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This book contrasts the interrelationship between state formation and Chinese school politics in postwar Singapore and Hong Kong.

This book calls for a broader approach to comparative educational administration: one which uses culture as the principle means of analysis.

This detailed ethnographic study of fifth- and sixth-grade classrooms offers new insights into Japanese culture, as many aspects of daily social life are embedded in the educational system. Additionally, this book provides new perspectives on educational reform in the U.S., since many current issues and programs focus on notions of community, collaboration, and systemic reform, all of which are central to understanding Japanese teaching-learning processes in schools.

In the educational arena, new ideas often compete as solutions to recurrent problems, making the concept of "innovations" a widespread discursive term. While expectations are substantial for each innovation, implementation of ideas has shown them to be more modest in practice. This book examines innovations in several developing countries, presenting case studies of technological, curricular, and organizational innovations selected for their magnitude in financial investment, scope, and duration. The case studies explore the social and political contexts that shaped the features of these innovations and what they accomplished over time in terms of teacher cost reduction, status mobility, access to education, and national unity. The experience of countries such as Brazil, Lesotho, the Philippines, and Namibia, and the influence of international agencies such as the World Bank are described and analyzed against theories of social and organizational change. The case studies themselves also serve as subjects for reflection on the prevailing positivist approaches to research and knowledge. "The Politics of" "Educational Innovations" should be of considerable interest to students of educational change, wither in the academic world or in the fields of government and international cooperation.

First Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

In this book the authors systematically address the most common stereotypes or myths about Japanese education that are currently being circulated in the popular press, teaching magazines and educational research journals. The authors show how arguments about Japan are used to further political ends within the American educational debate. Some of the myths that the book debunks are Japan's high adolescent suicide rate. LeTendre and Zeng show that adolescent suicide among males is now twice as high in the U.S. as in Japan. Tsuchida and Lewis take on the myth of Japanese classrooms as crowded places centered on rote-learning--providing detailed evidence as to why Japanese students may indeed have an "edge" in math. McConnell uses Japan's highly successful foreign language program to deconstruct images of "Japan Inc."--showing the highly fractious and bitter political debates that occur in Japan. Yang provides data on differences in Japanese and American teachers' work roles--showing that differences in the two educational systems are not simply due to "cultural" differences, but have a basis in educational policy and school organization. Shimizu offers an alternative view of achievement motivation among Japanese students based on in-depth interviews with Japanese teens.

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.

This volume examines the lives of young adolescents in Japanese middle schools, focusing on the dynamics of school, family, and social life, and explores the change from child to adolescent that takes place in the middle school years.

First Published in 1991. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 1996. The current world order poses new challenges to the theory and practice of peace education. Drawing on data gathered from around the world, Burns and Aspeslagh focus on how peace is presented in formal and informal educational settings and what effects ideologies have in shaping that presentation. The book views peace education in the context of education about other major social and political issues and in a variety of geopolitical settings, exploring factors that affect the generation, selection, organization, transmission, and evaluation of knowledge for peace.Following a review of major approaches to policy and praxis in peace education, the editors draw on original research to offer interpretations based on pragmatic, normative, and conceptual approaches to the individual, the state, and the role of political literacy. The use of a comparative educational framework that goes beyond curriculum studies and descriptive case studies presents a perspective that is innovative, and timely. The volume includes both bibliography and index.

Visions of the past are crucual to the way that any community imagines itself and constructs its identity. This edited volume contains the first significant studies of the politics of history education in East Asian societies.

This volume offers an up-to-date and relevant sample of contemporary research in Latin American education, and invites the reader to understand the complexities, heterogenetics, nightmares, dreams, crisis and promises of education in the region.

This book systematically addresses the most common stereotypes or myths about Japanese education that are currently circulated.

This text examines the daily life of elementary school classrooms in six nations with complex economies, an international presence, and salient minority and immigrant populations. Essays analyze classroom management practices and policies, as well as their historical and theoretical frameworks.

This detailed ethnographic study of fifth- and sixth-grade classrooms offers new insights into Japanese culture, as many aspects of daily social life are embedded in the educational system.

A collection of essays providing in-depth accounts of doing qualitative research and evaluation in developing countries. Each focuses on a specific method - interviews, fieldwork or document analysis.

This book covers the seven-year project involving China, Germany, Japan, Singapore, Switzerland, and the US, to show how collaborative research can help expand worldwide knowledge of education.

This book debunks the argument that quality in education can only be achieved by limiting, or trading off, equality. This book argues that any worthy definition of quality education must include the interest of the underprivileged.