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005 20210109232354.0
008 960816s1996 ne ob 000 0 eng d
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245 00 $aCharacterizing pedagogical flow :$ban investigation of mathematics and science teaching in six countries /$cedited by William H. Schmidt [and others] ; from the Survey of Mathematics and Science Opportunities (SMSO).
260 $aDordrecht ;$aBoston :$bKluwer Academic Publishers,$c©1996.
300 $a1 online resource (xiv, 229 pages)
336 $atext$btxt$2rdacontent
337 $acomputer$bc$2rdamedia
338 $aonline resource$bcr$2rdacarrier
504 $aIncludes bibliographical references (pages 215-223).
520 $aCharacterizing 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.
520 8 $aIt 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.
588 0 $aPrint version record.
506 $3Use copy$fRestrictions unspecified$2star$5MiAaHDL
533 $aElectronic reproduction.$b[S.l.] :$cHathiTrust Digital Library,$d2010.$5MiAaHDL
538 $aMaster and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002.$uhttp://purl.oclc.org/DLF/benchrepro0212$5MiAaHDL
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505 0 $aCover -- Table of Contents -- DEDICATION -- PREFACE: THE SMSO STORY -- ACKNOWLEDGEMENTS -- PART I ... INVESTIGATING CURRICULUM AND PEDAGOGY -- CHAPTER 1: INVESTIGATING THE STORY OF CURRICULUM AND PEDAGOGY: CONCEPTUALIZING AND COMPARING EDUCATIONAL PRACTICES. -- CHAPTER 2: EXPLORING THE STORY OF CURRICULUM: EXAMINING ARTIFACTS OF INTENTION. -- CHAPTER 3: THE CLASSROOM STORY UNFOLDS: OBSERVING THE IMPLEMENTATION OF CURRICULAR AND PEDAGOGICAL INTENTIONS -- CHAPTER 4: MOVING FROM CONCEPTIONS TO INSTRUMENTATION -- CHAPTER 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.
650 0 $aMathematics$xStudy and teaching$vCross-cultural studies.
650 0 $aScience$xStudy and teaching$vCross-cultural studies.
650 7 $aEDUCATION$xTeaching Methods & Materials$xScience & Technology.$2bisacsh
650 7 $aMathematics$xStudy and teaching.$2fast$0(OCoLC)fst01012236
650 7 $aScience$xStudy and teaching.$2fast$0(OCoLC)fst01108387
650 17 $aWiskunde.$2gtt
650 17 $aNatuurkunde.$2gtt
650 17 $aOnderwijs.$2gtt
650 7 $aMathematikunterricht$2gnd
650 7 $aInternationaler Vergleich$2gnd
650 7 $aNaturwissenschaftlicher Unterricht$2gnd
653 0 $aSchools$aCurriculum$aMathematics
653 0 $aSchools$aCurriculum$aScience
655 4 $aElectronic books.
655 7 $aCross-cultural studies.$2fast$0(OCoLC)fst01423769
700 1 $aSchmidt, William H.
776 08 $iPrint version:$tCharacterizing pedagogical flow.$dDordrecht ; Boston : Kluwer Academic Publishers, ©1996$w(DLC) 96042120
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