. science and mathematics education. Norwell, MA: Kluwer.
   Google Scholar
• Schmidt, W. H., Razen, S. A., Britton, E. D., Bianchi, L. J., & Wolfe, R. G. (1996). Many visions, many aims: A cross-national investigation of curricular intentions in science education. Dordrecht: Kluwer.
   Google Scholar
• Science and Technology Curriculum Junior High School (1996). Jerusalem: Ministry of Education [in Hebrew].
   Google Scholar
• Science and Technology Curriculum Junior High School (2011). Jerusalem: Ministry of Education [in Hebrew].
   Google Scholar
• Shyman-Sky, J., Kyle, W., & Alport, J. (1983). The effects of new science curricula on student performance. Journal of Research in Science Teaching, 20, 387–404.
   Web of Science ®Google Scholar
• Spring, J. (2008). Research on globalization and education. Review of Educational Research, 78(2), 330–363.
   Web of Science ®Google Scholar
• Treagust, D. F. (2006). Trends in science education research. In J. Ramadas & S. Chunawala ( Eds.), Research trends in science, technology and mathematics education (pp. 125–147). Mumbai: Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research.
   Google Scholar
• Uljens, M. (2007). The hidden curriculum of PISA – the promotion of neo-liberal policy by educational assessment. In S. T. Hopmann, G. Brinek, & M. Retzl ( Eds.), PISA zufolge PISA. Hält PISA, was es verspricht? (pp. 295–304). Münster: Lit-Verlag.
   Google Scholar
• van den Akker, J. (1998). The science curriculum: Between ideals and outcomes. In B. J. Fraser & K. G. Tobin ( Eds.), International handbook of science education (Vol. 1, pp. 421–447). Dordrecht: Kluwer.
   Google Scholar
• van den Akker, J. (2003). Curriculum perspectives: An introduction. In J. van den Akker, W. Kuiper, & U. Hameyer ( Eds.), Curriculum landscapes and trends (pp. 1–10). Dordrecht: Kluwer.
   Google Scholar
• van den Akker, J., & Voogt, J. (1994). The use of innovation and practice profiles in the evaluation of curriculum implementation. Studies in Educational Evaluation, 20(4), 503–512.
   Google Scholar
• Wu, M. (2011). Using PISA and TIMSS mathematics assessments to identify the relative strengths of students in Western and Asian countries. Journal of Research in Education Sciences, 56(1), 67–89.
   Google Scholar
• Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Yoad, T. (2009). Essence of the standards in the fields of knowledge and their adaptation to the viewpoint of education towards thinking and understanding [ in Hebrew]. Jerusalem: Ministry of Education.
   Google Scholar