Characterizing Pedagogical Flow

Characterizing Pedagogical Flow : An Investigation of Mathematics and Science Teaching in Six Countries

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Description

Characterizing Pedagogical Flow presents conclusions from a multi-disciplinary, multi-national research project blending quantitative and qualitative approaches through a discourse methodology. 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. To explain these differences, it is proposed that the interaction of curriculum and pedagogy is culturally unique and yields classroom learning experiences that are qualitatively different from country to country. This idea has profound implications for how international education research is interpreted.
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Product details

  • Hardback | 230 pages
  • 167.64 x 246.38 x 22.86mm | 566.99g
  • Dordrecht, Netherlands
  • English
  • 2002 ed.
  • XIV, 230 p.
  • 0792342720
  • 9780792342724

Back cover copy

Characterizing Pedagogical Flow presents conclusions from a multi-disciplinary, 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 and recommendations discussed will be of interest to researchers as well as to the policy makers who make use of international education research.
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Table of contents

Preface: The SMSO Story. Part I: Investigating Curriculum and Pedagogy. 1. Investigating the Story of Curriculum and Pedagogy: Conceptualizing and Comparing Educational Practices. 2. Exploring the Story of Curriculum: Examining Artifacts of Intention. 3. The Classroom Story Unfolds: Observing the Implementation of Curricular and Pedagogical Intentions. 4. Moving from Conceptions to Instrumentation. 5. Lessons from Lessons. Part II: Case Studies of Six Countries. France: Case Study. Japan: Case Study. Norway: Case Study. Spain: Case Study. Switzerland: Case Study. United States: Case Study. Appendix A: The TIMSS Curriculum Frameworks. Appendix B: SMSO Research Report Series Index. References. Contributors.
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