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National Standards and School Reform in Japan and the United States
Contributor(s): DeCoker, Gary (Editor), Fuhrman, Susan H. (Foreword by), Rohlen, Thomas P. (Epilogue by)
ISBN: 0807742007     ISBN-13: 9780807742006
Publisher: Teachers College Press
OUR PRICE:   $26.55  
Product Type: Paperback - Other Formats
Published: March 2002
Qty:
Temporarily out of stock - Will ship within 2 to 5 weeks
Annotation: In this insightful collection, DeCoker and his colleagues explore the implications of a national U.S. curriculum through the study of Japanese education. The authors suggest that the U.S. educational system lacks certain organizational mechanisms that support student achievement and would facilitate teacher involvement in the educational reform process. Presenting important implications for American education, this volume features:

-- A comprehensive look at national standards in Japan, from their development at the Ministry of Education to their implementation in the classroom.

-- A highly regarded group of U.S. and Japanese scholars who provide well-written, jargon-free text appropriate for many audiences.

-- Detailed descriptions and intriguing analyses of education policy, textbooks and other curricular materials, professional development, and the relationship between the public and private sectors in Japan and the United States.

-- An epilogue by Thomas Rohlen containing his analysis of educational reform efforts in both countries, his description of the symbiotic relationship between the two educational systems, and his predictions for the future of public education as technological change and global market capitalism extend private sector initiatives beyond national borders.
Additional Information
BISAC Categories:
- Education | Comparative
- Education | Educational Policy & Reform
- Education | Curricula
Dewey: 379.158
LCCN: 2001052825
Physical Information: 0.63" H x 6.28" W x 9.08" (0.74 lbs) 218 pages
Themes:
- Cultural Region - Japanese
 
Descriptions, Reviews, Etc.
Publisher Description:
Explores the implications of a national US curriculum through the study of Japanese education. It suggests that the US educational system lacks certain organizational mechanisms that support student achievement and would facilitate teacher involvement in the educational reform process.