Böcker i Reference Books in International Education-serien

A collection of ten essays advocating the important link between social justice and education and pointing out the threats posed to both by internal policy and budgeting. The contributors include a selection of international scholars and program administrators presenting their views on Third World

In this book the authors systematically address the most common stereotypes or myths about Japanese education that are currently being circulated in the popular press, teaching magazines and educational research journals. The authors show how arguments about Japan are used to further political ends within the American educational debate. Some of the myths that the book debunks are Japan's high adolescent suicide rate. LeTendre and Zeng show that adolescent suicide among males is now twice as high in the U.S. as in Japan. Tsuchida and Lewis take on the myth of Japanese classrooms as crowded places centered on rote-learning--providing detailed evidence as to why Japanese students may indeed have an "edge" in math. McConnell uses Japan's highly successful foreign language program to deconstruct images of "Japan Inc."--showing the highly fractious and bitter political debates that occur in Japan. Yang provides data on differences in Japanese and American teachers' work roles--showing that differences in the two educational systems are not simply due to "cultural" differences, but have a basis in educational policy and school organization. Shimizu offers an alternative view of achievement motivation among Japanese students based on in-depth interviews with Japanese teens.

This text examines the daily life of elementary school classrooms in six nations with complex economies, an international presence, and salient minority and immigrant populations. Essays analyze classroom management practices and policies, as well as their historical and theoretical frameworks.

This detailed ethnographic study of fifth- and sixth-grade classrooms offers new insights into Japanese culture, as many aspects of daily social life are embedded in the educational system.

A collection of essays providing in-depth accounts of doing qualitative research and evaluation in developing countries. Each focuses on a specific method - interviews, fieldwork or document analysis.

This book covers the seven-year project involving China, Germany, Japan, Singapore, Switzerland, and the US, to show how collaborative research can help expand worldwide knowledge of education.

This book contrasts the interrelationship between state formation and Chinese school politics in postwar Singapore and Hong Kong.

This book debunks the argument that quality in education can only be achieved by limiting, or trading off, equality. This book argues that any worthy definition of quality education must include the interest of the underprivileged.

This book identifies and examines the cultural conditions and circumstances that influence the process of educational decision making for girls in Nepal.

First Published in 1992. Routledge is an imprint of Taylor & Francis, an informa company.

This volume focuses on policies and practices in the education of China's national minorities with the purpose of assessing the goals and impact of state sponsored education for China's non-Han people's.

Presents a study of the politics of history education in East Asia, analyzes the content of official syllabi and the ways in which authorized explanations have developed in response to changes in domestic and international politics.

Presenting findings of research conducted on five continents, this work discusses equal opportunity for education. Chapters address current gender issues as well as specific problems facing policy makers and professionals alike.

This book explored global issues in the professional development of science teachers, and considers classroom applications of teacher training with a comparative lens.

A collection of essays which consider the recent changes in Denmark, Finland, Iceland, Norway and Sweden brought about by the problems in implementing a democratic educational policy given the political, religious and economic changes Scandinavia is currently undergoing. This is volume 39 in the REFERENCE BOOKS IN INTERNATIONAL EDUCATION series.

This book investigates the relationships between education and national development in an area of the world where both have acquired considerable importance.

This collection of ethnographic studies of Chinese schooling explores the meaning of ethnography, both in describing Chinese schools and in the broader context of the defined purposes and practices of research.

Modern education, conceived in the late 18th century and expanded in the early 19th century to promote enlightenment and social equality, may finally be nearing its institutional limit. Over the past decade, following nearly a century of steady gains, there has been little further advancement in modern education. The modern system has proved effective in serving the interests of the established core of contemporary society, but ineffective in "reaching for the periphery." The contributors to this volume offer various corrective approaches to correct this state of affairs.

An analysis of schooling in both the US and Japan.

First Published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.

Surveys educational policies and practices in response to language diversity in twelve countries, and draws from them lessons for a more effective whole-school approach. Policies and practices are discussed in the context of political debate within minority communities and in the wider society of e

This book aims to provide an explanation for the slow introduction into Japan of development education.

First Published in 1991. Routledge is an imprint of Taylor & Francis, an informa company.

The authors offer the reader a new perspective on Japanese education and society that demonstrates the successes and problems faced by Japanese students, parents and teachers.

This book examines the approach to civic education and its recent re-emergence in the Pacific Rim and the US. Under the influence of globalization, nationalism and sovereignty the authors reveal how definitions of citizenship are contested.

In the educational arena, new ideas often compete as solutions to recurrent problems, making the concept of "innovations" a widespread discursive term. While expectations are substantial for each innovation, implementation of ideas has shown them to be more modest in practice. This book examines innovations in several developing countries, presenting case studies of technological, curricular, and organizational innovations selected for their magnitude in financial investment, scope, and duration. The case studies explore the social and political contexts that shaped the features of these innovations and what they accomplished over time in terms of teacher cost reduction, status mobility, access to education, and national unity. The experience of countries such as Brazil, Lesotho, the Philippines, and Namibia, and the influence of international agencies such as the World Bank are described and analyzed against theories of social and organizational change. The case studies themselves also serve as subjects for reflection on the prevailing positivist approaches to research and knowledge. "The Politics of" "Educational Innovations" should be of considerable interest to students of educational change, wither in the academic world or in the fields of government and international cooperation.

This book calls for a broader approach to comparative educational administration: one which uses culture as the principle means of analysis.

Data from around the world detail projects and theories in peace education in formal and informal settings, examining peace education in the context of education about other social issues and in a variety of geopolitical settings. Reviews major approaches to policy and praxis in peace education, an

This book explores two very probing questions: what sustains teaching in Japan, and what is pressing teaching to change, presenting a cultural perspective based on ethnographic and other related data.