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International Education

by Nadine Dolby — 2000
This article questions a formulation of identity and argues that the field must embrace a more dynamic and nuanced notion of self.

by Janine Bempechat & Salie Abrahams — 1999
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.

by Adam Gamoran — 1997
Two cases of planned curriculum change are examined to illustrate the limits and possibilities of curriculum reform.

by Sally Lubeck — 1995
Reviews recent trends in female employment and preschool provision in the United States and Europe, discussing how governments have responded to the issues.

by Stephen Hamilton & Klaus Hurelmann — 1994
A comparison of the organizational and curricular dimensions of school-based and work-based preparation for jobs in the United States and Germany.

by Arieh Lewy & Zoltαn Bαthory — 1994
This chapter contains only partial information on the impact of the Taxonomy in the geographic region of our interest. The authors were highly dependent on the information they were able to collect, and by no means do the references in this article represent the full scope of the publications.

by Bom Chung — 1994
In this chapter, I discuss how the Taxonomy was introduced to the Korean academia in education, as well as how it stimulated the improvement of school examinations, facilitated curricular and instructional improvement projects, and has been critically examined in educational discussions.

by Harold Stevenson — 1994
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.

by Sterling Fishman — 1993
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.

by Anne Peter, Klaus Hurrelmann & Nancy Leffert — 1993
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.

by Marilyn Osborn, Patricia Broadfoot & Dorothy Abbott — 1992

by Clifford Hill — 1991
A visit to a prestigious kindergarten in Nanjing and a comparison of Chinese and Western learning styles.

by Lynn Paine — 1990
Explores the conceptual basis of teaching in China.

by Walter Feinberg — 1989
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.

by Harold Noah — 1989
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.

by Harry Judge — 1987
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.

by Philip Altbach — 1987
Offering a comparative perspective, Altbach looks at the prestige accorded European secondary school teachers, the undereducated third world teaching force, the seeming lack of relation between teacher education and different levels of international achievement, and current teacher reforms in Japan and Russia.

by Anthony Petrosky — 1986
Now, at the end of my tenure with the project and after seeing it receiving funding for three more years, I want to take this opportunity, as I prepare to leave for the Shanghai Foreign Languages Institute in China, to discuss what we set in motion.

by Philip Altbach — 1986
The author reviews the multifaceted policy, curricular, and economic questions relating to the foreign student issue.

by Wallace Lambert — 1984
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.

by Beatrice Reubens — 1982
A description of vocational education in foreign countries cannot come from a single mold. Differences among the countries are substantial in matters of clientele, expectations, educational methods, organization, and administration. It is best to consider countries individually, to relate full-time vocational education in regular schools to the national system of initial occupational skill training, and to confine the discussion to young people of upper-secondary age who have not been in the labor force.

by Susanne Shafer — 1981
Education in other nations arouses interest among Americans more as a possible source of ideas for dealing with educational problems than as a social phenomenon basic to the culture of another country that reveals important features of that culture. I assume that readers have the first purpose and wish to acquaint themselves with approaches taken to certain issues in social studies education in a number of countries that represent quite different cultures. The issues to be viewed across the nations are (a) the role of political ideology in the shaping of social studies education, a sine qua non for this aspect of the curriculum; (b) curriculum and content emphasis, the "bread and butter" or heart of any approach to social studies, and (c) the impact of external examinations, that is, those examinations that originate or at least are legitimized outside the examinee's school.

by Bruce Kimball — 1981
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.

by Donald Cowan — 1981
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.

by Margaret Mead — 1974
Within anthropology we have developed several useful distinctions in discussing the questions of how grandparents do or do not play a role in the education of children in any given society, and particularly in our own. Within the context of this article the author uses the word education to include conscious teaching of any sort, whether of speech, manners, morals, or skills, but include also the process of socialization, which occurs in all societies as children learn to restrain their impulses, postpone gratification, control their sphincters, walk, talk, and participate in social life, and the process of enculturation, by which children learn a particular culture.

by H. Dieuzeide — 1974
Most assessments of the spectacular expansion of world education are on the whole scarcely encouraging. They tend to show quality sadly lagging behind increasing quantity, inadequate output, both internal and external doubts, and moral crisis. Attention is also drawn to the growing rift between the educational system and a society which is (a) breaking the school's monopoly as the source of knowledge, (b) developing through communication media new relationships between man and the world, and (c) obliging all men to continue their education throughout their professional and civic life.

by Hope Leichter — 1974

by Joseph McGivney & William Moynihan — 1972
Develops a conceptual framework which views the school as a subsystem of both the local community and of the larger society.

by David McClelland — 1972
The author reviews studies to date and concludes achievement motivation training courses improve school learning by improving classroom and life management skills rather than by changing achievement levels directly.'

by Thomas La Belle — 1972
This article discusses the influence of society and culture on the goals and content of educational problems.

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