Download or read book Explaining Achievement Disparities Between the United States and South Korea written by Eun Jung Park and published by . This book was released on 2013 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: The educational systems and environments of the United States and South Korea drastically differ, and yet little research has focused on explaining which factors lead to differences in student achievement outcomes. Using the data on mathematics and reading literacy of 15-year-olds from the Program for International Student Assessment, this dissertation aims to reveal how student- and school-level factors are associated with student achievement outcomes within and between these two countries. I find that (1) schools are differentiated in both countries but the extent to which schools are segregated along the line of family SES is greater in the United States than in Korea; (2) Within-country examination revealed that school factors and their relationships with student achievement differ considerably between Korea and the United States. For instance, school autonomy measures have strong and positive relationship with school performance in Korea, whereas they have no statistical significant relationship with school performance in the United States. Also, school accountability measures, including positing achievement data is positively associated with student achievement in the U.S., but is negatively related with achievement in Korea; (3) Korean educational success is largely attained by the role played by parents, and to a lesser extent by the school factors. Parental involvement in education beyond the family's socioeconomic status is found to have strong relationship with student achievement; (4) Shadow education is the major factor that explains the U.S.-Korea achievement gap. The shadow education participation is positively related with student achievement in Korea, whereas it is negatively related with student achievement in the United States. Whether the finding indicates the causal relationship needs to be further examined. In other words, the question remains whether shadow education causes Korean students to achieve higher and U.S. students to achieve lower, or whether there exists the issue of self-selection, where in Korea, high achievers participate in shadow education to excel higher, and in the U.S., low-achievers participate in shadow education for remedial purposes.

Download or read book Why Korean Education is Leaving America in the DUST written by William D. Hedges and published by Xlibris Corporation. This book was released on 2011-07-26 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt: This author not only identifies the major shortcomings of the American Public Elementary School, but makes thirty-three specific recommendations as to how to improve them. He does this because he fears America is falling behind other nations, particularly the Asian countries such as South Korea, Japan, and China. He decries the short teaching day and teaching year of the United States in comparison with those nations that are leaving us behind such as South Korea. He pulls no punches in taking on the politicians. In the process parents are not spared as they have exempted their children from walking to neighborhood schools and losing the exercise children experienced in walking by driving them. "Our drop out rate of one third is a disgrace when other nations graduate over 93% from high school," says Hedges. After describing Korean education and making recommendations in the first three chapters, the author then sets forth how modern elementary schools should be and can be organized and operated in contrast with the way so many of them are organized and operated today. This development would help them in contrast with Korean Schools which are more lockstep. He points out that one reason for so many home study children is that parents are not pleased with what the elementary public schools are providing. They want an education tailor made for their children and they set about doing it when the public schools come up short. Too many of our schools proceed in lock step, tracking children into dumb, average, above average, and bright groups when with modern computers this is no longer necessary. Hedges, an author of two books on testing and one on early childhood education, maintains that the testing going on is for all of the wrong reasons, i.e. (1) to evaluate teachers, (2) to compare students with one another, (3) to compare schools with one another. In his view tests should be used as the medical profession uses tests, i.e. to diagnose individual needs and thus to serve as a basis for how to help the student not just give him an A or an F. As he says, “What if when you go to the doctor he hands you a card which gives you a C- on your health. What the devil does that mean?” Instead, the doctor reviews the test data, analyzes it, and gives you a prescription. So why aren’t our schools doing that in education? The book is not only a clarion call to arms, but a practical How To. How to provide for individual differences. How to make sure your child will succeed in primary school. How to organize other than by grades. How to enable more independent study and encourage creativity in your youngster. How can parents tell if their school is any good? How to be clear on the objectives of the school. How should young children be graded and evaluated? This book is for superintendents and principals, as they are the leaders, for elementary teachers as they are the doers, for school board member as they are the policy makers, and for those parents, who want to know what an excellent elementary school should be like. It is not pie in the school dreaming, but a down to earth description of how things are versus how they might be in the modern up to date school. Consider just one of his practical tips for some parents. What can the parent of a a slightly immature child do to increase the probability his or her child will be a ‘smash hit?’ Here is how. Let us say that he can enter first grade at age six. Well, age six is 365 days. If this child was born January 1 he is 364 days younger than the child born on December 31. A whole year! Think what that means in terms of his growth, development, and readiness for first grade! So, throw in that many of the children will be more mature than his child. The result? His or her child is a failure in the eyes of the other kids who are doing so much better than he because America grades on the curve.

