Characterizing pedagogical flow: an investigation of mathematics and science teaching in six countries

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Kluwer Academic Publishers, Sep 30, 1996 - Education - 229 pages
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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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About the author (1996)

William H. Schmidt is University Distinguished Professor at Michigan State University and National Research Coordinator and executive director of the U.S. National Center, which oversaw participation of the United States in the IEA sponsored Third International Mathematics and Science Study (TIMSS).
Curtis C. McKnight is professor of mathematics at the University of Oklahoma.
Richard T. Houang is senior researcher with the U.S. National Center for TIMSS at Michigan State University.
HsingChi Wang is senior researcher with the U.S. National Center for TIMSS at Michigan State University.
David E. Wiley is professor at the School of Education and Social Policy, Northwestern University and senior technical advisor, the New Standards Project.
Leland S. Cogan is senior researcher with the U.S. National Center for TIMSS at Michigan State University.
Richard G. Wolfe is associate professor at the Ontario Institute for Studies in Education of the University of Toronto, Department of Curriculum, Teaching, and Learning (Measurement and Evaluation program), Toronto, Ontario.

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