Drawing on interviews with 24 Singapore social studies teachers, this study interrogates the concept of harmony, investigates the implications of the state incorporating this concept as an educational goal for the public education system, and examines the affordances and constraints of harmony as an educational goal.
The article examines a unique bilingual (Arabic-Hebrew), binational (Jewish-Palestinian) school in Israel/Palestine in its struggle to be a sustainable and broadly transformative endeavor by opening enrollment to external students.
This article considers the ways in which school systems in New York City and Amsterdam have shaped the educational trajectories of two groups of relatively disadvantaged immigrant youth: the children of Dominican immigrants in New York and the children of Moroccan immigrants in Amsterdam. It describes the salient features of the two educational systems and the ways in which they structure opportunity for children of immigrants.
This article compares the cost-effectiveness of private and government secondary schools in Uganda, where student learning is the measure of effect. The research design includes a measure of prior learning, enabling the researchers to hold constant the effects of ability while comparing a unit measure of learning per dollar of expenditure in private and government schools. Similar to findings of other scholars, the authors conclude that there is substantial evidence in favor of private secondary schools in Uganda as more cost effective than government institutions.
Drawing on observation data from two U.S. and two Chinese mentor-novice pairs in induction contexts, this study analyzed the content and forms of mentor-novice conversations about novices' lessons.
This paper draws on data from a group case study of women in higher education management in Hong Kong, Singapore, Malaysia, and Thailand. It investigates culture-specific dimensions of what the Western literature has conceptualized as "glass ceiling" impediments to women's career advancement in higher education.
This article questions a formulation of identity and argues that the field must embrace a more dynamic and nuanced notion of self.
Drawing on theory in achievement motivation and cultural psychology, the authors examine the intrapersonal, interpersonal, and social-historical perspectives of South African adolescents on education, achievement, and opportunity.
Two cases of planned curriculum change are examined to illustrate the limits and possibilities of curriculum reform.
Reviews recent trends in female employment and preschool provision in the United States and Europe, discussing how governments have responded to the issues.
A comparison of the organizational and curricular dimensions of school-based and work-based preparation for jobs in the United States and Germany.
This article describes the school-based extracurricular programs in several societies in East Asia, suggesting that Americans use such information to develop more effective extracurricular programs.
This article compares U.S. and German schooling processes, noting how the countries socialize their youth to adulthood and employment; mentions key elements in achieving good outcomes and preparing productive adults; recommends creating an appropriate balance between the country's labor force needs and the developmental needs of its individuals.
A visit to a prestigious kindergarten in Nanjing and a comparison of Chinese and Western learning styles.
Explores the conceptual basis of teaching in China
This article discusses the author's attempt to understand some aspects of Japanese society and his reflections on the role that philosophy of education, anthropology, and other disciplines can play in grappling with issues of intercultural understanding.
After viewing through British eyes the problematic state of American graduate schools of education in 1982, Harry Judge now sees in both Holmes and Carnegie the possibility for genuine reform. He argues that the funding of professional development centers and of chairs in the teaching of various school subjects should have high priority.
Offering a comparative perspective, Altbach looks at the prestige accorded European sec- ondary school teachers, the undereducated third world teachingforce, the seeming lack of relation between teacher education and different levels of international achievement, and current teacher reforms in Japan and Russia.
The author reviews the multifaceted policy, curricular, and economic questions relating to the foreign student issue.
Findings are given of a cross-national study that explored the processes of children's development of identity by examining how children learn what their ethnic group is and how their group should act. Adults seem to influence cultural and personality development, with social standing being more important than ethnic background.
Liberal education in Japan, and specifically at Japan's Tenri University, is described. The conflicts between the society's need for well-rounded educated individuals versus well- educated specialists are noted.
Peter Abbs, a highly persuasive lecturer in education at Sussex University, has buckled on armor to challenge society-in the United States as well as Britain-through a radical revisioning of the aims of contemporary education. The three books here under review set forth the present state of his challenge: first, a bill of particulars against a civilization dominated by a voracious industry and, second, a proposal for correction through the establishment of a single small college devoted to the formation of teachers capable of raising up a new, truly human, generation.
Comparative studies show that the dichotomy between empirical (experimental and nonexperimental) and nonempirical (qualitative)
research is false. If research on individuals is to be useful, both elements
are needed. In this paper some of the claims made for empirical
research will be examined.
The educational policies in effect in former subjugated countries are discussed.
The author discusses Tamagawa-Gakuen, a Japanese school, and he is very certain that it is one of the most exciting and interesting to observe and, as such, merits the closest attention of American educators.
Japan, after delighting Dewey with its colorfulness and grace, with its courtesy and the gaiety of its children at play, posed for him problems which he did not know how to answer. Its liberals seemed to him lacking in moral stamina, its teachers spokesmen for the militarists, and its education an indoctrination in mythology. This was a country which seemed to exemplify a Marxian pattern of social classes and political structure, and to defy the application of Dewey's method of intelligence. There was little he could finally tell Japan's liberals, and it left Dewey with a kind of despondency.
Today, most children in the econ01nically advanced and technologically
developed countries take education at all levels for
granted. Education is compulsory, and there are adequate resources
to provide enough schools, teachers, and teaching materials for all
the children of all people. Yet, even in the United States of America,
there is still much to be done in backward areas of the country
where education has long been substandard.
An address on the occasion of the Dewey Seventieth Birthday celebration, October 18, 1929, in the Horace Mann Auditorium, Teachers College.
American policy makers and pundits are in love with some foreign education systems and are working hard to bring their policies and practices home. Many presently proposed reform policies and practices are rationalized based on international comparisons. But is this infatuation justified? What can we really learn from other countries?