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

By William H. Schmidt

Characterizing Pedagogical Flow offers conclusions from a multi-disciplinary, multi-national study venture mixing quantitative and qualitative ways via a discourse method. The paintings produced pics of arithmetic and technological know-how schooling that have been dramatically assorted for every of the international locations concerned: France, Japan, Norway, Spain, Switzerland, and the USA. to provide an explanation for those adjustments, it truly is proposed that the interplay of curriculum and pedagogy is culturally designated and yields school room studying stories which are qualitatively diverse from nation to state. this concept has profound implications for the way overseas schooling learn is interpreted.

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Was this a “sampling” accident or was it common practice? 5 It is unwarranted to conclude, based on the absence of an official textbook, that science was not taught in the Swiss canton observed. A curriculum guide existed at the primary level and observations revealed that science was taught. For these lessons, teachers used a variety of resource books containing information on plants and animals rather than relying on a single textbook. The absence of textbooks has implications for teachers and students in Swiss primary grades.

Some states either select textbooks for the state as a whole or approve a few textbooks from which local districts or schools may choose. In other states, textbook selection is made at the school district level. In many situations teachers at the school level decide which textbook will be used. The case studies for each country in Part II of this volume present further information needed for understanding how mathematics and science curricula are reflected in classroom practices in each SMSO country.

In a similar manner as indicated in Figure 2-4, some of the five most emphasized topics in science textbooks from France, Japan, and Spain address what many consider more complex topics — ‘chemical and physical properties of matter’, ‘descriptions of chemical changes’, and ‘atoms, molecules and ions’. Figure 2-3. Percent Coverage of Most Emphasized Topics in Each Country’s Mathematics Textbooks 46 — Chapter 2: Exploring the Story of Curriculum Figure 2-4. Percent Coverage of Most Emphasized Topics in Each Country’s Science Textbooks — Characterizing Pedagogical Flow 47 48 Chapter 2: Exploring the Story of Curriculum WHAT VARIATION EXISTS IN TOPIC COMPLEXITY FOR THESE CURRICULA AS A WHOLE?

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