rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Characterizing Pedagogical Flow
    sub title: An Investigation of Mathematics and Science Teaching in Six Countries
  name:
    name part: Schmidt, William H.
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: Jorde, Doris.
    role:
      role term: author.
  name:
    name part: Cogan, Leland S.
    role:
      role term: author.
  name:
    name part: Barrier, Emilie.
    role:
      role term: author.
  name:
    name part: Gonzalo, Ignacio.
    role:
      role term: author.
  name:
    name part: Moser, Urs.
    role:
      role term: author.
  name:
    name part: Shimizu, Katsuhiko.
    role:
      role term: author.
  name:
    name part: Sawada, Toshio.
    role:
      role term: author.
  name:
    name part: Valverde, Gilbert A.
    role:
      role term: author.
  name:
    name part: McKnight, Curtis.
    role:
      role term: author.
  name:
    name part: Prawat, Richard S.
    role:
      role term: author.
  name:
    name part: Wiley, David E.
    role:
      role term: author.
  name:
    name part: Raizen, Senta A.
    role:
      role term: author.
  name:
    name part: Britton, Edward D.
    role:
      role term: author.
  name:
    name part: Wolfe, Richard G.
    role:
      role term: author.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: ne
    date issued: 2002
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: XIV, 230 p. online resource.
  abstract: Characterizing Pedagogical Flow presents conclusions from a multi-disciplinary, multi-national research project blending quantitative and qualitative approaches through a discourse methodology. The work produced portraits of mathematics and science education that were dramatically different for each of the countries involved: France, Japan, Norway, Spain, Switzerland, and the United States. To explain these differences, it is proposed that the interaction of curriculum and pedagogy is culturally unique and yields classroom learning experiences that are qualitatively different from country to country. This idea has profound implications for how international education research is interpreted.
  table of contents: Investigating Curriculum and Pedagogy -- Investigating the Story of Curriculum and Pedagogy: Conceptualizing and Comparing Educational Practices -- Exploring the Story of Curriculum: Examining Artifacts of Intention -- The Classroom Story Unfolds: Observing the Implementation of Curricular and Pedagogical Intentions -- Moving from Conceptions to Instrumentation -- Lessons from Lessons -- Case Studies of Six Countries -- France: Case Study -- Japan: Case Study -- Norway: Case Study -- Spain: Case Study -- Switzerland: Case Study -- United States: Case Study.
  note: by William H. Schmidt, Doris Jorde, Leland S. Cogan, Emilie Barrier, Ignacio Gonzalo, Urs Moser, Katsuhiko Shimizu, Toshio Sawada, Gilbert A. Valverde, Curtis McKnight, Richard S. Prawat, David E. Wiley, Senta A. Raizen, Edward D. Britton, Richard G. Wolfe.
  subject:
    topic: Education
  subject:
    topic: International education
  subject:
    topic: Comparative education
  subject:
    topic: Mathematics
    topic: Study and teaching
  subject:
    topic: Science education
  subject:
    topic: Education
  subject:
    topic: International and Comparative Education
  subject:
    topic: Mathematics Education
  subject:
    topic: Science Education
  classification: LB43
  classification: 370.116
  classification: 370.9
  related item:
    title info:
      title: Springer eBooks
  identifier: 9780306472077
  identifier: http://dx.doi.org/10.1007/0-306-47207-4
  record info:
    record creation date: 100301
    record change date: 20151204180152.0
    record identifier: 978-0-306-47207-7