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首页> 外文学位 >From public policy to classroom practice: Mathematics curriculum decision -making in public secondary education in El Salvador.
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From public policy to classroom practice: Mathematics curriculum decision -making in public secondary education in El Salvador.

机译：从公共政策到课堂实践：萨尔瓦多公共中学教育中的数学课程决策。

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摘要

Secondary education has been identified as 'the forgotten level' in Latin America. This educational level has not had the financial and technical support that elementary, higher education and, more recently, early childhood education have had. Nonetheless, it provides instruction for young people, including students that join the labor market, as well as those that continue to post-secondary or higher education. In El Salvador, educational research is limited, but there are documents1 that allow for the tracing of educational indicators in elementary and secondary education, such as coverage and dropout rates. However, like other Central American countries, it does not have evidence on curriculum decision-making.;By using adaptations to instrumentation that was developed for the Third International Mathematics and Science Study (TIMSS) along with a comparative approach, this research responded to the information gap for an informed discussion regarding curriculum decision-making and the power exerted by different agents and curriculum policy instruments as they shape and affect the education of young people. My general research question was: How do different service delivery systems compare, with respect to the factors that are exerting power over teachers' mathematics decision-making in secondary education in El Salvador?;This research was an exploratory case study and I used an inductive approach for data gathering. The analysis and presentation of the findings was based on qualitative analysis techniques; in particular I applied the Qualitative Comparative Analysis (QCA) methodology, developed by Charles C. Ragin (1989; 2000).;1The Business Foundation for Educational Development (FEPADE), using funds from USAID, has publications of this type (Fernandez and Carrasco 2000; Carrasco 1999; Umana 1998).
机译：中学教育在拉丁美洲被确定为“被遗忘的水平”。这个教育水平没有基础，高等教育和最近的幼儿教育所提供的资金和技术支持。但是，它为年轻人提供了指导，包括加入劳动力市场的学生以及那些继续接受大专或高等教育的学生。在萨尔瓦多，教育研究是有限的，但是有文献1允许追踪基础和中等教育中的教育指标，例如覆盖率和辍学率。但是，像其他中美洲国家一样，它也没有关于课程决策的证据。；通过使用针对第三国际数学和科学研究（TIMSS）的仪器的改编以及比较方法，该研究对信息鸿沟，以便就课程决策以及不同主体和课程政策工具在塑造和影响年轻人的教育方面所发挥的作用进行知情讨论。我的一般研究问题是：在萨尔瓦多的中学教育中，对于影响教师数学决策能力的因素，不同的服务提供系统如何进行比较？；该研究是一个探索性案例研究，我使用了归纳法数据收集方法。结果的分析和介绍是基于定性分析技术；特别是我应用了Charles C. Ragin（1989; 2000）开发的定性比较分析（QCA）方法。1教育发展商业基金会（FEPADE）利用美国国际开发署的资金，出版了这类出版物（Fernandez和Carrasco 2000；卡拉斯科1999；乌马纳1998）。

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  • 作者

    Flores, Irene G.;

  • 作者单位

    State University of New York at Albany.;

  • 授予单位 State University of New York at Albany.;
  • 学科 Educational administration.;Secondary education.;Mathematics education.
  • 学位 Ph.D.
  • 年度 2006
  • 页码 277 p.
  • 总页数 277
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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