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Books > Social sciences > Education > Teaching skills & techniques
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Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS (Paperback, Softcover reprint of the original 1st ed. 2016)
Loot Price: R1,539
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Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS (Paperback, Softcover reprint of the original 1st ed. 2016)
Series: Professional Learning and Development in Schools and Higher Education, 12
Expected to ship within 10 - 15 working days
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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.
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