The increasing scrutiny of earlier studies has revealed their limitations and the consequent need for improvement in the planning, execution, and dissemination of international comparative research….
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Indeed, there is an increasing concern that international assessments are now conducted more frequently than reforms can produce change in the U. education system, which may discourage ongoing, longer term reform efforts.
In addition, the results of large-scale domestic and international surveys are raising a host of questions that often are addressed best by smaller scale studies requiring a wide range of research methods, both qualitative and quantitative.
Data are not collected regularly, systematically, or with enough coordination either to satisfy natural curiosity about education systems around the world or to answer the questions of researchers and policy makers about changes over time in education in a variety of countries.
Trend data are needed on many aspects of education.
of the Board on International Comparative Studies in Education had been or were well on the way to being resolved.
The proposed solutions, however, produced several new, somewhat overlapping problems.
The Education Sciences Reform Act of 2002 places strong emphasis on using rigorous scientific methods to study education (U. International studies, however, can do much more than this.
The rest of this chapter explores the current rationale for U. participation in international comparative studies and discusses the scope of such studies.
He dates the beginning of comparative education as a systematic study to the early 19th century. interest in international education studies has waxed and waned over the decades, but it grew particularly keen after the National Commission on Excellence in Education issued its report, The data cited in that report seized the interest of policy makers, who had little previous knowledge of or interest in comparative international education statistics but who subsequently evolved into strong proponents of comparative research at both state and cross-national lev- For example, “International comparisons of student achievement . The United States was challenged to be first in the world in mathematics and science achievement by the turn of the century, and to ensure that every adult “will be literate and will possess the knowledge and skills necessary to compete in a global economy” (Rothman, 2002).
He mentions early reservations about the limitations of what is likely to be learned from such study. This focus on comparisons of achievement brought valuable attention to the potential benefits of learning about education in other countries.