By William H. Schmidt
Characterizing Pedagogical Flow provides conclusions from a multi-disciplinary, multi-national examine undertaking mixing quantitative and qualitative techniques via a discourse technique. The paintings produced pics of arithmetic and technology schooling that have been dramatically varied for every of the international locations concerned: France, Japan, Norway, Spain, Switzerland, and the us. to provide an explanation for those modifications, it really is proposed that the interplay of curriculum and pedagogy is culturally specific and yields school room studying reviews which are qualitatively diversified from state to state. this concept has profound implications for a way overseas schooling learn is interpreted.
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Extra resources for Characterizing Pedagogical Flow: An Investigation of Mathematics and Science Teaching in Six Countries
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). This is a generic model useful for describing many specific educational systems. It does not advocate a particular system but rather is intended as a template against which to identify systemic variations.
Table 2-2 presents performance expectations commonly intended by at least five of the six countries. In contrast to the number of commonly intended Population Two (lower secondary) science topics, the number of commonly intended Population Two performance expectations did not differ dramatically from what was found in mathematics. The number of commonly intended Population One (primary) mathematics performance expectations (20) was more than triple the number commonly intended for Population One science (6).
This includes time usage — that is, the proportion of professional, school-day time spent in planning, the proportion of time teaching mathematics or science, and the amount of cross-grade level teaching in mathematics and the sciences (Doyle, 1986; Lockheed, 1987), and so on. Cooperation and collaboration among teachers in planning instructional sequences and strategies also has an impact on what occurs within classrooms. Characterizing Pedagogical Flow 21 Teacher characteristics play a role, influencing the quality of instruction and thus the quality of students’ educational experiences.
Characterizing Pedagogical Flow: An Investigation of Mathematics and Science Teaching in Six Countries by William H. Schmidt