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Analysis of Classroom Instructional Practices in East Asia and the West: An Alternative Look at the East Asian Paradox Using TIMSS (Trends in International Mathematics and Science Study) 2007 Data

Thu, April 16, 12:00 to 1:30pm, Sheraton, Floor: Fourth Level, Chicago VI&VII


The mismatch between an unfavorable learning environment and outstanding achievement of East Asian countries has generated much discussion on the so-called “East Asian paradox”. This study uses the TIMSS 2007 data to unpack the relationship between classroom practices and achievement at the within-country and between-country levels. First, I investigate whether the instructional practices that characterize East Asian classrooms in the East Asian Paradox discourse actually do prevail. Then, I use multilevel models that include the country mean instructional practice and the deviations of the classrooms from the country means. Findings show that the relationships between instructional practices and achievement differ at the classroom level and the country level. Moreover, associations between classroom practices and achievement differed by national context.