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Validity and comparability in cross-cultural video studies of classrooms

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posted on 01.01.2019, 00:00 authored by Lihua 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.

History

Title of book

Video-based research in education: cross-disciplinary perspectives

Chapter number

2

Pagination

19 - 33

Publisher

Routledge

Place of publication

Abingdon, Eng.

ISBN-13

9781351612388

Language

eng

Publication classification

B1 Book chapter

Copyright notice

2019, Lihua Xu and David Clarke

Extent

16

Editor/Contributor(s)

Lihua Xu, George Aranda, W Widjaja, David Clarke