Programs that work : mathematics teacher preparation programs in Japan, the United States, and Finland
Abstract/Contents
- Abstract
- This study examines successful and internationally renowned mathematics teacher training programs in Japan, the United States, and Finland. Using interview data from program instructors, prospective mathematics teachers, and program directors, as well as from my own experiences as a teacher and researcher in each of these countries, I examine themes in mathematics teacher education are consistent across these three cultural contexts, namely the relationship between theory and practice, authenticity, and the goals of mathematics teaching. In addition, I examine themes unique to each context, such as juku (Japan), English Language Learners (the United States), and equity versus elitism (Finland). I also look at the themes of relationships and expectations that are reflected in my personal account of learning to teach in Japan, the United States, and Finland. Despite recent emphasis on reform teaching methods, such as those proposed by the National Council of Teachers of Mathematics, and drastic reforms in the last decade through policies such as No Child Left Behind and Race to the Top, the United States continues to fall further behind in international comparisons of mathematics achievement. Believing that problems do exist within the American educational system, educational research leaders have pointed to the continued educational success of nations such as Finland and Japan in order to learn what features of these high-performing systems might be components for success. While there is great value in international comparisons, this viewpoint ignores high-performing programs in the United States and ignores the fact that not all overseas programs are equal. I argue that the exemplary cases are the most valuable, including the case of well-established programs in the United States as well.
Description
| Type of resource | text |
|---|---|
| Form | electronic; electronic resource; remote |
| Extent | 1 online resource. |
| Publication date | 2015 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Associated with | Hedrick, Benjamin |
|---|---|
| Associated with | Stanford University, Graduate School of Education. |
| Primary advisor | Goldman, Shelley |
| Thesis advisor | Goldman, Shelley |
| Thesis advisor | Boaler, Jo, 1964- |
| Thesis advisor | Lotan, Rachel A |
| Thesis advisor | McDermott, Ray (Raymond Patrick), 1946- |
| Advisor | Boaler, Jo, 1964- |
| Advisor | Lotan, Rachel A |
| Advisor | McDermott, Ray (Raymond Patrick), 1946- |
Subjects
| Genre | Theses |
|---|
Bibliographic information
| Statement of responsibility | Benjamin Hedrick. |
|---|---|
| Note | Submitted to the Graduate School of Education. |
| Thesis | Thesis (Ph.D.)--Stanford University, 2015. |
| Location | electronic resource |
Access conditions
- Copyright
- © 2015 by Benjamin James Hedrick
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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