|Videotapes can become a compelling source of new ideas for teaching||The TIMSS Video Study The Third International Mathematics and Science Study TIMSS 1999 Video Study is a follow-up and expansion of the TIMSS 1995 Video Study of mathematics teaching|
|All of the teachers filmed for the TIMSS 1999 Video Study were assured confidentiality, and their lessons cannot be shown publicly||Jim Stigler and his team at UCLA|
Because these new ideas are concrete and grounded in practice, they have immediate practical potential for teachers.3
|Video examples are essential for communicating the results of video studies||Finally, and perhaps most importantly, these public release videos enable teachers and researchers around the world to view samples of the kind of lessons that were analyzed as part of the TIMSS 1999 Video Study and to stimulate local and international discussions of teaching|
|They followed a standard set of guidelines to focus their reviews and identified the lessons that would be most illustrative of the key characteristics of teaching in their country as represented in the TIMSS 1999 Video Study sample||The videos provide a concrete basis for interpreting the quantitative findings of the TIMSS 1999 Video Study|
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