Download or read book Narrowing the Achievement Gap written by Susan J. Paik and published by Springer Science & Business Media. This book was released on 2007-06-04 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides effective strategies that can be used to improve academic achievement and well-being of minority students. It examines, collectively, three cultural groups on themes related to diverse families, immigration issues, and teaching and learning. The book conceptualizes opportunities and challenges in working with minority children in the context of the federal No Child Left Behind Act. It is a must-have reference for anyone who works with children.

Download or read book Teaching to Close the Achievement Gap for Students of Color written by Theodore S. Ransaw and published by Routledge. This book was released on 2020-10-08 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume highlights approaches to closing the achievement gap for students of color across K-12 and post-secondary schooling. It uniquely examines factors outside the classroom to consider how these influence student identity and academic performance. Teaching to Close the Achievement Gap for Students of Color offers wide-ranging chapters that explore non-curricular issues including trauma, family background, restorative justice, refugee experiences, and sport as determinants of student and teacher experiences in the classroom. Through rigorous empirical and theoretical engagement, chapters identify culturally responsive strategies for supporting students as they navigate formal and informal educational opportunities and overcome intersectional barriers to success. In particular, chapters highlight how these approaches can be nurtured through teacher education, effective educational leadership, and engagement across the wider community. This insightful collection will be of interest to researchers, scholars, and post-graduate students in the fields of teacher education, sociology of education, and educational leadership.

Download or read book Cross Cultural Analysis written by Michael Minkov and published by SAGE. This book was released on 2013 with total page 505 pages. Available in PDF, EPUB and Kindle. Book excerpt: The first comprehensive and statistically significant analysis of the predictive powers of each cross-cultural model, based on nation-level variables from a range of large-scale database sources such as the World Values Survey, the Pew Research Center, the World Bank, the World Health Organization, the UN Statistics Division, UNDP, the UN Office on Drugs and Crime, TIMSS, OECD PISA. Tables with scores for all culture-level dimensions in all major cross-cultural analyses (involving 20 countries or more) that have been published so far in academic journals or books. The book will be an invaluable resource to masters and PhD students taking advanced courses in cross-cultural research and analysis in Management, Psychology, Sociology, Anthropology, and related programs. It will also be a must-have reference for academics studying cross-cultural dimensions and differences across the social and behavioral sciences.

Download or read book Teacher Leadership and Student Achievement in the United States and South Korea written by Hansol Woo and published by . This book was released on 2021 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher leadership (TL) research has often failed to investigate equity and social justice as well as to consider national contexts and cultural differences. This study examines the relationship between TL and student achievement while investigating the moderating role of TL on the association between school poverty and student achievement in two countries (i.e., the United States and South Korea). TL is defined by two primary practices or activities: (a) supporting professional learning of peers (i.e., collaboration, cooperation) and (b) influencing school decisions (i.e., distributed leadership, decision-making responsibility). I address three research questions: (a) How are TL practices reported by teachers and their school principals in the US and Korea? (b) How are TL practices associated with differences in student achievement in the US and Korea? (c) Do the associations between school poverty and student achievement vary according to TL practices in the US and Korea? Using 2015 PISA data, I utilized hierarchical linear modeling (HLM) to address the research questions and test specific hypotheses. The present study first found that the two TL practices (i.e., TL in peer learning and TL in school decisions) were weakly correlated to each other in both countries. Student achievement in the US was positively correlated with TL for school decisions (distributed leadership and decision-making responsibility), whereas student achievement in Korea was correlated to TL in peer learning (i.e., collaboration and cooperation). In addition, HLM analysis partially indicated that among the four different TL practices, only (budgeting- and curriculum-related) decision-making responsibility was statistically related to higher student achievement in the US. In Korea, collaboration (i.e., observing and providing feedback; joint activities) was negatively related to student achievement, while cooperation (i.e., exchanging teaching materials; ensuring common standards together; and attending team conferences). Furthermore, the results showed two significant patterns of the relationships among TL, student achievement, and school poverty. First, negative relationships between school poverty and student achievement were weaker in schools with a higher degree of TL (i.e., distributed leadership in the US, curricular decision-making responsibility in Korea). Second, the negative relationship between school poverty and student performance was great in schools with a higher degree of teacher collaboration in Korea. These findings have implications for theory and policy. First, these two major TL practices (i.e., TL in peer learning and TL in school decisions) that may be independent rather than interconnected concepts. Second, the conceptualization of TL should include the effects of educational systems and cultural contexts. Third, policymakers need to understand the different associations between TL practices and student achievement by country before formulating policy. Finally, a more valid and reliable database with elaborated measurement would enable future researchers to rigorously assess the relationships among TL, student achievement, and school poverty.

