{"product_id":"9780792344407","title":"A Splintered Vision: An Investigation of U.S. Science and Mathematics Education","description":"\u003ch1\u003eA Splintered Vision: An Investigation of U.S. Science and Mathematics Education\u003c\/h1\u003e \u003ch2\u003eSchmidt, W.H.; McKnight, Curtis C.; Raizen, S.\u003c\/h2\u003e \u003cp\u003e\u003cem\u003eA Splintered Vision: An Investigation of U.S. Science and  Mathematics\u003c\/em\u003e \u003cem\u003eEducation\u003c\/em\u003e is the US report on the curriculum  analysis component of the Third International Mathematics and Science  Study (TIMSS) which was sponsored by the International Association for  the Evaluation of Educational Achievement (IEA). \u003cbr\u003e  The report summarizes data from the TIMSS curriculum analysis and  integrates it with teacher questionnaire data from the US, Japan, and  Germany on science and mathematics topic coverage and instructional  practices. \u003cbr\u003e  The authors of \u003cem\u003eA Splintered Vision\u003c\/em\u003e discuss and provide evidence  of the unfocused nature of US mathematics and science curricular  intentions, textbooks, and teacher practices. They offer the premise  that producers of US textbooks and curriculum guides have attempted to  answer calls for curricular reform by adding new content to already  existing materials instead of devoting time to restructuring the  materials. The authors also suggest that US teachers, inundated with a  myriad of competing visions, are attempting to cover all the topics  they confront in their resource documents and to meet all the  instructional demands placed on them by those with a stake in  education. In keeping with the `incremental assembly line' philosophy  in American society, US teachers also tend to lean toward a piecemeal  approach to education. The authors speculate on what such practices  may mean for the mathematics and science achievement of US students.  \u003cbr\u003e  The work is sure to spur discussion among educational researchers,  policy makers, and others concerned about the future of mathematics  and science education in the US.\u003c\/p\u003e \u003ch3\u003eDetails\u003c\/h3\u003e \u003cp\u003ePublished by: Springer\u003c\/p\u003e \u003cp\u003ePublication Date: 1997-02-28\u003c\/p\u003e \u003cp\u003eFormat: Hardcover\u003c\/p\u003e \u003cp\u003eISBN-13: 9780792344407\u003c\/p\u003e \u003cp\u003eDOI: 10.1007\/0-306-47209-0\u003c\/p\u003e \u003cp\u003eDimensions: 254cm x178cm\u003c\/p\u003e \u003cp\u003ePages: 164\u003c\/p\u003e ","brand":"Springer Netherlands","offers":[{"title":"Default Title","offer_id":46312204992652,"sku":"9780792344407","price":98.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0710\/9545\/1788\/files\/9780792344407.jpg?v=1771521866","url":"https:\/\/fh90cf-fv.myshopify.com\/products\/9780792344407","provider":"Late Knight Books and Services, LLC","version":"1.0","type":"link"}