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 rules translated into possibilities to benefit within the classroom?
According to the Book provides findings from the most important cross-national research of textbooks performed up to now - the curriculum research of the 1995 3rd overseas arithmetic and technology research (TIMSS). This examine incorporated an in depth, page-by-page, stock of the maths and technology content material, pedagogy, and different features gathered from hundreds and hundreds of textbooks in over 40 countries.
Drawing on those info, the authors examine the rhetorical and pedagogical good points of textbooks to appreciate how they advertise and constrain academic possibilities. They examine how textbooks are developed and the way they constitution various components into prescriptions for instructing practice.
The authors holiday new floor in knowing textbooks by way of varied academic possibilities that they make attainable. The publication examines coverage implications from those new understandings. specifically, conclusions are provided concerning the function of textbooks in curriculum-driven academic reform, in gentle in their function 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
The second aspect is performance expectations, which is what students are expected to be able to do with particular content. The third and final aspect measured with the frameworks is perspectives, which refer to any overarching orientation to the subject matter and its place among the disciplines and in the everyday world. 10 Chapter 2: Physical Features of Textbooks 31 Thus, after textbook units have been subdivided into blocks and these blocks assigned a type, the measurement method called for each block to be assigned as many content, performance expectation and perspective codes from the TIMSS frameworks as necessary to fully characterize it.
The data show that textbooks differ in the patterns of presentation of their various elements. They also differ in the way in which various elements are integrated with each other. Textbook form and structure advance a distinct pedagogical model. That is, they embody a plan for the particular succession of educational opportunities considered optimal for enacting curricular intentions . An understanding of the form and structure of textbooks permits uncovering the model of instruction that textbooks embody and provides a first examination of how textbooks promote distinctive configurations of educational opportunities in the classroom.
Tos 0 .. n ul, jon:e l 11111 o. VIi', ' '" . [ h " ,datl ll'Sc el u lar cs . O'lyuc U d a I,ll' . l CIl ~ o g. , ~ (l> "Tj e. ' Each participating country had coders trained to partition their countries selected textbooks into units and blocks. , :.. " ~ ~ ~ (/) (1) C) m a. Q >< ~ (1) c. Q oS: >< W . -.. -... ~I~.. ,, ~, I ' .. "I f7 ~ . , -..... :; .. Chapter 2: Physical Features of Textbooks 29 through 4. Each unit of every mathematics and science textbook was similarly subdivided into blocks.