Titlebook: According to the Book; Using TIMSS to inves Gilbert A. Valverde,Leonard J. Bianchi,Richard T. Book 2002 Springer Science+Business Media Ne

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anticipate

Jens Oddershede,Peter W. Sengeløvstandards and similar policy instruments lay out a set of instructional goals. Across countries they do so with greater or lesser specificity. Textbooks are designed to translate such goals into practice at a much more specific level. Even when the goals and their specificity are the same across cou

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R. F. Bishop,J. Arponen,E. Pajannentation formats or “implied” instructional activities. We posited three types of content structures into which the textbooks were classified. This aspect of form and style seems particularly relevant to our hypothesis that such characteristics could be more or less effective in facilitating the lear

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REIGN

Richard L. Chambers,Frederick R. Jensenen examined more closely — microscopically — the “bones” of that skeleton also have structure that helps determine their role in the structure and function of the whole. What we see in this closer look we will term the “microstructure” of textbooks and it is the subject of this chapter.

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Leon M. Stock,Michael R. Wasielewskiom across the world vary on these dimensions. Previous work has established that these same books differ in their content profiles. The hypothesis here is that form and style are potentially important in that they can influence the degree to which the content profile is taught by teachers and learne

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Innervation of the Cephalopod Optic Glandwhich the educational system is a part, and of specific educational policies. Though mindful of the many forces affecting the results of their efforts, decision makers in educational systems are continuously confronted with the question of which educational opportunities are to be provided to which

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