American Chemical Society
canada
Canada BC
Canada Ontario
Case Study Primary Schools
Category=JN
Category=JNDG
Category=JNDH
classroom innovation
curriculum reform
education
Education System
educational policy analysis
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eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Final Summative Assessment
Follow
Held
Idea
Inclined
instructional assessment
Integrated Mathematics Programme
international case studies in STEM education
IPN
kids
Kids Network
lower
mathematics
Mathematics Education
NCTM
NCTM Standard
network
Norway Science
pedagogical strategies
Ping
Professional Development
school
science
Science Education
secondary
teacher professional learning
technology
Technology Education
Telecommunications
USA
Vice Versa
Wo
Product details
- ISBN 9780415146234
- Weight: 430g
- Dimensions: 156 x 234mm
- Publication Date: 25 Apr 1996
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Paperback
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Change in education is too often a process which enthusiasts, ranging from top policy makers to groups of teachers, plan and drive forward, but in which they all find unexpected pitfalls. Every innovation depends on the commitment of schools and teachers to make it work. But often that commitment is lacking, or is less than total, or it turns to fustration as events develop.
This book is based on a set of stories from teachers and education professionals in thirteen OECD countries. Twenty-three case studies of educational innovation in science, mathematics and technology have involved school teachers, inspectors, academics (both subject specialists and educational researchers), policy makers and advisors. The case studies come from Australia, Canada, France, Germany, Ireland, Japan, the Netherlands, Norway, Scotland, Spain, Switzerland and the USA.
Drawing on this rich variety of material the authors concentrate on the origins and purposes of innovation within and across the science, mathematics and technology curricula. They consider the conceptions of the three subjects, along with issues of teaching, learning and assessment, and explore the involvement of both teachers and students. They reflect on the various strategies adopted to cope with or bring about change, and offer valuable insights to advisors, developers, policy makers and practitioners, both in schools and outside.
The writing team includes Paul Black, King's College London; Mike Atkin, Stanford University; Raymond Duval, University of Lille; Edwyn James, Consultant, OECD; John Olson, Queen's University of Kingston, Ontario; Dieter Pevsner, Consultant, London; Senta Raizen, National Centre for Improving Science Education, Washington; Maria Saez, University of Valladolid, Spain; and Helen Simons, Southampton University.
Published in association with the OECD
