http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
Quality teaching in primary science education
EQUALPRIME: A Foreword: In Celebrationof the Cross-Country Researcher; References; Acknowledgements; Contents; List of Figures; List of Tables; Contributors; Part I: Introduction to the Research Project; Chapter 1: An Overview of the EQUALPRIME Project, Its History and Research Design; The Project's History; Research Questions; The Science Education Context; The Special Focus of EQUALPRIME; Research Design; Sampling; Data Collection; Data Sharing; Analysis; International Team Meetings; School Visits; Data Protection Agreements; Methodological Challenges; Summary; References
Chapter 2: Social and Cultural Factors Framing the Teaching and Learning of Primary Science in Australia, Germany and Taiwan Introduction; Purpose; Australia; Structure of Schooling; Australian Values and Educational Philosophy; Australian Science Curriculum and Assessment; School Governance and the Role of Parents; Teachers and Teacher Education; Typical Science Classrooms; Germany; Structure of Schooling; German Values and Educational Philosophy; German Science Curriculum and Assessment; School Governance and the Role of Parents; Teachers and Teacher Education
Typical Science Classrooms Taiwan; Structure of Schooling; Educational Values and Philosophy; School Governance and the Role of Parents; Science Curriculum and Assessment; Teachers and Teacher Education; Typical Science Classrooms; Discussion and Conclusions; References; Part II: Case Study Analyses; Chapter 3: Physical Learning Environments for Science Education: An Ethnographic Field Study of Primary Classrooms in Australia, Germany and Taiwan; Introduction; Theoretical Framing of Our Study; The 'Prepared Environment' (Maria Montessori)
The 'School as a Workshop' (Célestin Freinet) The Room as 'Third Educator' (Reggio Pedagogy); Case Study 1: Mr Roberts' Room (Australia); Case Study 2: Ms Lennard's Room (Germany); Case Study 3: Ms Hong's Classrooms (Taiwan); Description; Analysis; Conclusions; References; Chapter 4: Variation in Whole Class, Small Group and Individual Student Work Within and Across Cultures; Background; Methods; Analysis of Video Data; Definitions of WCA, SGA, ISA and NIT; Analysis of Interview Data; Results; Teachers' Use of Instructional Time
Factors Influencing Choices About Classroom Settings Discussion and Conclusions; References; Chapter 5: Inquiry Teaching and Learning: Forms, Approaches, and Embedded Views Within and Across Cultures; Background; Case Studies of Inquiry into Levers; Inquiry Through Peer and Teacher Dialogue in Ms Lennard and Mr Arnold's Class, Germany; Inquiry Through Teacher Elicitation and Dialogue with Constructive Activities in Mr Roberts' Class, Australia; Inquiry Through Teacher Enacted Instructional Dialogues in Ms Paulin's Class, Taiwan; Discussion
Mark W. Hackling, Jorg Ramseger, Hsiao-Lan Sharon Chen, editors.
Includes bibliographical references and index.
[Place of publication not identified] : Springer Verlag 2016