Characterizing Pedagogical Flow : An Investigation of Mathematics and Science Teaching in Six Countries
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.
- Paperback | 230 pages
- 154.9 x 228.6 x 15.2mm | 340.2g
- 30 Sep 1996
- Dordrecht, Netherlands
- 2002 ed.
- XIV, 230 p.
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.