By Gilbert Valverde, Leonard J. Bianchi, Richard Wolfe, Visit Amazon's William H. Schmidt Page, search results, Learn about Author Central, William H. Schmidt, , Richard T. Houang
How are curriculum regulations translated into possibilities to profit within the classroom?
According to the Book provides findings from the biggest cross-national learn of textbooks conducted up to now - the curriculum research of the 1995 3rd overseas arithmetic and technology examine (TIMSS). This learn integrated a close, page-by-page, stock of the math and technology content material, pedagogy, and different features amassed from hundreds of thousands of textbooks in over 40 countries.
Drawing on those facts, the authors examine the rhetorical and pedagogical gains of textbooks to appreciate how they advertise and constrain academic possibilities. They examine how textbooks are built and the way they constitution different components into prescriptions for instructing practice.
The authors holiday new flooring in knowing textbooks by way of diverse academic possibilities that they make attainable. The ebook examines coverage implications from those new understandings. specifically, conclusions are provided concerning the position of textbooks in curriculum-driven academic reform, in mild in their position as promoters of qualitatively particular academic possibilities.
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Additional resources for According to the Book: Using TIMSS to investigate the translation of policy into practice through the world of textbooks
This is consistent with the common sense notion that, in general, at a higher grade level there is more content to learn. This additional content may be either in terms of the number of topics or in terms of the depth of coverage of topics or both, and either would likely result in more pages in the textbook. Extreme numbers of pages were rare in the TIMSS sample, with only about 10 percent of mathematics books and 15 percent of science books having less than one hundred pages . Twelve countries had textbooks of this type, including Germany, the Russian Federation and Hong Kong.
2 Sample Pages from Two Geometry Textbooks (China and Israel) Chapter 2: Physical Features of Textbooks 25 especially) the material they are expected to master is the same. " Here we will inspect these claims much more concretely and closely. 2 reproduces, side-by-side a page from each of these two textbooks . Both pages present material in two-dimensional geometry regarding polygons and/or circles. ' In the case of the textbook page from the People's Republic of China, students were expected to engage in solving the problems presented.
Of the original 630 books that are listed in these references, 130 of them came from only two countries (Switzerland and Scotland) . " We therefore reduced the set of textbook s that were actually analyzed by randomly selecting only a sample of those from Switzerland and Scotland as an attempt to reduce the potential bias. , secondary biology books) . This reduced the set to the 4 I 8 reported in this book . The number of textbooks varies slightly for some analyses reflecting idiosyncrasies of particular textbooks that renders them inappropriate for certain analyses.
According to the Book: Using TIMSS to investigate the translation of policy into practice through the world of textbooks by Gilbert Valverde, Leonard J. Bianchi, Richard Wolfe, Visit Amazon's William H. Schmidt Page, search results, Learn about Author Central, William H. Schmidt, , Richard T. Houang