According to the Book Using TIMSS to investigate the translation of
How are curriculum policies translated into opportunities to learn in the classroom? According to the Book presents findings from the largest cross-national study of textbooks carried out to date - the curriculum analysis of the 1995 Third International M
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According to the Book Using TIMSS to investigate the translation of policy into practice through the world of textbooks
by
Gilbert A. Val verde Vllh'ersity at Albany.
Slate Unil'er.ril), of New Yt!JJ
Leonard J. Bianchi Flint Puhlic Sc"hools. Michigan
Richard G. Wolfe Oil/a ria Illstilllte fo r Sw die.f ill Eilllcmio/!, Unil'enifY O/TrJrOlZ/O
William H. Schm idt M ichigan SllIle Unil'erxiry
Richard T. Houang M ichigllll Slme V I/ il'ersir)'
...., SPRINGER SCIENCE+BUStNESS MEDtA, LLC
A c.I.P, Catalogue record for th is book is available from the Library of Congress.
ISBN 978-1-4020-1034-7 ISBN 978-94-007-0844-0 (eBook) DOI 10.10071978-94-007-0844-0
Printed 011 acid-free IJaIJer
All Rights Reserved
© 2002 Springer Science+Business Media New YorK Originally published by Kluwer Academ ic Publishers in 2()()2 Softcover reprint of the hardcover 1st edition 2()()2 No pan of this work may be rt:prodm:eu. stored in a retrieval system. or transmilled in any form or by any means. electronic. mechanical. photocopying. microfilming. recording or otherwise. without written permission from the Publisher. with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system. for exclusive use by the purchaser of the work.
Table 01 Contents Preface Acknowledgements .. Chapter 1: Textbooks and Educational Opportunity
vii ix 1
Chapter 2: Physical Features of Textbooks
21
Chapter 3: Textbook Structure
53
Chapter 4: Content Presentation
91
Chapter 5: Textbook Expectations for Performance
125
Chapter 6: Textbook Lessons
139
Chapter 7: A Holistic View of Textbooks
153
Chapter 8: Translating Policy into Practice
165
References
173
Appendix A TIMSS CURRICULUM FRAMEWORKS: MEASURING CURRICULAR ELEMENTS
181
Appendix B LIST OF EXHIBITS
192
The Authors
197
Prelace Curriculum frameworks or content standards acquired special prominence in educational policy in the latter half of the twentieth century - a prominence still evident as we enter the twenty-first. Many of the world's educational systems have experienced an important shift of focus in education policies during this period. The stress had traditionally fallen on improving material investments and guaranteeing universal access to public education. The 1980s and 1990s, however, brought a stronger emphasis on the conceptual understandings, procedural knowledge and other academic objectives to be met by all students in primary and secondary education - and thus a renewed interest in the intended curriculum as one of the most critical components of educational policy. The movement towards the development or reform of educational content standards in many educational systems reflects this emphasis on the quality of the content of the intended curriculum. Policy makers and educational leaders have favored the development of official curricula and a variety of implementation tools to insure the delivery and attainment of socially significant disciplinary content. Most new curricula stipulate the acquis
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