To Sum It Up: Case Studies of Education in Germany, Japan, and the United States.

Autor/inn/en	Stevenson, Harold W.; Nerison-Low, Roberta
Institution	National Inst. on Student Achievement, Curriculum, and Assessment (ED/OERI), Washington, DC.
Titel	To Sum It Up: Case Studies of Education in Germany, Japan, and the United States.
Quelle	(2002), (154 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Comparative Education; Cross Cultural Studies; Educational Assessment; Educational Attitudes; Educational Policy; Educational Practices; Elementary Secondary Education; Foreign Countries; International Educational Exchange; Student School Relationship; Germany; Japan; United States; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Vergleichende Erziehungswissenschaft; Cultural comparison; Kulturvergleich; Education; assessment; Bewertungssystem; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Politics of education; Bildungspolitik; Bildungspraxis; Ausland; Internationaler Austausch; Schüler-Lehrer-Beziehung; Deutschland; USA
Abstract	This document is one of five publications in the Case Study Project, a component of the Third International Mathematics and Science Study (TIMSS). The Project was designed to provide in-depth information about education at the 4th, 8th, and 12th grade levels in Germany, Japan, and the United States. Four research topics, selected by the U.S. Department of Education, provided the focus of each case study: (1) education standards; (2) dealing with differences in ability; (3) the place of school in adolescents' lives; and (4) the training and working conditions of teachers. The Project used sample data from demographically comparable cities in each country. The primary sites were large metropolitan areas with populations of several million, while the secondary sites had populations of at least several hundred thousand. An effort was made to select a range of primary and secondary schools. The Project augments the extensive interviews, discussions, and classroom observations that were conducted in the TIMSS case studies in the 1994-1995 academic year (Germany [n=199], over 366 hours of interviews; Japan [n=247], over 494 hours of interviews; and the United States [n=271], over 542 hours of interviews). The study found there are both commonalities and differences in the research topics among the three countries. The relationship between establishing and enforcing national guidelines varies greatly. What ought to be included in the national standards remains unclear. Consideration of individual differences in academic ability leads to an examination of a society's fundamental beliefs about human development along with the priority given to the individual relative to the group. School plays a central role in the lives of adolescents, but they are increasingly influenced by the adult world they are about to enter. Teachers find the heightened emphasis on examinations to be among the most troublesome demands currently made of educators. Tentative suggestions and recommendations for further research are offered. (Contains 25 references, a glossary, 2 figures, and 13 tables.) (BT)
Anmerkungen	U.S. Department of Education, OERI/Student Achievement Institute, 555 New Jersey Avenue NW, Room 510, Washington, DC 20208-5573. Tel: 202-219-2079; Fax: 202-219-2135; e-mail: sai@ed.gov. For full text: http://www.ed.gov/offices/OERI/SAI/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC