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Table of contents (8 chapters)
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Front Matter
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Back Matter
About this book
How are curriculum policies translated into opportunities to learn in the classroom?
According to the Book presents findings from the largest cross-national study of textbooks carried out to date - the curriculum analysis of the 1995 Third International Mathematics and Science Study (TIMSS). This study included a detailed, page-by-page, inventory of the mathematics and science content, pedagogy, and other characteristics collected from hundreds of textbooks in over forty countries.
Drawing on these data, the authors investigate the rhetorical and pedagogical features of textbooks to understand how they promote and constrain educational opportunities. They investigate how textbooks are constructed and how they structure diverse elements into prescriptions for teaching practice.
The authors break new ground in understanding textbooks in terms of different educational opportunities that they make possible. The book examines policy implications from these new understandings. In particular, conclusions are offered regarding the role of textbooks in curriculum-driven educational reform, in light of their role as promoters of qualitatively distinct educational opportunities.
Authors and Affiliations
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University at Albany, USA
Gilbert A. Valverde
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State University of New York, USA
Gilbert A. Valverde
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Flint Public Schools, Michigan, USA
Leonard J. Bianchi
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Ontario Institute for Studies in Education, University of Toronto, USA
Richard G. Wolfe
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Michigan State University, USA
William H. Schmidt, Richard T. Houang
Bibliographic Information
Book Title: According to the Book
Book Subtitle: Using TIMSS to investigate the translation of policy into practice through the world of textbooks
Authors: Gilbert A. Valverde, Leonard J. Bianchi, Richard G. Wolfe, William H. Schmidt, Richard T. Houang
DOI: https://doi.org/10.1007/978-94-007-0844-0
Publisher: Springer Dordrecht
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eBook Packages: Springer Book Archive
Copyright Information: Springer Science+Business Media New York 2002
Hardcover ISBN: 978-1-4020-1033-0Published: 30 November 2002
Softcover ISBN: 978-1-4020-1034-7Published: 30 November 2002
eBook ISBN: 978-94-007-0844-0Published: 08 October 2012
Edition Number: 1
Number of Pages: IX, 199
Topics: International and Comparative Education, Curriculum Studies, Mathematics Education, Assessment, Testing and Evaluation