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A Splintered Vision

An Investigation of U.S. Science and Mathematics Education

  • Book
  • © 2002

Overview

Authors:
  1. William H. Schmidt

    1. Michigan State University, East Lansing, USA

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  2. Curtis C. Mcknight

    1. University of Oklahoma, USA

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  3. Senta A. Raizen

    1. The National Center for Improving Science Education, USA

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  4. Pamela M. Jakwerth

    1. U.S. National Research Center for the Third International Mathematics and Science Study, USA

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  5. Gilbert A. Valverde

    1. U.S. National Research Center for the Third International Mathematics and Science Study, USA

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  6. Richard G. Wolfe

    1. U.S. National Research Center for the Third International Mathematics and Science Study, USA

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  7. Edward D. Britton

    1. U.S. National Research Center for the Third International Mathematics and Science Study, USA

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  8. Leonard J. Bianchi

    1. U.S. National Research Center for the Third International Mathematics and Science Study, USA

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  9. Richard T. Houang

    1. U.S. National Research Center for the Third International Mathematics and Science Study, USA

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Table of contents (7 chapters)

  1. Front Matter

    Pages i-vi
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  2. Introduction

    Pages 1-11

  3. Unfocused Curricula

    Pages 13-52

  4. U.S. Textbooks: Conflicting Demands, Cautious Visions

    Pages 53-68

  5. U.S. Teachers: Responding to Splintered Visions

    Pages 69-88

  6. How Has Our Vision Become So Splintered?

    Pages 89-109

  7. So What Can We Expect from U.S. Students?

    Pages 111-120

  8. Open Questions: How Do We Get Where We Want to Go?

    Pages 121-126

  9. Back Matter

    Pages 127-163
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Keywords

About this book

A Splintered Vision: An Investigation of U.S. Science and Mathematics Education is the US report on the curriculum analysis component of the Third International Mathematics and Science Study (TIMSS) which was sponsored by the International Association for the Evaluation of Educational Achievement (IEA).
The report summarizes data from the TIMSS curriculum analysis and integrates it with teacher questionnaire data from the US, Japan, and Germany on science and mathematics topic coverage and instructional practices.
The authors of A Splintered Vision discuss and provide evidence of the unfocused nature of US mathematics and science curricular intentions, textbooks, and teacher practices. They offer the premise that producers of US textbooks and curriculum guides have attempted to answer calls for curricular reform by adding new content to already existing materials instead of devoting time to restructuring the materials. The authors also suggest that US teachers, inundated with a myriad of competing visions, are attempting to cover all the topics they confront in their resource documents and to meet all the instructional demands placed on them by those with a stake in education. In keeping with the `incremental assembly line' philosophy in American society, US teachers also tend to lean toward a piecemeal approach to education. The authors speculate on what such practices may mean for the mathematics and science achievement of US students.
The work is sure to spur discussion among educational researchers, policy makers, and others concerned about the future of mathematics and science education in the US.

Authors and Affiliations

  • Michigan State University, East Lansing, USA

    William H. Schmidt

  • University of Oklahoma, USA

    Curtis C. Mcknight

  • The National Center for Improving Science Education, USA

    Senta A. Raizen

  • U.S. National Research Center for the Third International Mathematics and Science Study, USA

    Pamela M. Jakwerth, Gilbert A. Valverde, Richard G. Wolfe, Edward D. Britton, Leonard J. Bianchi, Richard T. Houang

Bibliographic Information

  • Book Title: A Splintered Vision

  • Book Subtitle: An Investigation of U.S. Science and Mathematics Education

  • Authors: William H. Schmidt, Curtis C. Mcknight, Senta A. Raizen, Pamela M. Jakwerth, Gilbert A. Valverde, Richard G. Wolfe, Edward D. Britton, Leonard J. Bianchi, … Richard T. Houang

  • DOI: https://doi.org/10.1007/0-306-47209-0

  • Publisher: Springer Dordrecht

  • eBook Packages: Springer Book Archive

  • Copyright Information: Springer Science+Business Media Dordrecht 2002

  • Hardcover ISBN: 978-0-7923-4440-7Published: 28 February 1997

  • Softcover ISBN: 978-0-7923-4441-4Published: 28 February 1997

  • eBook ISBN: 978-0-306-47209-1Published: 08 May 2007

  • Edition Number: 1

  • Number of Pages: X, 164

  • Topics: International and Comparative Education, Mathematics Education, Science Education

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