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

Overview of attention for book
Cover of 'Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS'

Table of Contents

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    Book Overview
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    Chapter 1 Introduction: Studying Interaction and Instructional Patterns in Classrooms
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    Chapter 2 Instructional Activities and Discourse Features in Science Classrooms: Teachers Talking and Students Listening or … ?
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    Chapter 3 Inquisitor, Evaluator or Facilitator?
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    Chapter 4 “Usually We Are Not Where the Teacher Is”
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    Chapter 5 Teachers’ Use of Questions and Responses to Students’ Contributions During Whole Class Discussions: Comparing Language Arts and Science Classrooms
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    Chapter 6 Students’ Perspectives on Reading Instruction and Reading Engagement
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    Chapter 7 Talk and Use of Language in the Science Classroom: Characteristic Features
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    Chapter 8 How Students Make Meaning from a Teaching Sequence on a Socio-scientific Issue
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    Chapter 9 Conversations as Learning Tools in Mathematics: What Do Pupils Actually Learn?
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    Chapter 10 “I Prefer to Take One Subject a Day”
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    Chapter 11 “Mathematics Is My Favorite Subject!”
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    Chapter 12 Teacher Commitments: Love and Duty in Science Education
Attention for Chapter 4: “Usually We Are Not Where the Teacher Is”
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Readers on

mendeley
3 Mendeley
Summary
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Chapter title
“Usually We Are Not Where the Teacher Is”
Chapter number 4
Book title
Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS
Published by
Springer, Cham, January 2016
DOI 10.1007/978-3-319-17302-3_4
Book ISBNs
978-3-31-917301-6, 978-3-31-917302-3
Authors

Ole K. Bergem

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 3 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 3 100%

Demographic breakdown

Readers by professional status Count As %
Lecturer 2 67%
Student > Master 1 33%
Readers by discipline Count As %
Mathematics 2 67%
Social Sciences 1 33%

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