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Comparing to the bestComparing to the best

A Proposal of Focusto Improve Education in the United States

A Proposal of Focusto Improve Education in the United States

B.Casey,J.Giaquinto,R.Martinez, M. Parent, A.Petruzzelli,P.Sirichantr – July,

2009 ELMP 7774- 9

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"Education is not a sphere apart, but is subject to social and cultural osmosis.  Is there not a convergence between the styles of educational planning and decision making in the developed and developing countries of the world?  Human "capital" is an asset of concerns to all countries." ~ Curriculum Reform: An Overview of Trends.  1990 Malcolm Skilbeck, Centre for Educational Research and Innovation

B.Casey,J.Giaquinto,R.Martinez, M. Parent, A.Petruzzelli,P.Sirichantr – July, 2009 ELMP 7774- 9

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GOALS AND OBJECTIVESGOALS AND OBJECTIVES

Human Capital – To identify two countries to study in depth that have

characteristics that suggest exemplary educational programs

To recognize that there are strengths in the American Educational System

Social Capital - To appreciate that identified characteristics will be more than

programmatic and structural, but also attitudinal and cultural To create an exemplary program for our American students

using the strengths of these three countries

Human Capital – To identify two countries to study in depth that have

characteristics that suggest exemplary educational programs

To recognize that there are strengths in the American Educational System

Social Capital - To appreciate that identified characteristics will be more than

programmatic and structural, but also attitudinal and cultural To create an exemplary program for our American students

using the strengths of these three countries

B.Casey,J.Giaquinto,R.Martinez, M. Parent,

A.Petruzzelli,P.Sirichantr – July, 2009 ELMP 7774- 9

B.Casey,J.Giaquinto,R.Martinez, M. Parent, A.Petruzzelli,P.Sirichantr – July, 2009 ELMP 7774- 9

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Comp Ed Movie.mp4

Japanese Confucianism – Impact of Confucius on Japan’s Education

Japanese Confucianism – Impact of Confucius on Japan’s Education

In ancient times those who wished to bring harmony to the whole world would first bring order to their states. Those who wished to bring order to their states would first regulate the family. Those who wished to bring order to their families cultivate their own moral character. When the moral character is cultivated, the family will be regulated; when the family is regulated, the state will be in order, when the state is in order, the whole world will be pacified.

- The Great Learning

Fernandez, J.A. (2004). The Gentleman’s Code of Confucius: Leadership by Values. Organization Dynamics. Vol. 33, Issue 1, February 2004, Pages 21-31.

In ancient times those who wished to bring harmony to the whole world would first bring order to their states. Those who wished to bring order to their states would first regulate the family. Those who wished to bring order to their families cultivate their own moral character. When the moral character is cultivated, the family will be regulated; when the family is regulated, the state will be in order, when the state is in order, the whole world will be pacified.

- The Great Learning

Fernandez, J.A. (2004). The Gentleman’s Code of Confucius: Leadership by Values. Organization Dynamics. Vol. 33, Issue 1, February 2004, Pages 21-31.

5B.Casey,J.Giaquinto,R.Martinez, M. Parent, A.Petruzzelli,P.Sirichantr –

July, 2009 ELMP 7774- 9

Impact of Confucius on Japan’s Education

Impact of Confucius on Japan’s Education

Confucianism was introduced to Japan by the beginning of the seventh century but only became pervasive and influential in a modified from during the long Tokugawa Shogunate (1600-1868).

Confucianism taught that education which did not produce good character was worthless and the men became virtuous officials by intensive study, disciplined repetition of proper forms, and observance of Confucius values.

In Confucius circular, thinking knowledge created good character, good character led to good study habits, and good habits produced good academic achievement.

To create hard workers and loyal and obedient subjects to the emperor and state, the post Meiji leaders deliberately revived and promoted Confucius values in the schools as state ideology.

Consequently, early Japanese education emphasizes development of character more than intellectual development. Paradoxically, however, their whole-child approach produces a higher academic performance than Americans one focusing cognitive learning.

Among eight goals of education, Japanese elementary school teachers ranked students “personal growth, fulfillment, and self-understand” and “human relation skills” first and second, but academic skills only seventh.

