國立虎尾科技大學 |

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

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS/ edited by Kirsti Klette, Ole K. Bergem, Astrid Roe.
其他作者:	Klette, Kirsti.
面頁冊數:	VI, 193 p. 17 illus., 8 illus. in color.online resource. :
Contained By:	Springer Nature eBook
標題:	Learning. -
電子資源:	https://doi.org/10.1007/978-3-319-17302-3
ISBN:	9783319173023

Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS
Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS[electronic resource] /edited by Kirsti Klette, Ole K. Bergem, Astrid Roe. - 1st ed. 2016. - VI, 193 p. 17 illus., 8 illus. in color.online resource. - Professional Learning and Development in Schools and Higher Education,121879-8624 ;. - Professional Learning and Development in Schools and Higher Education,11.

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. .

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 learning opportunities in these three subject areas support students’ learning. The in-depth investigations of video documentation are combined with analysis of data from PISA and TIMSS 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. .

ISBN: 9783319173023

Standard No.: 10.1007/978-3-319-17302-3doiSubjects--Topical Terms:

555256
Learning.

LC Class. No.: LB5-3640

Dewey Class. No.: 371.3

Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS
LDR:05166nam a22004215i 4500 001 977868
003 DE-He213
005 20200701021158.0
007 cr nn 008mamaa
008 201211s2016 gw | s |||| 0|eng d
020 $a 9783319173023 $9 978-3-319-17302-3
024 7 $a 10.1007/978-3-319-17302-3 $2 doi
035 $a 978-3-319-17302-3
050 4 $a LB5-3640
072 7 $a JNT $2 bicssc
072 7 $a EDU009000 $2 bisacsh
072 7 $a JNT $2 thema
072 7 $a JMR $2 thema
082 0 4 $a 371.3 $2 23
245 1 0 $a Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS $h [electronic resource] / $c edited by Kirsti Klette, Ole K. Bergem, Astrid Roe.
250 $a 1st ed. 2016.
264 1 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2016.
300 $a VI, 193 p. 17 illus., 8 illus. in color. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
490 1 $a Professional Learning and Development in Schools and Higher Education, $x 1879-8624 ; $v 12
505 0 $a 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. .
520 $a 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 learning opportunities in these three subject areas support students’ learning. The in-depth investigations of video documentation are combined with analysis of data from PISA and TIMSS 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. .
650 0 $a Learning. $3 555256
650 0 $a Instruction. $3 1253701
650 0 $a Teaching. $3 555255
650 0 $a Assessment. $3 1017002
650 1 4 $a Learning & Instruction. $3 670152
650 2 4 $a Teaching and Teacher Education. $3 783596
650 2 4 $a Assessment, Testing and Evaluation. $3 671650
700 1 $a Klette, Kirsti. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1101903
700 1 $a Bergem, Ole K. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1101904
700 1 $a Roe, Astrid. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1101905
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9783319173016
776 0 8 $i Printed edition: $z 9783319173030
776 0 8 $i Printed edition: $z 9783319357942
830 0 $a Professional Learning and Development in Schools and Higher Education, $x 1879-8624 ; $v 11 $3 1263850
856 4 0 $u https://doi.org/10.1007/978-3-319-17302-3
912 $a ZDB-2-EDA
912 $a ZDB-2-SXED
950 $a Education (SpringerNature-41171)
950 $a Education (R0) (SpringerNature-43721)