Version 2 2024-06-04, 01:16Version 2 2024-06-04, 01:16
Version 1 2018-11-23, 14:56Version 1 2018-11-23, 14:56
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.
History
Chapter number
2
Pagination
19-33
Open access
Yes
ISBN-13
9781351612388
Language
eng
Publication classification
B1 Book chapter
Copyright notice
2019, Lihua Xu and David Clarke
Extent
16
Editor/Contributor(s)
Xu L, Aranda G, Widjaja W, Clarke D
Publisher
Routledge
Place of publication
Abingdon, Eng.
Title of book
Video-based research in education: cross-disciplinary perspectives