Wry, H. (1999). Japanese and American Education. Retrieve July 14, 2009, from http://books.google.com/books?id=izkfEreOnacC&printsec=copyright&hl

Confucianism was introduced to Japan by the beginning of the seventh century but only became pervasive and influential in a modified from during the long Tokugawa Shogunate (1600-1868).

Confucianism taught that education which did not produce good character was worthless and the men became virtuous officials by intensive study, disciplined repetition of proper forms, and observance of Confucius values.

In Confucius circular, thinking knowledge created good character, good character led to good study habits, and good habits produced good academic achievement.

To create hard workers and loyal and obedient subjects to the emperor and state, the post Meiji leaders deliberately revived and promoted Confucius values in the schools as state ideology.

Consequently, early Japanese education emphasizes development of character more than intellectual development. Paradoxically, however, their whole-child approach produces a higher academic performance than Americans one focusing cognitive learning.

Among eight goals of education, Japanese elementary school teachers ranked students “personal growth, fulfillment, and self-understand” and “human relation skills” first and second, but academic skills only seventh.

Wry, H. (1999). Japanese and American Education. Retrieve July 14, 2009, from http://books.google.com/books?id=izkfEreOnacC&printsec=copyright&hl

6B.Casey,J.Giaquinto,R.Martinez, M. Parent,

A.Petruzzelli,P.Sirichantr – July, 2009 ELMP 7774- 9

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The school in Japan is viewed as a “moral community”, being expected to maintain a high moral standard, which is supported by parents.  The teaching of morals and appropriate behavior  supports the creation of students  that are cooperative and well disciplined, and studious and so reduces the need for teachers to waste energy on maintaining order – Hood, 2001

JAPANJAPAN

B.Casey,J.Giaquinto,R.Martinez, M. Parent,

A.Petruzzelli,P.Sirichantr – July, 2009 ELMP 7774- 9

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Classroom Behavior Comparison

Classroom Behavior Comparison

Behavior Comparison

Classroom Disturbance 580% higher in the US compared to Japan

Cheating 900% higher in the US compared to Japan

Theft 500% higher in the US compared to Japan

Physical injury to other student 67% higher in the US compared to Japan

Intimidation or verbal abuse of other student

680% higher in the US compared to Japan

Verbal abuse of teacher 25% higher in the US compared to Japan

B.Casey,J.Giaquinto,R.Martinez, M. Parent, A.Petruzzelli,P.Sirichantr –

July, 2009 ELMP 7774- 9

National Center for Educational Statistics, 2007

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Why do Finnish students do so well?

Why do Finnish students do so well?

B.Casey,J.Giaquinto,R.Martinez, M. Parent,

A.Petruzzelli,P.Sirichantr – July, 2009 ELMP 7774- 9

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Pisa Results - 2006Pisa Results - 2006

Mathematics Science Reading

1 Taiwan Finland South Korea

2 Finland Hong Kong Finland

3 Hong Kong Canada Hong Kong

4 South Korea Taiwan Canada

5 Netherlands Estonia New Zealand

6 Switzerland Japan Australia

B.Casey,J.Giaquinto,R.Martinez, M. Parent,

A.Petruzzelli,P.Sirichantr – July, 2009 ELMP 7774- 9

B.Casey,J.Giaquinto,R.Martinez, M. Parent, A.Petruzzelli,P.Sirichantr – July, 2009 ELMP 7774- 9

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Teacher Preparation - FinlandTeacher Preparation - Finland

• Finland’s universities have a recognized four year Teacher Education program leading to a master’s degree.

• In order to develop research-based thinking, a continuous interaction of research and practice in the pattern from the very beginning of the program

• A spiral curriculum is applied with core courses vertically integrated , and research methods courses integrated with other courses throughout the program

• Finland’s universities have a recognized four year Teacher Education program leading to a master’s degree.

