Characterizing Pedagogical Flow An Investigation of Mathematics and Science Teaching in Six Countries /

• Main Authors: Schmidt, William H. (Author), Jorde, Doris. (Author), Cogan, Leland S. (Author), Barrier, Emilie. (Author), Gonzalo, Ignacio. (Author), Moser, Urs. (Author), Shimizu, Katsuhiko. (Author), Sawada, Toshio. (Author), Valverde, Gilbert A. (Author), McKnight, Curtis. (Author), Prawat, Richard S. (Author), Wiley, David E. (Author), Raizen, Senta A. (Author), Britton, Edward D. (Author), Wolfe, Richard G. (Author)
• Corporate Author: SpringerLink (Online service)
• Format: Electronic
• Language: English
• Published: Dordrecht : Springer Netherlands, 2002.
• Subjects: Education.; International education.; Comparative education.; Mathematics > Study and teaching.; Science education.; International and Comparative Education.; Mathematics Education.; Science Education.
• Online Access: View fulltext via EzAccess
• Physical Description: XIV, 230 p. online resource.
• ISBN: 9780306472077

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.