524984034     

9524984032                        

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Characterizing Pedagogical Flow : An Investigation of Mathematics and Science Teaching in Six Countries / by William H. Schmidt, Doris Jorde, Leland S. Cogan, Emilie Barrier, Ignacio Gonzalo, Urs Moser, Katsuhiko Shimizu, Toshio Sawada, Gilbert A. Valverde, Curtis McKnight, Richard S. Prawat, David E. Wiley, Senta A. Raizen, Edward D. Britton, Richard G. Wolfe

Jorde, Doris ; Cogan, Leland S. ; Barrier, Emilie ; Gonzalo, Ignacio ; Moser, Urs ; Shimizu, Katsuhiko ; Sawada, Toshio ; Valverde, Gilbert A. ; McKnight, Curtis ; Prawat, Richard S.

Dordrecht : Kluwer Academic Publishers, 2002

Online-Ressource : v.: digital

Englisch

Erscheint auch als: (Druck-Ausgabe)

Erscheint auch als: (Druck-Ausgabe)

Erscheint auch als: (Druck-Ausgabe)

978-0-306-47207-7

978-0-7923-4272-4 (ISBN der Printausgabe)

Online-Ausg.

Springer eBook Collection

Springer-11648

Elektronische Ressource: Zugang über Resolving-System (Lizenzangabe: Lizenzpflichtig)

Digital Object Identifier (DOI): 10.1007/0-306-47207-4

QA11

507/.1/2 ; 507.12 ; 370.116 ; 370.9     Ähnliche Literatur

Basisklassifikation: 31.04 (Ausbildung; Beruf; Organisationen) <Mathematik> ; 30.04 (Ausbildung; Beruf; Organisationen) <Naturwissenschaften allgemein>

bicssc: JN ; bisacsh: EDU043000

LOC-SH: Education ; Mathematics ; Science -- Study and teaching ; Science education. ; Comparative Education ; International education . ; Mathematics—Study and teaching . ; Science—Study and teaching.

Investigating Curriculum and Pedagogy -- Investigating the Story of Curriculum and Pedagogy: Conceptualizing and Comparing Educational Practices -- Exploring the Story of Curriculum: Examining Artifacts of Intention -- The Classroom Story Unfolds: Observing the Implementation of Curricular and Pedagogical Intentions -- Moving from Conceptions to Instrumentation -- Lessons from Lessons -- Case Studies of Six Countries -- France: Case Study -- Japan: Case Study -- Norway: Case Study -- Spain: Case Study -- Switzerland: Case Study -- United States: Case Study.

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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.