According to the Book: Using Timss to Investigate the Translation of Policy Into Practice Through the World of Textbooks

Front Cover
Springer Science & Business Media, Nov 30, 2002 - Education - 199 pages
1 Review

How are curriculum policies translated into opportunities to learn in the classroom?

According to the Book presents findings from the largest cross-national study of textbooks carried out to date - the curriculum analysis of the 1995 Third International Mathematics and Science Study (TIMSS). This study included a detailed, page-by-page, inventory of the mathematics and science content, pedagogy, and other characteristics collected from hundreds of textbooks in over forty countries.

Drawing on these data, the authors investigate the rhetorical and pedagogical features of textbooks to understand how they promote and constrain educational opportunities. They investigate how textbooks are constructed and how they structure diverse elements into prescriptions for teaching practice.

The authors break new ground in understanding textbooks in terms of different educational opportunities that they make possible. The book examines policy implications from these new understandings. In particular, conclusions are offered regarding the role of textbooks in curriculum-driven educational reform, in light of their role as promoters of qualitatively distinct educational opportunities.

 

What people are saying - Write a review

We haven't found any reviews in the usual places.

Contents

Textbooks and Educational Opportunity
1
Physical Features of Textbooks
21
Textbook Structure
53
Content Presentation
91
Textbook Expectations for Performance
125
Textbook Lessons
139
A Holistic View of Textbooks
153
Translating Policy into Practice
165
REFERENCES
173
TIMSS CURRICULUM FRAMEWORKS MEASURING CURRICULAR ELEMENTS
181
LIST OF EXHIBITS
192
The Authors
197
Copyright

Other editions - View all

Common terms and phrases

Popular passages

Page 179 - Schmidt. 2000. Greater Expectations: Learning from other nations in the quest for world-class standards in US school mathematics and science. Journal of Curriculum Studies 32 (5):65 1-687.

References to this book

Bibliographic information