The School System Comparison Between The United States And Finland
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The School System Comparison Between the United States of America and Finland by Anna Fielding Pdf
Educational issues have been discussed often enough during the state and presidential election campaigns. The fact remains the same: Why do the American students score lower than many other countries in international tests? This little book addresses the similarities and differences in the school systems. It discusses of the new innovative methods in classrooms, and the changes caused by the global pandemic in learning.
The School System Comparison Between the United States and Finland by Anna Fielding Pdf
This title discusses of the school system differences and similarities between Finland and the United States. What are the differences? Why Finns score higher in international tests? Why the American students cannot apply their knowledge in real life situations? The current debate in educational issues during the U.S. presidential campaign in 2012 has also addressed this subject.
Comparative Analysis of the Educational Systems of the United States of America and Finland by Caroline Mutuku Pdf
Essay from the year 2018 in the subject Pedagogy - Common Didactics, Educational Objectives, Methods, grade: 1.6, , language: English, abstract: A comparison of the education disparity in the United States of America and the unified education system in Finland helps to underscore the differences in learning outcomes in various countries. Although Finland is a smaller economy, its education system consistently puts the learning outcomes higher than the United States of America. The overall availability of quality schools programs tend to be well established in wealthy industrialized nations than in the more poor developing ones. However, there are large differences that distinguish even countries that are geographically near each other and operating at similar economic development. For instance, all children aged three years are enrolled in an education program in Finland and France compared with twenty-eight percent of Spanish and Portuguese preschool children. Even within the same nation, access to education is more prevalent in urban centres compared with the rural areas. It is only in the last few decades that systematic research begun to look at the linkages that exist between national policy, childhood education programs, and the outcomes of the children. There is widespread body of evidence that suggest that participation in a preschool program enhances cognitive development among children and prepares for success in their schooling.
PISA Learning for Tomorrow's World First Results from PISA 2003 by OECD Pdf
This report presents the first internationally comparable results to OECD's 2003 Programme for International Student Assessment (PISA) Survey of the educational performance of 15-year-olds in reading, mathematics, and science in 25 OECD countries.
It is now time to break down the ideology of exceptionalism in the United States and other Anglo-American nations if we are to develop reforms that will truly inspire our teachers to improve learning for all our studentsespecially those who struggle the most. In that essential quest, Pasi Sahlberg is undoubtedly one of the very best teachers of all. From the Foreword by Andy Hargreaves, Lynch School of Education, Boston College Finnish Lessons is a first-hand, comprehensive account of how Finland built a world-class education system during the past three decades. The author traces the evolution of education policies in Finland and highlights how they differ from the United States and other industrialized countries. He shows how rather than relying on competition, choice, and external testing of students, education reforms in Finland focus on professionalizing teachers work, developing instructional leadership in schools, and enhancing trust in teachers and schools. This book details the complexity of educational change and encourages educators and policymakers to develop effective solutions for their own districts and schools.
Teach Like Finland: 33 Simple Strategies for Joyful Classrooms by Timothy D. Walker Pdf
The best-selling book of easy-to-implement classroom lessons from the world’s premier educational system—now available in paperback. Finland shocked the world when its fifteen-year-olds scored highest on the first Programme for International Student Assessment (PISA), a set of tests evaluating critical-thinking skills in math, science, and reading. That was in 2001; even today, this tiny Nordic nation continues to amaze. How does Finnish education—with short school days, light homework loads, and little standardized testing—produce students who match the PISA scores of other nations with more traditional “work ethic” standards? When Timothy Walker started teaching fifth graders at a Helsinki public school, he began a search for the secrets behind the successes of Finland’s education system. Highlighting specific strategies that support joyful K–12 classrooms and can be integrated with U.S. educational standards, this book, available in paperback for the first time, gathers what he learned and shows how any teacher can implement many of Finland's best practices. A new foreword by the author addresses the urgent questions of teaching, and living, in these pandemic times.
In Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It, veteran educator and brain expert Eric Jensen takes an unflinching look at how poverty hurts children, families, and communities across the United States and demonstrates how schools can improve the academic achievement and life readiness of economically disadvantaged students. Jensen argues that although chronic exposure to poverty can result in detrimental changes to the brain, the brain's very ability to adapt from experience means that poor children can also experience emotional, social, and academic success. A brain that is susceptible to adverse environmental effects is equally susceptible to the positive effects of rich, balanced learning environments and caring relationships that build students' resilience, self-esteem, and character. Drawing from research, experience, and real school success stories, Teaching with Poverty in Mind reveals * What poverty is and how it affects students in school; * What drives change both at the macro level (within schools and districts) and at the micro level (inside a student's brain); * Effective strategies from those who have succeeded and ways to replicate those best practices at your own school; and * How to engage the resources necessary to make change happen. Too often, we talk about change while maintaining a culture of excuses. We can do better. Although no magic bullet can offset the grave challenges faced daily by disadvantaged children, this timely resource shines a spotlight on what matters most, providing an inspiring and practical guide for enriching the minds and lives of all your students.
“Includes some of Lam’s most memorable writings, about cuisine, self-esteem, sex and kung fu, all seen from a two-hemisphere perspective.” —SFGate East Eats West shines new light on the bridges and crossroads where two global regions meld into one worldwide “immigrant nation.” In this new nation, with its amalgamation of divergent ideas, tastes, and styles, today’s bold fusion becomes tomorrow’s classic. But while the space between East and West continues to shrink in this age of globalization, some cultural gaps remain. In this collection of twenty-one personal essays, Andrew Lam, the award-winning author of Perfume Dreams, continues to explore the Vietnamese diaspora, this time concentrating not only on how the East and West have changed but how they are changing each other. Lively and engaging, East Eats West searches for meaning in nebulous territory charted by very few. Part memoir, part meditation, and part cultural anthropology, East Eats West is about thriving in the West with one foot still in the East. “In these lovely, wise, probing essays, Andrew Lam not only illuminates the crucial twenty-first-century issues of immigration and cultural identity but the greater, enduring issues of what it means to be human . . . a compelling book.” —Robert Olen Butler, Pulitzer Prize–winning author “Andrew Lam is an expert time-traveler, collapsing childhood and adulthood; years of war and peace; and the evolution of language in his own life, time, and mind. To read Andrew’s work is a joy and a profound journey.” —Farai Chideya, author of The Episodic Career “One of the best American essayists of his generation.” —Wayne Karlin, author of A Wolf by the Ears
Written and signed by experts in the field, this volume in the pointunterpoint Debating Issues in American Education reference series tackles the topic of school finance, providing readers with an illustrated overview of the subject as well as resources for further study.
PISA and Global Education Policy by Jennifer Chung Pdf
PISA and Global Education Policy: Understanding Finland's Success and Influenceprovides an in-depth investigation for the reasons behind Finland's success in the Programme for International Student Assessment (PISA). Finland's high performances in every administration of PISA since 2000 have captured worldwide attention. This volume offers a comprehensive exploration into the context of Finland, uncovering its historical, cultural, political, and societal nuances. Furthermore, it delves into the history of Finnish education, providing a strong foundation from which to view the system that produced so much success in PISA. The book analyses empirical data from Finnish professors of education, ministers of education, head teachers, and teachers for the reasons behind Finland's consistently high outcomes in the survey. It includes viewpoints from OECD officers with direct responsibility for PISA. In addition, it uncovers the impact of Finnish influence on education policy worldwide. Thus, the text presents an analysis of the growing politicisation of international achievement studies such as PISA. The increasingly globalised educational context surrounding PISA calls for an analysis of policy transfer and the already-apparent uncritical policy borrowing of Finnish education policy within the UK context.
National Academies of Sciences, Engineering, and Medicine,Policy and Global Affairs,Board on International Scientific Organizations,U.S. National Commission on Mathematics Instruction
Author : National Academies of Sciences, Engineering, and Medicine,Policy and Global Affairs,Board on International Scientific Organizations,U.S. National Commission on Mathematics Instruction Publisher : National Academies Press Page : 81 pages File Size : 42,5 Mb Release : 2018-03-05 Category : Education ISBN : 9780309465922
Supporting Mathematics Teachers in the United States and Finland by National Academies of Sciences, Engineering, and Medicine,Policy and Global Affairs,Board on International Scientific Organizations,U.S. National Commission on Mathematics Instruction Pdf
For the past 17 years, the U.S. National Commission on Mathematics Instruction (USNC/MI) has held workshops with mathematics educators from countries that typically perform well on international assessments and have a history of strong mathematics education programs, such as Japan, China, and South Korea. Finland is among this group. Even though its mathematics education system has some common characteristics with other top-performing nations, such as a great social respect for the teaching profession, it also has unique characteristics. The USNC/MI, a standing committee of the National Academies of Sciences, Engineering, and Medicine, planned a workshop at which U.S. and Finnish mathematics educators could exchange information and ideas about the preparation of new mathematics teachers and the means of providing them with support and professional development throughout their careers. While this is not the first time U.S. and Finnish mathematics educators have discussed educational practices, this workshop focused primarily on teacher development in both nations in the context of mathematics education. This publication summarizes the presentations and discussions from the workshop.
