1. Part III. The Substance of Policy Analysis and Comparative Education Research Comparative Pedagogy

2. Educational Institutions –Relevant Dimensions: Grouping Students Cycles of Learning Who would teach How to deliver content What content How to assess Where How governed

3. Conversation with Amin Amin, Jordan Teaching Literacy Changing Literacy Instruction. Conversation with Carlos Alberto Casas Teaching Mathematics Teaching Civics

4. Conversation with Amin Amin Supporting Pedagogical Change in Jordan http://www.caderco.com/cader/index.php? module=image_gallery&id=362893d0931f 617352d27909d0c5d4a5&offset=

5. Early Literacy Instruction Analytic and synthetic methods Where is variation –across countries and within countries. Balanced approaches in France, Guinea and the United States But what is called analytic varies across countries. Implications for technical assistance.

6. Early Literacy Instruction How is pedagogy influenced by globalizing influences (world culture or neo- institutionalists) and by local traditions and context? How do teachers teach early literacy? –Decoding –Reading for Meaning –Mixed Method

8. How do children learn to read in France Guinea United States What is Common? What is Different? What are the mechanisms of transfer?

9. Supporting change in pedagogical practice in literacy instruction in Colombia Palabrario A conversation with Carlos Alberto Casas

10. Mathematics Instruction Analyzing eight grade Math instruction in: –Australia –Czech Republic –Hong Kong –Japan –Netherlands –Switzerland –United States

11. Analyze 1. To what extent does teacher rely on whole class instruction? 2. To what extent does teacher rely on individual work? 3. To what extent are there opportunities to solve problems? 4. To what extent teaching is introducing new content? 5. To what extent teaching is review? 6. To what extent are textbooks or workbooks used? 7. To what extent is there dominance of teacher talk?

12. Videos of instruction http://www.nces.ed.gov/pubs2003/timssvid eo/3A.asp?nav=3

13. Similarities Lessons 80% problem solving Mix of whole class and individual work Mix of review and introducing new content Use of textbooks or workbooks Dominance of teacher talk

15. Differences Eighth-grade mathematics lessons in the Czech Republic placed a greater emphasis on reviewing previously learned content than those in all of the other countries except the United States; lessons in Japan placed a greater emphasis on introducing new content than those in all six of the other countries; placed a greater emphasis on practicing new content than those in the Czech Republic, Japan, and Switzerland.

16. Although, on average, eighth-grade mathematics lessons in all of the countries included some time reviewing previous content and some time introducing and practicing new content, there were differences in emphases in each country. Combining the time spent on both introducing and practicing new material provides another way of detecting differences: Australia, Hong Kong SAR, Japan, the Netherlands, and Switzerland devoted more time, on average, to studying new content (ranging from 56 to 76 percent of lesson time) than reviewing previous content; the Czech Republic spent more time, on average, reviewing previous content (58 percent of lesson time) than studying new content; and in the United States there was no detectable difference between the average percent of lesson time devoted to reviewing previous content and studying new content (53 and 48 percent of lesson time, respectively). Moreover, while a single mathematics lesson could combine time spent reviewing and introducing and practicing new content, there were a number of lessons that were entirely devoted to just one of those purposes. In the Czech Republic and the United States, a greater percentage of eighth-grade mathematics lessons were spent entirely in review of content previously presented than in Hong Kong SAR and Japan (28 and 28 percent of lessons compared to 8 and 5 percent, respectively).

17. Eighth-grade mathematics lessons across the seven countries focused on a range of topics, from whole numbers and fractions to solving linear equations and trigonometry. Among the almost 15,000 mathematics problems identified and examined as part of this study, at least 82 percent of the problems per lesson, on average, focused on three topic areas: number, geometry, and algebra. In one country, Hong Kong SAR, 14 percent of problems per lesson on average focused on trigonometry. In some lessons, all of the problems encountered by students focused on one topic or subtopic, such as linear equations, whereas in other lessons, the problems were identified as being from more than one subtopic or, even, across more than one topic (e.g., number and geometry). No single lesson is likely to include a range of problems related to all topics and subtopics typically covered in grade 8 mathematics

18. ICCS In particular, principals were asked to indicate which of the following applied to civic and citizenship education at their schools: Taught as a separate subject by teachers of subjects related to civic and citizenship education; Taught by teachers of subjects related to human and social sciences; Taught as an extra-curricular activity; Integrated into all subjects taught at the school; Considered to be part of the outcomes of school experience as a whole; Not considered to be part of the school curriculum.

19. In small groups Examine tables 20 and 21 in the ICCS report. Discuss: What patterns are used to teach civic education? What are the main aims of civic education? which countries use the most effective approaches for teaching education? Are some approaches better aligned to serve particular aims?

20. In particular, teachers were asked to identify from among the following goals the three most important aims of civic and citizenship education: Promoting knowledge of social, political, and civic institutions; Promoting respect for and safeguard of the environment; Promoting the capacity to defend one’s own point of view; Developing students’ skills and competencies in conflict resolution; Promoting knowledge of citizens’ rights and responsibilities; Promoting students’ participation in the local community; Promoting students’ critical and independent thinking; Promoting students’ participation in school life; Supporting the development of effective strategies for the fight against racism and xenophobia; Preparing students for future political participation.

21. Discussion How is pedagogy subject-specific? How is pedagogy culturally situated? How might these contextual factors influence pedagogical effectiveness? (grades, subjects, background of students, culture?) What purpose can comparisons of pedagogy serve? If the aim of teacher professional development is to influence pedagogy, to what end? With what standards?

22. To the future… What are the implications of today’s discussion for the preparation of teachers?