In this article, the reviewers, Lee-Tat Chow and Peidong Yang compare and contrast "Desiring TESOL and international education," by Raqib Chowdhury and Phan Le-Ha, London, Multilingual Matters, 2014, 288 pp., £29.95 (paperback) ISBN 978-1-783-09147-8 with "Transnational education crossing 'Asia' and 'the West'," by Phan LeHa,…

Discusses the evaluation by Margaret Mead of the first Salzburg Seminar, an educational initiative undertaken to increase global understanding by broadening the perspectives of future leaders. Also describes Mead's evaluation methods. (SLD)

Discusses Margaret Mead's evaluation of the first Salzburg Seminar (1947), a forum for international exchange of intellectual ideas and cultural customs. Concludes that Mead's evaluation was highly successful in that it created an evocative representation of the seminar that told readers what it was like for its participants. (SLD)

This special issue focuses on findings from the Third International Mathematics and Science Study (TIMSS) from Germany, South Africa, Switzerland, and the Netherlands. It consists of five contributions covering a variety of topics and research methodologies. Some articles are primarily descriptive; others focus on relational analyses. (SLD)

Reviews the 10-volume "International Encyclopedia of Education: Research and Studies," edited by Torsten Husen and T. Neville Postlethwaite. Discusses useful features, organizational framework, clusters of educational themes, bias toward English-language sources, articles on specific national educational systems, theme essays concerning…

Introduces the articles of this theme issue, which cover a wide variety of questions and problems relevant to research using findings of the Third International Mathematics and Science Study (TIMSS). The articles have in common that most try to determine the degree to which certain factors influence student achievement. The focus is on five…

Analyzes and summarizes "The Expansion of International Society" (A. Watson; H. Bull). Compares the volume to others by highlighting the book's three major advantages: (1) a global approach; (2) a comparative analysis as opposed to a historical approach; and (3) the emphasis on the importance of "rules" in international…

Reviews a HyperCard stack designed for use in schools and at home. Describes the program as primarily a database of information on Iraq, Kuwait, and the Gulf War. Contends that the program is pedagogically weak and of marginal use in the classroom. (CFR)

Discusses the strengths of the Third International Mathematics Study (TIMSS) and the TIMSS--Repeat (TIMSS-R) and considers the impact of this impressive achievement in international cooperation that will enhance the level of information about schooling in the United States and elsewhere. (SLD)

Reviewing the results of the Third International Mathematics and Science Study-Repeat (TIMSS-R) shows that U.S. eighth graders are about average in mathematics and science when compared to students in other countries. The primary lesson from the TIMSS-R is that children learn what they are taught. (SLD)

In "The Manufactured Crisis," D. Berliner and B. Biddle argue that there has been no decline in achievement test scores, that today's students outperform their parents and do well in international examinations, and that the supposed crisis in American education does not exist. This review refutes all these claims. (SLD)

In their arguments that there is actually no crisis in American education and that students are achieving more than previous generations, David Berliner and Bruce Biddle have ignored or dismissed extensive data on student achievement that demonstrate the failings of the American system. (SLD)

Lawrence C. Stedman's comments on the book "The Manufactured Crisis" focus on a small portion of its arguments and ignore the real evidence in support of the achievements of America's schools. The schools are more the victims, than the perpetrators, of American social problems. (SLD)