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Institutionalizing Health and Education for All
Health for All and Education for All have been rallying cries for a host of international development activities for more than a quarter century. Where did these global goals come from? Why have the health goals seemingly advanced so much faster than those in education? In this book, author Colette Chabbott explores the foundational role that international development organizations and the innovations they champion have played in shaping and advancing such goals. Chabbott demonstrates the importance of science and measurement in rendering some innovations more universal and compelling than others. Her analysis includes in-depth case studies of innovations developed at the grassroots and scal...
Constructing Education for Development
Recent research has advanced the understanding of how global processes have led to standardized ideas about modern schooling. Chabbott provides an insightful examination of how the processes of international development have effected the role of education at a global level since World War II.
Constructing World Culture
The contributors contrast this world-polity perspective to other approaches to understanding globalization, including realist and neo-realist analyses in the field of international relations, and world-system theory and interstate competition theory in sociology.
Handbook of the Sociology of Education
This wide-ranging handbook provides a comprehensive overview of the field of education as viewed from a sociological perspective. Experts in the area present theoretical and empirical research on major educational issues and analyze the social processes that govern schooling, and the role of schools in and their impact on contemporary society. A major reference work for social scientists who want an overview of the field, graduate students, and educators.
Understanding Others, Educating Ourselves
Since 1988, the Board on International Comparative Studies in Education (BICSE) at the (U.S.) National Research Council of the National Academies has engaged in activities designed to increase the rigor and sophistication of international comparative studies in education by encouraging synergies between large and smaller scale international comparative education research, to identify gaps in the existing research base, and to assist in communicating results to policy makers and the public. Under the current grant (1998-2002), funded by the National Science Foundation and the U.S. Department of Education's National Center for Education Statistics, BICSE has sponsored public events and commissioned papers on the effects of the Trends in International Mathematics and Science Study (TIMSS), the power of video technology in international education research, international perspectives on teacher quality, and advances in the methodology of cross-national surveys of education achievement. This report responds to a request from the board's sponsors under the current grant to produce a report that builds on its previous work.
Asia's Educational Edge
The United States in the past half-century has consistently led the world in the strength of its economy and in scientific research and development. Now, this position at the forefront of industry and innovation is threatened. Asia's Educational Edge warns that the United States relies heavily on the talent of foreign-born scientists and engineers_skilled workers who face increasing, and increasingly favorable, options for employment elsewhere. East Asia's and India's emerging economies are expanding their own higher education capacity in the sciences and their own research and development infrastructure. Accordingly, the United States faces great and growing competition in attracting talented students and professionals from the international community. In this carefully researched volume, Yugui Guo asks: Can the U.S. education system succeed in training enough high-quality students in the sciences to meet the ever-growing need? Asia's Educational Edge is essential reading for industrial and research leaders, policy makers, educators, and scholars of international and comparative education.
The Teacher Development Continuum in the United States and China
In 1999, Liping Ma published her book Knowing and Teaching Elementary Mathematics: Teachers' Understanding of Fundamental Mathematics in the United States and China, which probed the kinds of knowledge that elementary school teachers need to convey mathematical concepts and procedures effectively to their students. Later that year, Roger Howe, a member of the U.S. National Commission on Mathematics Instruction (USNC/MI), reviewed the book for the Notices of the American Mathematical Society, concluding that it 'has lessons for all educational policymakers.' Intrigued by the idea of superrank teachers, the USNC/MI sponsored a workshop entitled 'The Teacher Development Continuum in the United States and China'. The purpose of the workshop was to examine the structure of the mathematics teaching profession in the United States and China. The main presentations and discussion from the workshop are summarized in this volume.
Methodological Advances in Cross-National Surveys of Educational Achievement
In November 2000, the Board on International Comparative Studies in Education (BICSE) held a symposium to draw on the wealth of experience gathered over a four-decade period, to evaluate improvement in the quality of the methodologies used in international studies, and to identify the most pressing methodological issues that remain to be solved. Since 1960, the United States has participated in 15 large-scale cross-national education surveys. The most assessed subjects have been science and mathematics through reading comprehension, geography, nonverbal reasoning, literature, French, English as a foreign language, civic education, history, computers in education, primary education, and secon...
Comparative Education Reader
'The Comparative Education Reader' brings together leading scholars to provide a collection of writings on the rapidly expanding discipline of comparative education.
Literacy for Citizenship
This book explores the involvement of nineteen women in an emancipatory literacy program conducted under the administration of Paulo Freire in Sao Paulo, Brazil. The study presents the classroom experiences of these women and the psychological, cognitive, and behavioral changes they undergo over a three-year period. Their low limited acquisition of literacy and their limited reading and writing practices are explored in the context of their circumscribed environment of poverty, living in families and societies that place definite boundaries and expectations regarding the everyday tasks they must perform. The analysis of the women's individual experiences is linked to a political and structural inquiry into the grassroots groups and the political party implementing the literacy program. In this way, contradictions, ambiguities, and antagonisms within and among social forces regarding literacy for social change are made transparent. Literacy acquisition is shown to be a process fraught with multiple exogenous demands that distance these women from the constant exposure to print required for literacy competence.
