Teaching and learning in lower secondary schools in the era of PISA and TIMSS
- 其他作者：
- 其他題名：
- Professional learning and development in schools and higher education ;
- 出版： Cham : Springer International Publishing :Imprint: Springer
- 叢書名： Professional learning and development in schools and higher education ;volume 12
- 主題： Teachers--Training of. , Educational tests and measurements. , Education. , Learning & Instruction. , Teaching and Teacher Education. , Assessment, Testing and Evaluation.
- ISBN： 9783319173023 (electronic bk.) 、 9783319173016 (paper)
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FIND@SFXID:
CGU
- 資料類型: 電子書
- 摘要註: Based on extensive video documentation from science, math and reading classrooms in Norwegian secondary schooling, this book explores teaching and learning in lower secondary classrooms in the three PISA domains science, mathematics and reading. It analyzes how offered and experienced teaching and learning opportunities in these three subject areas support students' learning. The in-depth investigations of video documentation are combined with analysis of data from PISA and TIMSS in order to understand how teaching and learning in science, mathematics and reading can be improved. Recent reviews indicate that instructional practice does make a difference to students learning - and is more important than other factors including students' socioeconomic background, class size, classroom climate, and teachers' experience and formal training. This book opens the discussion on a European basis about contemporary challenges in teaching and learning in secondary schooling. Norway as a test bed is particularly interesting due to its long tradition with national curricula, and its unitary and non- streamed structure. Furthermore, ideas of educational progressivism and students' active ways of working (such as individualized teaching, adapted teaching, inquiry based teaching etc.) have for a long time been actively promoted within Norwegian educational policies. The book draws on analyses that combine expertise in psychometrics and video-based micro genetic classroom studies with expertise in domain-specific instruction (math, science and reading) It feeds the conversation how issues of communication patterns are dealt with and made productive within different instructional formats, and presents possibilities to compare and analyze instructional formats and discursive practices for students' learning. .
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讀者標籤：
- 系統號： 005357345 | 機讀編目格式
館藏資訊
This book explores teaching and learning in lower secondary classrooms in the three PISA domains science, mathematics and reading. Based on extensive video documentation from science, math and reading classrooms in Norwegian secondary schooling, it analyzes how offered and experienced teaching and learning opportunities in these three subject areas support students’ learning. The in-depth investigations of video documentation are combined with analysis of the Norwegian PISA results in order to understand how teaching and learning in science, mathematics and reading can be improved. Recent reviews indicate that instructional practice does make a difference to students learning - and is more important than other factors including students’ socioeconomic background, class size, classroom climate, and teachers’ experience and formal training. This book opens the discussion on a European basis about contemporary challenges in teaching and learning in secondary schooling. Norway as a test bed is particularly interesting due to its long tradition with national curricula, and its unitary and non- streamed structure. Furthermore, ideas of educational progressivism and students’ active ways of working (such as individualized teaching, adapted teaching, inquiry based teaching etc.) have for a long time been actively promoted within Norwegian educational policies. The book draws on analyses that combine expertise in psychometrics and video-based micro genetic classroom studies with expertise in domain-specific instruction (math, science and reading). It feeds the conversation how issues of communication patterns are dealt with and made productive within different instructional formats, and presents possibilities to compare and analyze instructional formats and discursive practices for students’ learning.