Review_Author: Attahirou Dogo
Book_Author: J. Stigler, J. Hierbert
Book_Title: The Teaching Gap: Best Ideas From the World's Teachers for
Improving Education in the Classroom
Reference: New York: Free Press. !999
Date: 5/12/2002
Time: 3:49:47 PM
Remote Name: 128.175.61.100
mailto:
" The teaching Gap" is a detailed comparison of math teaching practices in Japan, Germany with those in the United States. The problem, as James stigler and James Hierbert explain, is that most efforts to improve education fail because they simply don't have any impact on the quality of teaching inside the classrooms. These authors argue that teaching is not only a cultural activity but also, it is complex system created by the interaction of the teacher, the students, the curriculum, the local setting, and other factors that influence what happens in the classrooms. American teaching has no system in place for getting better. Thus, it must be changed.
In this book, the authors draw on the work on the Third International Mathematics and Science Study (TIMSS)of teaching in several cultures in order to refocus educational reform efforts. They analysed videotaped lessons from dozens of randomly selected eight-grade classrooms in the United States, Japan and Germany. From their analysis, these authors found that American teachers of mathematics have one way of teaching that does not take real-world applications and problem-solving techniques into account. This is what makes the difference.
At the teaching methods level, Stigler and Hierbert found that American teacher use more definitions, compare to Japanese and Germna teachers. Another big difference resides in teachers beliefs, about learning, the ways teachers view lessons, teaching and learning goals, individual differences and the use of teaching aids. The comparison is more striking at the level of how American and Japanese teachers organize their classrooms according to their beliefs about teaching as a system as well as a cultural activity.
Stigler and Hierbert suggest that school reforms do not work because instead of looking at the culture of education as "whole", the US education reform actors tried to fix small parts and this had no effect on the fundamental nature of the instruction. A productive classroom culture should be restructured so that teachers collaborate to improve individual lessons, become career- long-learners and transform classrooms into laboratories for teaching and professional improvement which, in turn will be reflected in students' learning.
Educators have to read this book to understand the real nature of teaching, use it as a tool for building collaborative efforts and to gain ideas about how to face education reform debates.
Review_Author: Penna
Book_Author: Carson City
Book_Title: lkne
Reference: Ind Home Loans Online
Date: 2/26/2007
Time: 12:53:31 AM
Remote Name: 220.181.31.44
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