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Direct linkFiske, Edward B.; Ladd, Helen F. – Phi Delta Kappan, 2010
Weighted student funding (WSF) is used in several U.S. cities as a method for providing more funds to schools with high concentrations of disadvantaged students. The practice has been used successfully in the Netherlands since 1985. Several factors make the success of the Dutch system unlikely to transfer to the United States, including the Dutch…
Descriptors: Foreign Countries, Indo European Languages, Social Services, Disadvantaged Youth
Stevenson, Harold W. – Phi Delta Kappan, 1998
Discusses case studies of the United States, Germany, and Japan included in the Third International Mathematics and Science Study (TIMSS). Highlights national standards, teacher training and working conditions, attitudes toward dealing with ability differences, and the place of school in adolescents' lives. Compared to Japanese and German…
Descriptors: Comparative Education, Cultural Differences, Ethnomathematics, Foreign Countries
Bracey, Gerald W. – Phi Delta Kappan, 1998
Despite Commissioner Pascal Forgione's claims (in the June 1998 "Kappan"), the final-year Third International Mathematics and Science Study obviates comparison of achievement across nations. Comparers are engaging in a political exercise. There are problems with age, cultural, and enrollment-rate differences; definition of the U.S.…
Descriptors: Age Differences, Comparative Education, Cultural Differences, Enrollment Rate
Bracey, Gerald W. – Phi Delta Kappan, 1997
Singapore students scored highest on the Third International Mathematics and Science Study. Any nation that "outsources" its poverty (Malaysian street sweepers) and its low-achievers (who study in Malaysia) can get high test scores. U.S./Japan score differences stem from Japan's effective teaching practices. Among 13 occupations in the…
Descriptors: Adult Literacy, Comparative Education, Cultural Differences, Educational Practices
Cai, Jinfa – Phi Delta Kappan, 2001
Suggests ways researchers can use international comparisons to improve student learning, using math performance of U.S. and Chinese sixth-graders on four types of tasks. Chinese students did better on computation; U.S. students excelled at process (open performance) assessment tasks. U.S. kids need to develop symbolic and algebraic thinking. (MLH)
Descriptors: Algebra, Comparative Education, Cross Cultural Studies, Cultural Differences
Forgione, Pascal D., Jr. – Phi Delta Kappan, 1998
Responds to the most commonly asked questions and criticisms regarding the Third International Mathematics and Science Study's assessment of students at the end of secondary school. Answers cover differences in age and grade levels, differences in enrollment rates, definitions of the U.S. advanced mathematics population, unbelievable numbers,…
Descriptors: Age Differences, Comparative Education, Cultural Differences, Foreign Countries
