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Huang, Ronghuai, Ed.; Kinshuk, Ed.; Price, Jon K., Ed. – Lecture Notes in Educational Technology, 2016
This book aims to capture the current innovation and emerging trends of digital technologies for learning and education in k-12 sector through a number of invited chapters in key research areas. Emerging Patterns of innovative instruction in different context, Learning design for digital natives, Digital learning resources for personalized…
Descriptors: Elementary Secondary Education, Computer Uses in Education, Instructional Innovation, Instructional Design

Lawson, Anton E. – Science Education, 1990
Described are the results of a formal reasoning test taken by both Japanese and American students. The most likely reasons for the difference between test score results are discussed. Japan's "hands-on" and group inquiry-oriented curriculum approach is cited as one difference. (KR)
Descriptors: Achievement Tests, Comparative Education, Curriculum Design, Elementary Education

Lacey, Colin – Oxford Review of Education, 1984
An examination of the technical and theoretical strengths and weaknesses of three British research studies on the effectiveness of selective and nonselective schooling shows that the reorganization of British schools has not produced the lowering of educational standards that politically motivated groups would like people to believe. (RM)
Descriptors: Admission Criteria, Comparative Education, Educational Assessment, Educational Research

Clifford, Peter; Heath, Anthony – Oxford Review of Education, 1984
An analysis of three research studies which examined the movement towards comprehensive schooling in Great Britain shows that the answer to the question "has it worked" can be yes or no, depending on the selection of data and of statistical techniques. (RM)
Descriptors: Academic Achievement, Admission Criteria, Comparative Education, Educational Assessment

Collins, Colin B.; Gillespie, Ros R. – Journal of Intercultural Studies, 1992
Contends that recent changes in the South African school curriculum are intended to preserve racial separateness rather than to bring about an integrated society. Distinguishes between the concepts of "own" culture versus "common" culture in examining multiculturalism in South Africa. Provides a set of recommendations for…
Descriptors: Apartheid, Comparative Education, Cultural Differences, Cultural Pluralism
Wiley, David E.; Wolfe, Richard G. – Prospects, 1992
Discusses the research design for the Third International Mathematics and Science Study (TIMSS) of the International Association for the Evaluation of Educational Achievement (IEA). Asserts that the TIMSS is a compromise between longitudinal and cross-sectional survey designs and will yield more information about student achievement. (CFR)
Descriptors: Academic Achievement, Comparative Education, Cross Cultural Studies, Educational Research

Seller, Maxine Schwartz – History of Education Quarterly, 1991
Discusses the necessity of setting boundaries for a research topic while bridging gaps with information from other disciplines and history of education in other nations. Illustrates the point with the history of women's education in the United States. Includes discussion of the influence of British boys' schools, French boarding schools, and the…
Descriptors: Comparative Education, Educational History, Females, Foreign Countries
Ross, Kenneth N. – Prospects, 1992
Contends that the high quality of the probability sampling used by the International Association for the Evaluation of Educational Achievement (IEA) is due, in large part, to procedures developed by IEA's first statistical consultant, Gilbert Peaker. Concludes that the Peaker process is a first-class sample design. (CFR)
Descriptors: Academic Achievement, Comparative Education, Cross Cultural Studies, Data Interpretation

Armento, Beverly J.; And Others – Theory and Research in Social Education, 1993
Provides a reaction by three economic educators to an article by Raymond C. Miller calling for the elimination of economics. Contends that traditional economics does not necessarily lead to the degradation of the environment. Argues that economics should not promote any set of social values. (CFR)
Descriptors: Capitalism, Comparative Education, Conservation (Environment), Curriculum Design

Miller, Raymond C. – Theory and Research in Social Education, 1993
Supports the arguments in the author's earlier article in which he calls for ending the teaching of economics. Maintains that criticism of his views are based on faulty understanding of neoclassical economics. Concludes that economics cannot be value-free, and environmental concerns must be addressed in economics and social studies education. (CFR)
Descriptors: Capitalism, Comparative Education, Conservation (Environment), Curriculum Design

Goldstein, Harvey – Oxford Review of Education, 1984
Discussed are the assumptions which underpin research studies of the effects of pupil, school, and local education authority characteristics on student achievement in Great Britain. The purpose is to clarify the necessary limitations on knowledge imposed by various research methods and to suggest how these might be improved. (RM)
Descriptors: Academic Achievement, Comparative Analysis, Comparative Education, Educational Assessment

Pritchard, Rosalind M. O. – Oxford Review of Education, 1992
Reports observations of Germany's teacher education programs by an Irish teacher educator. Describes lessons on curriculum design and planning instruction. Contends that German teachers believe that education should develop self-confident, knowledgeable students who will be active participants in a democratic society. (CFR)
Descriptors: Comparative Education, Course Descriptions, Curriculum Design, Democratic Values
Schleicher, Andreas; Umar, Jahja – Prospects, 1992
Asserts that educational policymakers must measure student achievement and school system performance accurately to help provide skills demanded by society. Contends that many international surveys either fail to provide adequate and precise answers to the intended research questions or provide inaccurate and faulty results. (CFR)
Descriptors: Academic Achievement, Comparative Education, Cross Cultural Studies, Data Interpretation

Hopmann, Stefan; Riquarts, Kurt – Journal of Curriculum Studies, 1995
Provides an introduction to the German educational theory of didaktik. Didaktik emphasizes critical thinking incorporated into content instruction. Although originally developed in the 19th century, didaktik has enjoyed renewed popularity within the last 10 years. Discusses the history of the theory and its impact on U.S. pedagogy. (MJP)
Descriptors: Comparative Education, Critical Theory, Curriculum Design, Curriculum Development

Bresler, Liora – Arts Education Policy Review, 1995
Introduces the symposium on arts integration in other countries. Provides brief summaries of the papers included and biographical information on the authors. Authors include Andre Karpati and Emil Gaul on Hungary, Shifra Schonman writing from Israel, Gary E. McPherson discussing Australia, and David Best on England. (MJP)
Descriptors: Art Education, Comparative Education, Curriculum Design, Curriculum Development
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