Characterizing Pedagogical Flow - W.H. Schmidt

Characterizing Pedagogical Flow presents conclusions
from a multi-disciplinary, multi-national research project blending
quantitative and qualitative approaches through a discourse
methodology. The work produced portraits of mathematics and science
education that were dramatically different for each of the countries
involved: France, Japan, Norway, Spain, Switzerland, and the United
States. To explain these differences, it is proposed that the
interaction of curriculum and pedagogy is culturally unique and yields
classroom learning experiences that are qualitatively different from
country to country. This idea has profound implications for how
international education research is interpreted.