Download or read book Research in the Sociology of Education written by Hyunjoon Park and published by Emerald Group Publishing. This book was released on 2018-10-30 with total page 237 pages. Available in PDF, EPUB and Kindle. Book excerpt: Featuring research from settings as diverse as rural China, Germany and the United States, as well as two cross-national comparative studies, this insightful volume demonstrates that many educational issues (including student victimization and STEM outcomes) are not limited to specific societies but are relevant worldwide.

Download or read book What Matters Research Trends in International Comparative Studies in Mathematics Education written by Ji-Won Son and published by Springer. This book was released on 2017-03-03 with total page 442 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides a unique international comparative perspective on diverse issues and practices in mathematics education between and among the US and five high-performing TIMSS education systems, Japan, China, Singapore, South Korea, and Taiwan. The book offers multiple perspectives on the important factors that contribute to mathematics teaching and learning in different educational systems and cultural contexts. Using large scale data generated by numerous international comparative studies, the book analyzes and provides context for various methodological perspectives. The book raises compelling questions and issues for mathematics education researchers, leading to a critical examination of what can be learned from other education systems. Authors address four major research perspectives by critically examining cross-national similarities and differences, such as research on the influence of curriculum on student learning; research on institutional systems of mathematics teacher education; research on improving teacher knowledge and pedagogical approaches; and research using large-scale data. This collection of perspectives serves as a foundation for reviewing and analyzing the international comparative studies introduced in the book.

Download or read book Closing the Achievement Gap from an International Perspective written by Julia V. Clark and published by Springer Science & Business Media. This book was released on 2013-10-24 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt: In a changing world that demands new skills, a vital concern of public education is the gap in academic performance between low- and high-achieving students. There is no excuse for the achievement gaps that persist among poor and minority students in schools today. All students can succeed at high levels, regardless of race, ethnicity and economic background. Several countries have successfully confronted inequities in achievement, demonstrating that any school can close achievement gaps regardless of the community they serve, and that all students can achieve at high levels when they are provided with the right opportunities. This book is about understanding what factors selected countries have applied to promote progress and what factors contribute to progress in the closing of achievement gaps. It is about creating opportunities for all students. Closing the Achievement Gap from an International Perspective: Transforming STEM for Effective Education is written in response to rising concern for the improvement of quality education – especially in mathematics and science – provided to all students. The contributors take a systematic view of the subject, beginning with a cross-national analysis of teacher qualifications and the achievement gap that spans 50 countries. The content of the book is organized in sections describing education around the globe: North and South America, Europe, Asia, Africa and Australia. Individual chapters offer close-up analysis of efforts to close achievement gaps in the U.S. and Canada, Mexico, England, Turkey, China, South Africa and Australia among many others. The contributors provide information on the achievement gap in mathematics and science, review current research, and present strategies for fostering improvement and raising performance with a focus on school-related variables that adversely affect educational outcomes among poor and minority students. The authors of the various chapters looked at how students’ data correlated with classroom practices, teacher instruction and academic programming, as part of their efforts to measure student growth. Qualitative and quantitative data are provided to provide evidence not only of the problem, but also for the solution. The book concludes with a chapter on promoting equality and equity to shrink the achievement gap worldwide.

