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

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 l...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor Corporativo: SpringerLink (Online service)
Otros Autores: Klette, Kirsti (Editor ), Bergem, Ole K. (Editor ), Roe, Astrid (Editor )
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Cham : Springer International Publishing : Imprint: Springer, 2016.
Edición:1st ed. 2016.
Colección:Professional Learning and Development in Schools and Higher Education, 12
Temas:
Learning, Psychology of.
Teachers-Training of.
Educational tests and measurements.
Instructional Psychology.
Teaching and Teacher Education.
Assessment and Testing.
Acceso en línea:Texto Completo
Tabla de Contenidos:
  • Introduction: Kirsti Klette: Studying interaction and instructional patterns in classrooms
  • Part  I Instruction matters
  • Chapter 1: Kirsti Klette and Marianne Ødegaard: Instructional activities and discourse features in science classrooms: teachers talking and students listening or...?
  • Chapter2: Øistein Anmarkrud: Inquisitor, evaluator or facilitator? Teachers' use of instructional format during naturally occurring comprehension strategies instruction
  • Chapter 3: Ole Kristian Bergem: "Usually we are not where the teacher is" Individualized teaching methods in mathematics classrooms
  • Chapter 4: Emilia Anderson-Bakken and Kirsti Klette: Teachers' use of questions and responses to students' contributions during whole class discussions: comparing language arts and science classrooms
  • Chapter5:      Astrid Roe: Teachers' contribution to students reading engagement and reading strategies
  • Part  II Discourse matters
  • Chapter 6: Marianne Ødegaard, Nina Arnesen and Kirsti Klette: Talk and use of language in the science classroom - characteristic features
  • Chapter 7: Nina Arnesen: How students make meaning from a teaching sequence on a socio-scientific issue - a case study of meaning making in science
  • Chapter 8: Ole Kristian Bergem and Kirsti Klette: Conversations as learning tools in mathematics: What do pupils actually learn?
  • Part III Engagement matters
  • Chapter 9: Ole Kristian Bergem: "I prefer to take one subject a day" Students' working strategies during independent teaching sessions
  • Chapter 10: Ole Kristian Bergem: "Mathematics is my favorite subject!" Variation in instructional practices boosting students' attitudes towards mathematics
  • Chapter11: Marianne Ødegaard: Teacher commitments - love and duty in science education.  .

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