Version 2 2024-06-04, 01:16Version 2 2024-06-04, 01:16
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chapter
posted on 2024-06-04, 01:16authored byLihua XuLihua Xu, David Clarke
This chapter critically examines several methodological issues in conducting cross-cultural comparison of classroom practices, drawing upon examples from two international comparative studies of mathematics classrooms: Trends in International Mathematics and Science Study (TIMSS), and the Learners’ Perspective Study (LPS). A major challenge for cross-cultural comparison of classroom practice is to develop and identify coding categories with which comparison across culturally-situated practices can be carried out. Cross-cultural application of culturally-specific classification schemes can both create and conceal differences (Clarke, 2013). In order to address the dual priorities of validity and comparability, researchers must find a satisfactory balance between both obligations.