Download or read book Why Korean Education Is Leaving America in the Dust written by William D. Hedges and published by Xlibris Corporation. This book was released on 2011 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This author not only identifies the major shortcomings of the American Public Elementary School, but makes thirty-three specific recommendations as to how to improve them. He does this because he fears America is falling behind other nations, particularly the Asian countries such as South Korea, Japan, and China. He decries the short teaching day and teaching year of the United States in comparison with those nations that are leaving us behind such as South Korea. He pulls no punches in taking on the politicians. In the process parents are not spared as they have exempted their children from walking to neighborhood schools and losing the exercise children experienced in walking by driving them. "Our drop out rate of one third is a disgrace when other nations graduate over 93% from high school," says Hedges. After describing Korean education and making recommendations in the first three chapters, the author then sets forth how modern elementary schools should be and can be organized and operated in contrast with the way so many of them are organized and operated today. This development would help them in contrast with Korean Schools which are more lockstep. He points out that one reason for so many home study children is that parents are not pleased with what the elementary public schools are providing. They want an education tailor made for their children and they set about doing it when the public schools come up short. Too many of our schools proceed in lock step, tracking children into dumb, average, above average, and bright groups when with modern computers this is no longer necessary. Hedges, an author of two books on testing and one on early childhood education, maintains that the testing going on is for all of the wrong reasons, i.e. (1) to evaluate teachers, (2) to compare students with one another, (3) to compare schools with one another. In his view tests should be used as the medical profession uses tests, i.e. to diagnose individual needs and thus to serve as a basis for how to help the student not just give him an A or an F. As he says, "What if when you go to the doctor he hands you a card which gives you a C- on your health. What the devil does that mean?" Instead, the doctor reviews the test data, analyzes it, and gives you a prescription. So why aren't our schools doing that in education? The book is not only a clarion call to arms, but a practical How To. How to provide for individual differences. How to make sure your child will succeed in primary school. How to organize other than by grades. How to enable more independent study and encourage creativity in your youngster. How can parents tell if their school is any good? How to be clear on the objectives of the school. How should young children be graded and evaluated? This book is for superintendents and principals, as they are the leaders, for elementary teachers as they are the doers, for school board member as they are the policy makers, and for those parents, who want to know what an excellent elementary school should be like. It is not pie in the school dreaming, but a down to earth description of how things are versus how they might be in the modern up to date school. Consider just one of his practical tips for some parents. What can the parent of a a slightly immature child do to increase the probability his or her child will be a smash hit?' Here is how. Let us say that he can enter first grade at age six. Well, age six is 365 days. If this child was born January 1 he is 364 days younger than the child born on December 31. A whole year! Think what that means in terms of his growth, development, and readiness for first grade! So, throw in that many of the children will be more mature than his child. The result? His or her child is a failure in the eyes of the other kids who are doing so much better than he because America grades on the curve.

Download or read book Catching Up or Leading the Way written by Yong Zhao and published by ASCD. This book was released on 2009-09-18 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: At a time when globalization and technology are dramatically altering the world we live in, is education reform in the United States headed down the right path? Are schools emphasizing the knowledge and skills that students need in a global society—or are they actually undermining their strengths by overemphasizing high-stakes testing and standardization? Are education systems in China and other countries really as superior as some people claim? These and other questions are at the heart of author Yong Zhao's thoughtful and informative book. Born and raised in China and now a distinguished professor at Michigan State University, Zhao bases many of his observations on firsthand experience as a student in China and as a parent of children attending school in the United States. His unique perspective leads him to conclude that "American education is at a crossroads" and "we need to change course" to maintain leadership in a rapidly changing world. To make his case, Zhao explains * What's right with American education; * Why much of the criticism of schools in the United States has been misleading and misinformed; * Why China and other nations in Asia are actually reforming their systems to be more like their American counterparts; * How globalization and the "death of distance" are affecting jobs and everyday life; and * How the virtual world is transforming the economic and social landscape in ways far more profound than many people realize. Educators, policymakers, parents, and others interested in preparing students to be productive global citizens will gain a clear understanding of what kinds of knowledge and skills constitute "digital competence" and "global competence," and what schools can—and must—do to meet the challenges and opportunities brought about by globalization and technology.

Download or read book US educational achievement on international assessments written by Ben Dalton and published by RTI Press. This book was released on 2011-05-23 with total page 22 pages. Available in PDF, EPUB and Kindle. Book excerpt: The debate about the performance of US students on international assessments of educational achievement routinely fails to account for one consistently stark result: US achievement is bifurcated between a group of high-performing Asian and white students and an exceptionally low-performing group of black and Hispanic students. By summarizing results across 20 major international tests conducted since 1995, this research paper shows that when US racial and ethnic groups are separately compared with other countries, Asian and white students regularly perform at or near the top of international rankings, while black and Hispanic students typically rank at or near the bottom. Furthermore, the United States has a substantially larger minority population than all other developed countries, and minority status is not synonymous with internationally comparable factors such as socioeconomic level or immigrant status. The fact that overall US scores are disproportionately influenced by race and ethnicity suggests that researchers and reformers must reconsider how they use and interpret the results of international achievement tests. The research paper recommends providing and analyzing cross-national data separately by ethnic groups to inform approaches to improving education for all students.

Download or read book The Anatomy of Achievement Gaps written by Jaekyung Lee and published by Oxford University Press. This book was released on 2015-11-12 with total page 457 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Anatomy of Achievement Gaps offers a critical analysis of underachievement problems in American education from interdisciplinary, international, and systems perspectives. The book has several aims: to build a new model of achievement gap research and policy; to provide evidence on the state and alterability of achievement gaps; to synthesize separate lines of domestic and international achievement gap research; and to evaluate and inform American P-16 (pre-school through college) education policies. In light of socioeconomic changes and educational paradigm shifts, Jaekyung Lee extends the scope of analysis from a K-12 to a P-16 education pipeline and from domestic racial/social groups to international groups, with focus on the case of South Korea. Through multilevel and longitudinal analyses of U.S. national and international datasets, The Anatomy of Achievement Gaps provides new evidence on the status and trends of achievement gaps, causes of these gaps, and the effects of policy interventions. In an effort to evaluate the nation's strengths and weaknesses across the P-16 education pipeline, it draws upon a wide range of educational data sources and indicators. Featuring cross-cultural perspectives beyond the U.S., Lee reframes achievement gap and educational accountability issues.

