M O Martin's scientific contributions

Publications (11)

Citations

... Therefore, we accounted in the present study for the cognitive abilities of the students and two indicators of the social economic family background, which are parental education level and home possessions. 1 These two variables were used in the international TIMSS data collection as indicators of the home environment and the socioeconomic status (SES) (Mullis, Martin, & Stemler, 2000). These variables are not only related with the school and class enrolment but also with the outcome, i.e., mathematics attitude. ...
... The Russian educational system is characterized by a gap in reading literacy levels of primary and general school students. According to the PIRLS research data, students that finish primary school have a high reading literacy level and make part of the leaders group (Mullis et al., 2007), (Cole & Cole, 1993), (Luyten, Peschar & Coe, 2008), (Martin, Mullis & Foy, 2011;Mullis, Martin., Foy & Drucker, 2012), (Kintsch, 1998), (Mullis et al., 2012), (Osnovniye resultati … PIRLS 2011. However, the PISA data shows that Russian 15 year old readers show a level below the international average (Learning for tomorrow's world: First results from PISA 2003PISA 2004, (PISA 2009(PISA results, 2010, (PISA 2009(PISA results, 2010, (PISA 2012(PISA results, 2014. ...
... International Mathematics and Science Study) is a large-scale assessment of student achievement in mathematics and natural science that has been carried out by the International Association for the Evaluation of Educational Achievement (IEA) since 1995 (Beaton et al., 1996). For the present study, we drew on the 1995 study because, in Germany (along with the U.S. and Japan), this study was complemented with a video study in which instruction in mathematics lessons of the classes tested in TIMSS was videotaped following a standardized protocol (Stigler, Gonzales, Kawanaka, Knoll, & Serrano, 1999). ...
... Research on reading has consistently shown that girls have a higher tendency to engage in reading activities and hold more positive attitudes toward reading among schoolaged groups (Coles & Hall, 2002;Hochweber & Vieluf, 2018;Logan & Johnston, 2009;McKenna et al., 2012;Mullis et al., 2003;PIRLS 2001;Sainsbury & Schagen, 2004). In the Turkish context, studies have found evidence of gender differences in students' reading attitudes that favor girls (Aytaç & Kaygısız, 2019; Kızgın & Baştuğ, 2020;Özdemir & Şerbetçi, 2018). ...
... Unfortunately, evidence regarding the success of our schools in these efforts is somewhat mixed: According to the results of the large-scale assessment study PIRLS, on average, more than one third of all students from the various participating countries declared that they read stories and novels only once or twice a month or less outside of school. For Germany, where we recruited the participants of our study, the figures are even more disappointing: 47% of the participating students stated that they only read once or twice a month or less outside of school (Mullis, Martin, Kennedy, & Foy, 2007). ...
... An important factor in children’s background is the language spoken at home. Several studies have shown that second language learners lag behind their first language peers in reading literacy skills (Droop & Verhoeven, 2003; Organisation for Economic Co-operation and Development [OECD], 2007; Mullis, Martin, Gonzales, & Kennedy, 2003; Mullis, Martin, Kennedy, & Foy, 2007; van der Veen, van der Meijden, & Ledoux, 2004). Second language students are often faced with the complex task of learning to read in a language they are not accustomed to speak before they enter primary education. ...
... It is positive in some studies [Cooksey, 1981;Duru-Bellat, 2003;Mingat & Perrot, 1980], not significant [Hijri et al, 1995] or even negative for others [Mourji and Abbaia, 2013]. Moreover, the empirical literature is almost unanimous on the positive impact of the availability of educational resources at home on student academic performance [Beaton and al, 1996;Martin and all, 2000;Postlethwaite and Wiley, 1992]. [Hampden- Thompson and Johnston 2006], in their study of 20 countries, found, for example, that the scores of the highest performing students in mathematics are associated with the high number of books at home. ...
... Much OTL literature has conceived of curriculum in three tiers (e.g., see Martin et al., 1999;McDonnell, 1995;Mullis et al., 2000;Mullis et al., 2005;Törnroos, 2005). The "intended curriculum" refers to a system-wide official curriculum, typically a set of academic standards. ...
... In particular, the reliability coefficients for this test at the eighth grade were 0.86, 0.91, 0.94, and 0.92 for Finland, South Korea, Taiwan, and Turkey, respectively (Foy, Martin, Mullis, & Stanco, 2012, p. 20). Psychometric characteristics of every item for all instruments used in TIMSS 2011 were checked for quality insurance and low quality items were removed from the database (See Foy et al., 2012 for details about reliability and validity of the instruments used in TIMSS 2011). Table 2 and Table 3 present detailed explanations for both student-level and school-level variables. ...
... TIMSS is conducted once every four years, sometimes collecting detailed data for classroom instruction (Martin et al. 2008). In 2007, TIMSS asked FIG. ...