Chapter 5 examines the implications of recommendations from earlier chapters for supporting infrastructure, both fi- Although many features of international data collection in educational research have changed over the past decade, at least one has not: research that provides comparative information across nations continues to expand understanding of education as a social and economic institution and provide rich sources of ideas about how nations can strengthen teaching and student achievement. These ideas range from methods for early childhood education (France, Germany, and Italy), a model for the structure of higher education (Germany), and goals for mass urban education (England), to the Suzuki method of teaching music (Japan).
The increasing scrutiny of earlier studies has revealed their limitations and the consequent need for improvement in the planning, execution, and dissemination of international comparative research….
The lack of an adequate system of education indicators to inform education policy making has become increasingly apparent.
For example, although a full series of more detailed thematic analysis of the data was commissioned before the completion of the first Programme for International Assessment of Student Achievement (PISA) international report, it was of necessity carried out by researchers closely aligned with the study.
Few new initiatives have been launched either to cull insight from ongoing nonsurvey-based international studies or to support systematic new ones attuned to independent research agenda. students are not first in the world in mathematics and science, educational rhetoric in the United States remains essentially one-dimensional, lacking the sense of rich possibilities that international perspectives can provide.
He cited one educator who claimed that “the practical value of studying other systems of education is that much can be learned about one’s own system of education.” His second claim was that “what goes on outside the schools matters even more than the things inside schools to an understanding of any system of education” (p. However, the country rankings that were so widely publicized did little to suggest the breadth of international research. In contrast, education systems in many other countries encompass a far greater degree of diversity.
Cuban (1988) has argued that one remarkable feature of U. For example, there tends to be great diversity across nations regarding what citizens expect of their schools, what roles teachers play in society, and what education services governments and private organizations provide. The effort to provide a quality education to all of America’s students has increasingly used international comparisons to assess our school’s effectiveness and to generate ideas about ways to reform our schools” (U. Department of Education, National Center for Education Statistics, 1994:ii,1). Studies such as PISA, for example, demonstrate that high average performance does not have to be associated with the wide disparities in performance found in the United States.He dates the beginning of comparative education as a systematic study to the early 19th century. interest in international education studies has waxed and waned over the decades, but it grew particularly keen after the National Commission on Excellence in Education issued its report, The data cited in that report seized the interest of policy makers, who had little previous knowledge of or interest in comparative international education statistics but who subsequently evolved into strong proponents of comparative research at both state and cross-national lev- For example, “International comparisons of student achievement . The United States was challenged to be first in the world in mathematics and science achievement by the turn of the century, and to ensure that every adult “will be literate and will possess the knowledge and skills necessary to compete in a global economy” (Rothman, 2002).He mentions early reservations about the limitations of what is likely to be learned from such study. This focus on comparisons of achievement brought valuable attention to the potential benefits of learning about education in other countries.Indeed, there is an increasing concern that international assessments are now conducted more frequently than reforms can produce change in the U. education system, which may discourage ongoing, longer term reform efforts.In addition, the results of large-scale domestic and international surveys are raising a host of questions that often are addressed best by smaller scale studies requiring a wide range of research methods, both qualitative and quantitative.Despite major investments in a half-dozen large-scale international surveys over the past decade, U. public discourse about education remains curiously untouched by international comparisons. Possible reasons for this deficiency include the general imperviousness of U. education policy to domestic or international education research (Lagemann, 2000), and widely shared assumptions that other areas of the world are simply not relevant to the United States.The lack both of interpretive international comparative education studies and of secondary analysis focused on issues of primary concern to the public and policy makers, however, certainly contributes PISA is being conducted by the Organisation for Economic Co-operation and Development’s Directorate for Education. Department of Education’s Office of Educational Research and Improvement by creating the Institute of Education Sciences, which includes three centers: the National Center for Education Research, the National Center for Education Evaluation and Regional Assistance, and the National Center for Education Statistics (NCES), one of the main U. funders of international comparative education research. This is an important moment to examine the nature of international comparative education research and to reaffirm its critical contribution to a well-rounded program of domestic education research in the United States.Good thing I did my research and chose this website to outsource all the essays.I’ve been using their services for a year now, and they have never let me down.The Education Sciences Reform Act of 2002 places strong emphasis on using rigorous scientific methods to study education (U. International studies, however, can do much more than this.The rest of this chapter explores the current rationale for U. participation in international comparative studies and discusses the scope of such studies.