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 Mathematics and
Science Study (TIMSS). This study included a detailed,
page-by-page, inventory of the mathematics and science content,
pedagogy, and other characteristics collected from hundreds of
textbooks in over forty countries.
Drawing on these data, the authors investigate the rhetorical
and pedagogical features of textbooks to understand how they
promote and constrain educational opportunities. They investigate
how textbooks are constructed and how they structure diverse
elements into prescriptions for teaching practice.
The authors break new ground in understanding textbooks in terms
of different educational opportunities that they make possible. The
book examines policy implications from these new understandings. In
particular, conclusions are offered regarding the role of textbooks
in curriculum-driven educational reform, in light of their role as
promoters of qualitatively distinct educational opportunities.
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