— [http://goo.gl/ZAcxZK] Studying Interaction and Instructional Patterns in Classrooms_______________________by Kirsti Klette, University of Oslo.



:: RT: Kirsti Klette ▶ http://goo.gl/ZAcxZK ◀ "Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS" - Professional Learning and Development in Schools and Higher Education | #Education #Pedagogy #Læring #Utdanning #Pedagogikk #Klasseromsforskning #Videoanalyse #Læringsutbytte


Classrooms are complex places, and the best teachers are successful because they are thoughtful opportunists who create instructional practices to meet situational demands(Duffy and Hoffman 1999).


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, we discuss and explore how offered and experienced teaching and learning opportunities in these three subject areas contribute to student learning. Publisher: Springer; 1st ed. 2016 edition (August 5, 2015)


How to improve teaching and instruction has become a key priority in many countries in the last decade, and recent reviews indicate that teaching practices do make a difference to students’ learning, and are more important than other factors including students’ socioeconomic background, class size, classroom climate, and teachers’ formal training and experience.


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"Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS," by Kirsti Klette et. al., (1915) 2016 PDF ::

Teaching and Learning in Lower Secondary Schools, PDF - Official Website - BenjaminMadeira


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?


REFERENCES :

• [1] Klette, Kirsti et al. (eds.). Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS, Professional Learning and Development in Schools and Higher Education 12; Springer International Publishing Switzerland 2016. DOI 10.1007/978-3-319-17302-3_1

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