Imagining the Future of Global Education by Yong Zhao,Brian Gearin Pdf
Imagining the Future of Global Education examines the Grand Educational Narrative (GEN) and the major institutions that shape and disseminate it. The book focuses on national visions of education and the imaginary futures that nations seek to make reality. It critiques how the GEN policy implementation process frequently turns dreams of upward mobility into nightmares. In this way, the book takes a distinctly different approach than most comparative and international education studies. Rather than being oriented toward the past and asking how education systems around the world ended up where they are, chapters in this volume seek an understanding of how various educational visions from around the world inform the present and shape the future. Following an introductory summary of important concepts from scholarship on "imaginary futures" and global education reform, the book is organized around three themes: "What Dreams are Made Of," illustrating, through three case studies, what the GEN looks like at the national level and how it operates across national boundaries; "A Dream within a Dream," considering some of the more novel trends in international education reform in order to provide insight into how dreams seem to function; and "Keeping Dreams from becoming Nightmares," comprising three thematic essays that describe trends in education policy in one or more countries. The book concludes with lessons for scholars and policymakers.
The Smartest Kids in the World by Amanda Ripley Pdf
Following three teenagers who chose to spend one school year living in Finland, South Korea, and Poland, a literary journalist recounts how attitudes, parenting, and rigorous teaching have revolutionized these countries' education results.
Reimagining Nigeria's Educational System by Joseph A. Balogun Pdf
This book assesses the challenges within the Nigerian educational system and provides a concrete plan to revitalize the low-performing system by strengthening high-stakes testing at all levels. In Nigeria, many citizens believe that the solution to the country’s low performance in education is to eliminate high-stakes standardized testing. High-stakes testing refers to applying standardized student achievement tests as a primary mechanism to evaluate students, teachers, and their school’s performance. This book argues that the poor quality of education and low ranking of Nigeria’s educational system is not related to the negative consequences of high-stakes testing, but rather is due to many intrinsic factors. By conducting a comparative analysis of six high-performing education systems worldwide, the book offers a comparative summative evaluation of the educational system and offers recommendations. This book will be of interest to policymakers and scholars in the fields of African education, higher education, quality and global studies, African studies, management and administration, leadership, and professional development studies. Joseph Abiodun Balogun is former Dean and retired Distinguished University Professor at the College of Health Sciences, Chicago State University, USA, Visiting Professor/Program Consultant at the Centre of Excellence in Reproductive Health Innovation, University of Benin, Nigeria, and President/ CEO, Joseph Rehabilitation Center, Tinley Park, Illinois, USA.
Re-Evaluating Education in Japan and Korea by Hyunjoon Park Pdf
International comparisons of student achievement in mathematics, science, and reading have consistently shown that Japanese and Korean students outperform their peers in other parts of world. Understandably, this has attracted many policymakers and researchers seeking to emulate this success, but it has also attracted strong criticism and a range of misconceptions of the Japanese and Korean education system. Directly challenging these misconceptions, which are prevalent in both academic and public discourses, this book seeks to provide a more nuanced view of the Japanese and Korean education systems. This includes the idea that the highly standardized means of education makes outstanding students mediocre; that the emphasis on memorization leads to a lack of creativity and independent thinking; that students’ successes are a result of private supplementary education; and that the Japanese and Korean education systems are homogenous to the point of being one single system. Using empirical data Hyunjoon Park re-evaluates the strengths and weaknesses of the existing education systems in Japan and Korea and reveals whether the issues detailed above are real or unfounded and misinformed. Offering a balanced view of the evolving and complex nature of academic achievement among Japanese and Korean students, this book will appeal to students and scholars of Asian, international and comparative education, as well as those interested in Asian society more broadly.