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Characterizing Pedagogical Flow: An Investigation of by William H. Schmidt

By William H. Schmidt

Characterizing Pedagogical movement provides conclusions from a multi-disciplinary, nationwide learn venture mixing quantitative and qualitative methodologies. The undertaking investigated the maths and technology curriculum, educating, and lecture room practices in six international locations. targeting study rooms for 9- and thirteen-year olds, this venture culminated within the pupil, instructor, and college heritage questionnaires utilized in the lately performed 3rd overseas arithmetic and technology examine (TIMSS) backed by means of the foreign organization for the overview of academic success (IEA). The paintings produced pix of arithmetic and technological know-how schooling that have been dramatically diversified for every of the nations concerned: France, Japan, Norway, Spain, Switzerland, and the U.S.. it truly is proposed that those variations can be defined through the interplay of curriculum and pedagogy in a culturally particular demeanour which yields school room studying reports which are qualitatively various from state to state. this concept has profound implications for a way foreign schooling examine is interpreted. the results and suggestions mentioned might be of curiosity to researchers in addition to to the coverage makers who utilize overseas schooling examine

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

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Conceptual Framework: Implemented Curriculum It is neither possible nor desirable to identify and measure every possible factor that affects an educational system — or even all of those portrayed in the model here. However, this model of students’ educational experiences recognizes the interconnections between major components of the educational system in a way analogous to conceptualizations of many proponents of systemic educational reform (Coll, 1987; Gimeno & Pérez Gómez, 1992; O’Day & Smith, 1993; Clune, 1993).

Japan, Norway, Switzerland and the US placed relatively more emphasis on whole number operations as compared to the other two aspects thus suggesting a less demanding or complex pattern. Figure 2-2 illustrates differences in cognitive complexity in Population One science textbooks. France and Japan clearly showed, across all topics, more complex expectations than the others. These two countries placed considerable emphasis on either ‘understanding complex information’ or ‘identifying questions to investigate’ as well as ‘understanding simple information’.

This is facilitated by the fact that teachers often stay with the same group of students for as many as two of these three year cycles (see the Norway case study in Part II of this volume). This organization and use of the Norwegian guides practically precludes emphasis of a topic at any particular grade level. 52 Chapter 2: Exploring the Story of Curriculum Figure2-7. Curriculum Coverage for Selected Mathematics Topics Across Student Ages Note: Ages 9 and 13 are TIMSS Student Populations 1 and 2 - topic covered in curriculum • topic emphasized in curriculum Characterizing Pedagogical Flow Figure2-8.

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