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 addresses the growing diversity in religious and ethnic backgrounds among students at primary and secondary schools in Western Europe. Presented are the outcomes of international comparative anthropological (qualitative) research on multiculturalism, citizenship, and nation building in schools in Paris, Berlin, London, and Rotterdam.

This article introduces the special issue, which focuses on the ways in which educational institutions in Europe and North America are responding to the growing number of children of immigrants entering schools and universities. It discusses the ways in which the needs of children of immigrants differ from those of native-born students, and the ways in which variations in the structure of national education systems, and in policy and practice, may shape the pathways that children of immigrants take into the labor market, higher education, and their lives as citizens. The authors review existing research on this topic and highlight some of the difficulties involved in comparative studies. They close with an overview of the articles presented in the special issue.

This article explores the ways in which educational systems shape the educational attainment of children of Mexican immigrants in the United States and of North Africans in France.

Using a general framework for multileveled and multidimensional citizenship education and with reference to Hong Kong and Shanghai, this study assesses students’ views of citizenship in a multileveled polity. Its empirical evidence suggests that citizenship and citizenship education are dynamic, context-bounded, and multileveled social constructions reinvented through the intertwined interactions of different actors in response to, and as part of, social changes, including globalization.

This introduction to the special issue lays out a framework for the articles to follow by outlining the ways in which the governance structures of education—from national authorities that set federal policy, down to individual schools and administrative practices—shape the opportunities open to children of immigrants. The authors outline some of the main features of educational governance and discuss their relevance to the education of immigrants. It concludes with an overview of the articles in the issue.

This article examines the American Montessori movement from its failed introduction in the United States in 1911, to its rebirth in 1960, to its current resurgence as a time-tested alternative to traditional public schooling. Montessori pedagogy is situated in an international context, exploring both the manner by which an essentially twentieth-century European import was transformed into a predominantly twenty-first-century American export and the impact of a continually changing American educational landscape on the movement.

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.

This article examines the causes and prevalence of private tutoring as a form of supplementary education from a comparative perspective: Who takes private tutoring and why? It explains both between-country and within-country variations in after-school math tutoring as collective and individual choice through secondary analyses of the 1995 TIMSS eighth-grade student and teacher survey data sets, with a focus on the cases of Korea and the United States.

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 is a description and analysis of how the citizens of the former German Democratic Republic are attempting to reconstruct their educational system. As the GDR has divided into five federal states in order to incorporate with West Germany, five different school systems are being established. This article focuses on Saxony, the most populous of the new states, and its efforts to reconstruct its educational system.

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.

The author speaks on the nature of the curriculum and appropriate standards in education from an economist’s point of view, and considers the issue of national standards from an international perspective.

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.