Abstract
The purpose of this feature is to summarize some of the data from the Third International Mathematics and Science Study and to offer commentary from colleagues in Korea and Singapore, two of the top-scoring Asian countries, on their perceptions of key features of school-based practices in their countries. This article first presents an overview of the results of the study for Japan, Korea, Singtpore, and the United States and describes some of thefindingsfrom the in-depth study of classroom practices in Japan and the U.S. Next is the sharing of information from contacts in Korea and Singapore as a point of comparison for schools in other countries, including perceptions of important differences which contributed to the stratification of student performance. The article draws implications for research and practice based on the success of the Third International Mathematics and Science Study and the substantive database generated.
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