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Curricula Harmonization? A Study Using Data From National Research Coordinators

Conference contribution
Authors Stefan Johansson
Kajsa Yang Hansen
Published in 7th IEA International Research Conference
Publication year 2017
Published at Department of Education and Special Education
Language en
Subject categories International education, Pedagogy, Educational Sciences


The proposed study aims to examine the tendency that national curricula in different educational systems harmonize over time, for example as a consequence of the prevalent impacts of international large-scale assessments (ILSAs), such as TIMSS (Trends in International Mathematics and Science Study), PIRLS (Progress in International Reading Literacy Study) and PISA (Programme for International Student Assessment). Since the TIMSS 1995, a curriculum questionnaire was completed by each national research coordinator (NRC) of all participating countries in each TIMSS cycle. In the present study, data from 2003 and 2015 was used. Information about the extent to which the national mathematics curriculum covered certain topics in the subdomains tested in TIMSS (Number, Algebra, Geometry, Data) was in focus for the analyses. The analytical method used was latent profile analyses where countries belongingness to a certain profile was observed. The preliminary analyses did not show any indications of a general harmonization or differentiation of countries curricula over time. Most countries belonged to the same profile 2003 and 2015. A larger time span would most likely be needed to trace any harmonizing effects.

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