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Direct linkXin, Yan Ping; Liu, Jia; Zheng, Xiaoning – School Science and Mathematics, 2011
This study compared one lesson across four U.S. "traditional" textbook series, two U.S. reform-based textbook series, and one Chinese mathematics textbook series in teaching the connection between multiplication and division. The results showed the differences across U.S. and Chinese lessons in both the teaching and the practice parts of…
Descriptors: Textbooks, Problem Solving, Multiplication, Arithmetic
Grant, Leslie W.; Stronge, James H.; Xu, Xianxuan – Educational Assessment, Evaluation and Accountability, 2013
The purpose of this study was to develop a richer understanding of teacher effectiveness through cross-cultural analyses of the practices and beliefs of selected China and US teachers who have received national awards for their teaching. This study was based upon a phenomenological design that used semi-structured interviews, classroom…
Descriptors: Teacher Effectiveness, Cross Cultural Studies, Comparative Analysis, Comparative Education
Weiden, David L. – PS: Political Science and Politics, 2009
This article proposes a new role-playing exercise for public law courses: a mock-trial simulation using the European inquisitorial system of trial procedure. By exposing students to an alternative method of conducting a trial, numerous pedagogical benefits can be obtained, including stimulating critical thinking regarding the potential…
Descriptors: Law Related Education, Role Playing, Comparative Analysis, Class Activities
Fernandez, Clea; Cannon, Joanna – Elementary School Journal, 2005
Japanese (N = 25) and U.S. fifth- to eighth-grade teachers (N = 36) participated in pre- and post-lesson interviews to assess what they thought about when constructing mathematics lessons. To understand the details of this thinking and how it might support classroom instruction, we structured interviews around a specific lesson teachers taught in…
Descriptors: Teaching Methods, Mathematics Instruction, Foreign Countries, Lesson Plans
Download full textSimon, Martin A. – International Group for the Psychology of Mathematics Education, 2003
I present a theoretical distinction that may prove useful in conceptualizing mathematics teacher education (and graduate education) and research on mathematics teacher education. Further, the distinction can contribute to developing frameworks on the design of mathematics curricula. The distinction between empirical activity and…
Descriptors: Graduate Study, Mathematical Concepts, Mathematics Teachers, Teacher Education
Peer reviewedTakemura, Shigekazu; Shimizu, Kinya – Peabody Journal of Education, 1993
Determines and clarifies the differences and similarities between the goals and strategies for science teaching as perceived by elementary school teachers in Japan and the United States. Discusses teaching methods, content, and materials; lesson plans; classroom management; and student evaluation. Concluding comments address staff development in…
Descriptors: Classroom Techniques, Comparative Analysis, Educational Objectives, Elementary Education
