Characterizing pedagogical flow: an investigation of mathematics and science teaching in six countries
Kluwer Academic Publishers, Sep 30, 1996 - Education - 229 pages
Characterizing Pedagogical Flow presents conclusions from a multi-disciplinary, multi-national research project blending quantitative and qualitative methodologies. The project investigated the mathematics and science curriculum, teaching, and classroom practices in six countries. Focusing on classrooms for nine- and thirteen-year olds, this project culminated in the student, teacher, and school background questionnaires used in the recently conducted Third International Mathematics and Science Study (TIMSS) sponsored by the International Association for the Evaluation of Educational Achievement (IEA). The work produced portraits of mathematics and science education that were dramatically different for each of the countries involved: France, Japan, Norway, Spain, Switzerland, and the United States. It is proposed that these differences may be explained by the interaction of curriculum and pedagogy in a culturally unique manner which yields classroom learning experiences that are qualitatively different from country to country. This idea has profound implications for how international education research is interpreted. The implications
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INVESTIGATING CURRICULUM AND PEDAGOGY
EXPLORING THE STORY
THE CLASSROOM STORY
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Characterizing Pedagogical Flow: An Investigation of Mathematics and Science ...
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achievement approach asks students assess blackboard cantons Chapter classroom observations cognitive complexity common comparative concepts cross-national curricular Curriculum Analysis curriculum frameworks demonstrated dents desk developmental complexity discussion Draft East Lansing educational systems emphasis ence evaluation example exercises explain Figure focus focused France grade homework implemented important included Instructional Practices interac interaction International investigation involved issues Japan lesson content lower secondary math mathematics and science McKnight Michigan State University minutes national curriculum Norway Norwegian notebooks observed lessons organized overhead projector pedagogical flow performance expectations Population One science presented primary problem procedures qualitatively different questions represent response science lessons science topics seatwork sequence similar six countries SMSO countries solve Spain specific structure studies Supercedes Reports survey instruments Swiss Switzerland teacher and students teacher asks Teacher Beliefs Teacher Questionnaire teaching textbooks TIMSS Curriculum tion topic complexity typical understanding worksheet