By Iris C. Rotberg, Gérard Bonnet, Mary Canning, Kai-ming Cheng, Terry J. Crooks, Luis Crouch, Ori Eyal, Eva Forsberg, Phyllis Ghim-Lian Chew, Ratna Ghosh, Martin Gustafsson, Batia P. Horsky, Dan Inbar, Barbara M. Kehm, Stephen T. Kerr, Allan Luke, Ulf P. Lu
In Balancing swap and culture in international schooling Reform, Rotberg brings jointly examples of present schooling reforms in 16 nations, written by way of _insiders_. This ebook is going past myths and stereotypes and describes the tricky trade-offs international locations make as they try to enforce reforms within the context of societal and worldwide swap. In a few international locations, reforms are a reaction to significant political or financial shifts; in others, they're influenced by means of huge upsurges in immigration and elevated scholar variety. without reference to the explanations for schooling reform, all nations face judgements approximately source allocation, equality of academic chance throughout different populations, entry to raised schooling, scholar trying out and monitoring, instructor responsibility, institution selection, and innovation. The essays during this quantity display: _
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Extra info for Balancing Change and Tradition in Global Education Reform
A good example is the Davydov–El’konin method for early mathematics instruction, an approach that is based on the novel idea that learning mathematical principles at all levels will come more easily if the student is introduced, from the start, to the notion of mathematics as a way of thinking about the world in terms of quantities and comparisons rather than immediately through numbers. Under this model, the young student is not introduced to numbers per se until the middle of the second grade; initial experiences are all cast in terms of comparisons of “more–less,” “longer–shorter,” “deeper–shallower,” and so on.
1986). China’s recent education reform: The beginning of an overhaul. Comparative Education, 22 (3), 255–69. ———. (1996). Improving basic education in rural China: The case study of Zhejiang Province. Paris: International Institute for Educational Planning. ———. (1997). The meaning of decentralisation: Looking at the case of China. In W. K. Cummings & N. F. ), International handbook of education and development: Preparing schools, students and nations for the twenty-first century (pp. 393–403).
1984). The development of competence in culturally defined domains: A preliminary framework. In R. A. Shweder & R. A. ), Culture theory: Essays on mind, self, and emotion (pp. 257–75). Cambridge: Cambridge University Press. Hofstede, G. (1997). I, we, and they. In Cultures and organizations: Software of the mind (pp. 49–78). London: McGraw-Hill. Hsu, F. L. K. (1985). The self in cross-cultural perspectives. In A. J. Marsella, G. Devos, & F. L. K. ), Culture and self: Asian and western perspectives (pp.
Balancing Change and Tradition in Global Education Reform by Iris C. Rotberg, Gérard Bonnet, Mary Canning, Kai-ming Cheng, Terry J. Crooks, Luis Crouch, Ori Eyal, Eva Forsberg, Phyllis Ghim-Lian Chew, Ratna Ghosh, Martin Gustafsson, Batia P. Horsky, Dan Inbar, Barbara M. Kehm, Stephen T. Kerr, Allan Luke, Ulf P. Lu