Literaturnachweis - Detailanzeige
| Autor/in | Peterson, Paul E. |
|---|---|
| Titel | Why Do German Students Learn More, When Their Schools Get Less Money? |
| Quelle | In: Education Next, 16 (2015) 1, S.5 (1 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1539-9664 |
| Schlagwörter | Foreign Countries; Educational Improvement; Academic Achievement; Comparative Education; Achievement Gains; Educational Change; Scores; Teacher Salaries; Costs; Expenditure per Student; Educational Trends; Trend Analysis; Achievement Gap; Germany; United States |
| Abstract | Education analysts often compare U.S. schools to those in Finland, Korea, Poland, even Shanghai. But surprisingly, few compare the schools here to those in Germany, though the two countries have much in common. Each nation is the largest democracy, with the biggest economy, on its continent. Each has a diverse population, strong unions, a federal system of government, demand for a skilled workforce, and a school system that in 2000 was badly in need of reform. After examining schools and public opinion in both countries, the team at "Education Next" and scholars at the University of Munich were left with an intriguing question: why have German schools made significant progress since the turn of this century, while U.S. schools have not? This article presents the key facts from that study. For the full report, see hks.harvard.edu/pepg. (ERIC). |
| Anmerkungen | Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://educationnext.org/journal/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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