• In order to develop research-based thinking, a continuous interaction of research and practice in the pattern from the very beginning of the program

• A spiral curriculum is applied with core courses vertically integrated , and research methods courses integrated with other courses throughout the program

B.Casey,J.Giaquinto,R.Martinez, M. Parent, A.Petruzzelli,P.Sirichantr – July, 2009 ELMP 7774- 9

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Teacher PreparationFigure 2: Levels of teachers’ extended competence

Teacher PreparationFigure 2: Levels of teachers’ extended competence

Teachingaction

Teacher Planning

Curriculumwork

Reflectionon action

C 1

C 2

C 3

C 4b

Reflection in actio

n C4A

B.Casey,J.Giaquinto,R.Martinez, M. Parent, A.Petruzzelli,P.Sirichantr – July, 2009 ELMP 7774- 9

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Curriculum -Essential Questions

Curriculum -Essential Questions

How would a national curriculum impact education in the United States?

How would a national curriculum effect international test scores?

June 1, 2009 – Common core standards initiative – Arnie Duncan

How would a national curriculum impact education in the United States?

How would a national curriculum effect international test scores?

June 1, 2009 – Common core standards initiative – Arnie Duncan

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Advantages/Disadvantages of how a National Curriculum

Establishes a Unified Educational Front

Advantages/Disadvantages of how a National Curriculum

Establishes a Unified Educational Front

Advantages – Gets all states on the same pageAllow state by state comparisonCertification for teaching standardsPost-Secondary ConsistencyRegulations could be the sameStudents who move interstate benefit

Disadvantages – Disagreement between lawmakersOther aspects of education need to become uniformAvailability of educatorsAssessment PressuresInclusion of other types of schoolsHidden Curriculums differFederal Government powerDifferent Cultures make up United States

Advantages – Gets all states on the same pageAllow state by state comparisonCertification for teaching standardsPost-Secondary ConsistencyRegulations could be the sameStudents who move interstate benefit

Disadvantages – Disagreement between lawmakersOther aspects of education need to become uniformAvailability of educatorsAssessment PressuresInclusion of other types of schoolsHidden Curriculums differFederal Government powerDifferent Cultures make up United States

B.Casey,J.Giaquinto,R.Martinez, M. Parent,

A.Petruzzelli,P.Sirichantr – July, 2009 ELMP 7774- 9

B.Casey,J.Giaquinto,R.Martinez, M. Parent, A.Petruzzelli,P.Sirichantr – July, 2009 ELMP 7774- 9

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National Curriculum….National Curriculum….

B.Casey,J.Giaquinto,R.Martinez, M. Parent, A.Petruzzelli,P.Sirichantr – July, 2009 ELMP 7774- 9

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Creativity and InnovationCreativity and Innovation

The Finns rely on the electronics field, and telecommunications, and forest and mining industries to sustain their employment. 

Educators believe Finland needs to ramp-up gifted programs and produce more "go-getters" the way the United States does.

~ Ellen Gamerman, 2009, The Wall Street Journal, February 29, 2008. Dow Jones & Company, Inc.

The Finns rely on the electronics field, and telecommunications, and forest and mining industries to sustain their employment. 

Educators believe Finland needs to ramp-up gifted programs and produce more "go-getters" the way the United States does.

~ Ellen Gamerman, 2009, The Wall Street Journal, February 29, 2008. Dow Jones & Company, Inc.

B.Casey,J.Giaquinto,R.Martinez, M. Parent, A.Petruzzelli,P.Sirichantr – July, 2009 ELMP 7774- 9

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"Cross-cultural differences in creative thinking were assessed for 51 American and 54 Japanese college students. The American college students showed statistically significantly higher scores on the Torrance Tests of Creative Thinking (TTCT) figural test than the Japanese college students. " 

"...some American Japan-experts have been telling their compatriots to [academically] emulate Japan, Japanese Americanists have urged their compatriots to learn [creativity] from America. " (Kuniko Miyanaga, The Creative Edge, Transaction Publishers, 1993).

"Cross-cultural differences in creative thinking were assessed for 51 American and 54 Japanese college students. The American college students showed statistically significantly higher scores on the Torrance Tests of Creative Thinking (TTCT) figural test than the Japanese college students. " 

"...some American Japan-experts have been telling their compatriots to [academically] emulate Japan, Japanese Americanists have urged their compatriots to learn [creativity] from America. " (Kuniko Miyanaga, The Creative Edge, Transaction Publishers, 1993).