Download or read book Bridging the Achievement Gap written by John E. Chubb and published by Rowman & Littlefield. This book was released on 2004-05-13 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: The achievement gap between white students and African American and Hispanic students has been debated by scholars and lamented by policymakers since it was first documented in 1966. The average black or Hispanic secondary school student currently achieves at about the same level as the average white student in the lowest quartile of white achievement. Black and Hispanic students are much less likely than white students to graduate from high school, acquire a college or advanced degree, or earn a middle-class living. They are also much more likely than whites to suffer social problems that often accompany low income. While educators have gained an understanding of the causes and effects of the education achievement gap, they have been less successful in finding ways to eliminate it—until now. This book provides, for the first time in one place, evidence that the achievement gap can be bridged. A variety of schools and school reforms are boosting the achievement of black and Hispanic students to levels nearing those of whites. Bridging the Achievement Gap brings together the findings of renowned education scholars who show how various states, school districts, and individual schools have lifted the achievement levels of poor and minority students. The most promising strategies include focusing on core academic skills, reducing class size, enrolling students in more challenging courses, administering annual achievement assessment tests, creating schools with a culture of competition and success, and offering vouchers in big-city school districts. While implementing new educational programs on a large scale is fraught with difficulties, these successful reform efforts offer what could be the start of widespread effective solutions for bridging the achievement gap.

Download or read book The Anatomy of Achievement Gaps written by Jaekyung Lee and published by Oxford University Press. This book was released on 2016 with total page 457 pages. Available in PDF, EPUB and Kindle. Book excerpt: Through the lens of interdisciplinary and systems perspectives, The Anatomy of Achievement Gaps offers an expert critical analysis of the underachievement problems plaguing the American education system today. By providing a blueprint to meet these challenges, Jaekyung Lee both evaluates and informs American educational policies with a new model of achievement for preschool through college-aged students.

Download or read book Korean Education in Changing Economic and Demographic Contexts written by Hyunjoon Park and published by Springer Science & Business Media. This book was released on 2013-11-24 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited volume offers a comprehensive survey of Korean education in transition. Divided into three parts, the book first assesses the current state of Korean education. It examines how the educational system handles the effects of family background and gender in helping students smoothly transition from school to the labor market. Next, the book introduces growing concerns over whether the traditional model of Korean education can adequately meet the demands of the emerging knowledge-based economy. It examines features of new reform measures that have been introduced to help Korean education prepare students for the new economy. The third part discusses how an influx of diverse migrant groups, including marriage migrants, migrant workers, and North Korean migrants, and the rising divorce rate — two major demographic changes— challenge the fundamental assumption of cultural homogeneity that has long been a part of Korean education. This detailed analysis of a society and educational system in transition will appeal to a wide range of readers, from those involved with Korean education to educators and administrators in countries currently looking for ways to handle their own economic and demographic changes.

Download or read book Socioeconomic Inequality and Educational Outcomes written by Markus Broer and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This open-access book focuses on trends in educational inequality using twenty years of grade 8 student data collected from 13 education systems by the IEAs Trends in Mathematics and Science Study (TIMSS) between 1995 and 2015. While the overall positive association between family socioeconomic status (SES) and student achievement is well documented in the literature, the magnitude of this relationship is contingent on social contexts and is expected to vary by education system. Research on how such associations differ across societies and how the strength of these relationships has changed over time is limited. This study, therefore, addresses an important research and policy question by examining changes in the inequality of educational outcomes due to SES over this 20-year period, and also examines the extent to which the performance of students from disadvantaged backgrounds has improved over time in each education system. Education systems generally aim to narrow the achievement gap between low- and high-SES students and to improve the performance of disadvantaged students. However, the lack of quantifiable and comprehensible measures makes it difficult to assess and monitor the effect of such efforts. In this study, a novel measure of SES that is consistent across all TIMSS cycles allows students to be categorized into different socioeconomic groups. This measure of SES may also contribute to future research using TIMSS trend data. Readers will gain new insight into how educational inequality has changed in the education systems studied and how such change may relate to the more complex picture of macroeconomic changes in those societies.