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Autor/inKim, Yoonjeon
TitelGlobal Convergence or National Variation? Examining National Patterns of Classroom Instructional Practices
QuelleIn: Globalisation, Societies and Education, 17 (2019) 3, S.353-377 (25 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1476-7724
DOI10.1080/14767724.2019.1584033
SchlagwörterGlobal Approach; Comparative Education; Classroom Techniques; Educational Practices; Regional Characteristics; Differences; Achievement Tests; Foreign Countries; Mathematics Achievement; Mathematics Tests; Elementary Secondary Education; International Assessment; Student Centered Learning; Geographic Location; Educational Policy; Centralization; Economic Development; Grade 8; Teacher Surveys; Curriculum Implementation; International Organizations; Nongovernmental Organizations; Australia; Bulgaria; Cyprus; United Kingdom (England); Hong Kong; Hungary; Indonesia; Iran; Israel; Italy; Japan; Jordan; South Korea; Lithuania; Malaysia; Morocco; Romania; Russia; Singapore; Slovenia; Taiwan; Tunisia; United States; Trends in International Mathematics and Science Study
AbstractThe "world culture" framework posits a convergence in the organisation of education across the world. On the other hand, scholars observing teaching practices inside classrooms find significant variation among nations and regions of the world. This study examined the global change patterns of classroom practices at the between- and within-country levels, drawing on teacher reports from the Trends in Mathematics and Science Study. Results indicate clear between-country convergence toward more student-centred and conceptual instruction. But a nation's degree of conformity or resistance to this model was contingent upon other nation-specific factors, including centralised curriculum control or world regional location. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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