B.Casey,J.Giaquinto,R.Martinez, M. Parent, A.Petruzzelli,P.Sirichantr – July, 2009 ELMP 7774- 9

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Creativity and IngenuityCreativity and Ingenuity

B.Casey,J.Giaquinto,R.Martinez, M. Parent, A.Petruzzelli,P.Sirichantr – July, 2009 ELMP 7774- 9

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Creativity, Ingenuity and Innovation

Creativity, Ingenuity and Innovation

B.Casey,J.Giaquinto,R.Martinez, M. Parent, A.Petruzzelli,P.Sirichantr – July, 2009 ELMP 7774- 9

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The United States:Preparing for Global Competition and

Internalization

The United States:Preparing for Global Competition and

Internalization

Teacher PreparationNational CurriculumValue of EducationCreativity and Innovation

Teacher PreparationNational CurriculumValue of EducationCreativity and Innovation

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References – References – Abramson, Larry (2007, January 1). Conversation calls for National Education Curriculum.

Retrieved May 2, 2007, from National Curriculum Web site: http://www.parent.org.uk/national.htm.

Christopher Hood, 2001 Japan Education Reform

National curriculum could dent education standards: Lemma AAP General News Wire. Sydney:Oct 6, 2006. p. 1.

(Noriko Saeki, Xitao Fan, Lani Van Dusen, A comparative study of creative thinking of American And Japanese College Students, The Journal of Creative Behavior, Creative Education Foundation, Volume 35, Number 1 / First Quarter 2001).

Rationing Education In an Era of Accountability Jennifer Booher-Jennings. Phi Delta Kappan. Bloomington:Jun 2006. Vol. 87, Iss. 10, p. 756-761 (6 pp.).

Takakura, Sho.,Ono, Yumiko. Restructuring Teacher Education in Japan: Recent Developments in Personnel Management System, Eric Document.

Westbury, Ian., Hansen, Sven-Erick., Kansanen, Pertti., Bjorkvist, Ole 2005. Teacher Education for Research-based Practice in Expanded Roles: Finland’s experience. Scandinavian Journal of Educational Research

Wry, H. (1999). Japanese and American Education. Retrieve July 14, 2009, from http://books.google.com/books?id=izkfEreOnacC&printsec=copyright&hl

Abramson, Larry (2007, January 1). Conversation calls for National Education Curriculum. Retrieved May 2, 2007, from National Curriculum Web site: http://www.parent.org.uk/national.htm.

Christopher Hood, 2001 Japan Education Reform

National curriculum could dent education standards: Lemma AAP General News Wire. Sydney:Oct 6, 2006. p. 1.

(Noriko Saeki, Xitao Fan, Lani Van Dusen, A comparative study of creative thinking of American And Japanese College Students, The Journal of Creative Behavior, Creative Education Foundation, Volume 35, Number 1 / First Quarter 2001).

Rationing Education In an Era of Accountability Jennifer Booher-Jennings. Phi Delta Kappan. Bloomington:Jun 2006. Vol. 87, Iss. 10, p. 756-761 (6 pp.).

Takakura, Sho.,Ono, Yumiko. Restructuring Teacher Education in Japan: Recent Developments in Personnel Management System, Eric Document.

Westbury, Ian., Hansen, Sven-Erick., Kansanen, Pertti., Bjorkvist, Ole 2005. Teacher Education for Research-based Practice in Expanded Roles: Finland’s experience. Scandinavian Journal of Educational Research

Wry, H. (1999). Japanese and American Education. Retrieve July 14, 2009, from http://books.google.com/books?id=izkfEreOnacC&printsec=copyright&hl

B.Casey,J.Giaquinto,R.Martinez, M. Parent,

A.Petruzzelli,P.Sirichantr – July, 2009 ELMP 7774- 9

B.Casey,J.Giaquinto,R.Martinez, M. Parent, A.Petruzzelli,P.Sirichantr – July, 2009 ELMP 7774- 9

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Comparative EducationComparative Education

Dr. StetarB.Casey,J.Giaquinto,R.Martinez, M.

Parent, A.Petruzzelli,P.Sirichantr – July, 2009 ELMP 7774- Module 9

Dr. StetarB.Casey,J.Giaquinto,R.Martinez, M.

Parent, A.Petruzzelli,P.Sirichantr – July, 2009 ELMP 7774- Module 9