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【2015】Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS

Book 图书名称： Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS
Author 作者： Kirsti Klette, Ole Bergem, Astrid Roe
Publisher 出版社： Springer
Page 页数：193
Publishing Date 出版时间： Aug 5, 2015                         
Language 语言： English
Size 大小： 1 MB
Format 格式： pdf 文字版
ISBN: 3319173014, 9783319173016
Edition: 第1版 搜索过论坛，没有该文档

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.​

== Table of contents ==
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