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Flunking innovation and creativity

Yong Zhao

The Phi Delta KappanVol. 94, No. 1 (September 2012), pp. 56-61

Published by: Phi Delta Kappa International

 http://www.jstor.org.liblink.uncw.edu/stable/41763573

http://rf2tt2th6w.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Flunking+innovation+and+creativity%3A+East+Asia%27s+highly+touted+test+scores+in+math%2C+science%2C+and+reading+are+masking+important+failures+in+developing+innovators+and+entrepreneurs&rft.jtitle=Phi+Delta+Kappan&rft.au=Zhao%2C+Yong&rft.date=2012-09-01&rft.pub=Phi+Delta+Kappa%2C+Inc&rft.issn=0031-7217&rft.eissn=1940-6487&rft.volume=94&rft.issue=1&rft.spage=56&rft.externalDBID=IAO&rft.externalDocID=303468308¶mdict=en-US

Yong Zhao begins this article quoting Diana Sawyer of ABC news. “"We have a wake-up call now about America's kids. Today, the new international reading, math, and science scores were released, and Chinese students left American teens in the dust in all three categories.” (Sawyer, 2010)  This article explains insights gained from the national media blitz over China’s performance on the 2010 PISA and their reluctant attitude toward international promotion and celebration after the results were announced.  Chinese students compared to their international counterparts outperformed in all categories. The Chinese government has realized it dominance support it labor intensive workforce.

Therefore compared to other industrialized countries such as the U. S. with lower PISA scores, China is more depended on the building and processing, instead of innovating or inventing. 

Zhao bring in the discussion a different point of view in the PISA assessment results. Many countries want to improve and look to China a goal to reach.  Zhao references the book entitled “Surpassing Shanghai: An Agenda for American Education Built on the World’s Leading System” written by Marc Tucker. The Chinese officials according to the journal consider the system a flawed if it cannot produce innovators, such as American Steve Jobs. Jobs and his fellow cofounder of Apple were a part of a discussion, stating that nnovation and entrepreneurship would struggle in China because the structure lacks the arts and freedom of expression components.  Zhao referenced Japan and Korea for showing same similar situations. This would be strong support article for research concerning the economic impact of a balance educational system, instead of heavy math and science driven or heavy arts and freedom.  Also, this article will add to research concerning the innovative mind set curriculum.

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Betterworlded.org

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Violence in Southern Thailand

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International Lesson Plans for Reading Engagement

This website has been developed to provide support for educators around the world. Teachers have access to lesson plans, tips, and strategies to improve classroom instruction. In addition there is a educational newsletter attached to the site that provides additional resources. 

https://www.literacyworldwide.org/get-resources/units-lesson-plans

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Japanese Classroom

Students wearing summer uniforms in Tokyo Japan. Students also eat in the classroom with their teacher to build relationships with classmates and teachers. 

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(via https://www.youtube.com/watch?v=juMOe0feChg)

Comparative Education in St. Lucia

The Caribbean Examination Council Registrar believes that students from the Caribbean may not be viewed as successful as students from more developed countries and that the quality of their education may not be recognized, based on their areas of study and occupations of choice.  However, although no global standard is used to measure their aptitude, be believes that because students from St. Lucia are top performers in their line of work, wherever they choose to go, then the educational system in St. Lucia must be on par with others with whom they compete.  Nevertheless, others around the world often view education in the Caribbean as mediocre.

I believe that the registrar makes a good point that the way intelligence is measured, universally, may exclude countries in which “intelligence” does not meet that standard.  Successful careers in, or an aptitude for, careers in STEM are not the only ways to demonstrate how intelligent students are or what they are capable of doing.

Choice TV Live.  (2016, May 23).  Comparative Education.  [Video file]. 

     Retrieved from https://www.youtube.com/watch?v=juMOe0feChg

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K12 Education in South Korea

Elementary School:

Daily Attendance from 8AM-3PM

Middle School:

Daily Attendance from 8AM-4PM

High School:

Daily Attendance from 8AM-930PM, including mandatory study sessions.

School is open until midnight to accommodate additional studying. Most students allot themselves an hour of leisure time; the rest of their waking hours are dedicated to academic preparation. This is the norm across the country. There are only three university in South Korea that are considered competitive. All students aim for admittance, though acceptance rates are very low. The pressure to succeed is so critical that the country halts all air traffic on the annual college admissions test date. This test last approximately 8 hours.

Very little differentiated teaching is performed throughout South Korea, instead relying on its traditional lecture-style teaching, fulfilling the stereotypes of a homogeneous society.

Though hailed as one of the leading countries in student achievement, increasing pressure among parents, heightened competitive between students, and societal demands has warranted significant increases in mental health problems. South Korea is one of the leading nations of teen suicide in relation to stress from academia.

Traditionally segregated by sex, South Korea has begun to implement coeducational schools. Students are taught a multitude of subjects, including multiple foreign languages and ethics.

Resources

The South Korean Education System

https:/ / www.youtube.com/ watch?v= 3aX2zkh4OdM

Korea - Strong Performers and Successful Reformers in Education

https:/ / www.youtube.com/ watch?v= OJhzdIBUPs0

South Korean Classrooms to go Fully Digital by 2015

https://www.youtube.com/watch?v= iE6zF_zjWTY

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Journal: Teacher and Teacher Education

For consideration:

Adamson, B. (2012). International comparative studies in teaching and teacher education. Teacher and Teacher Education, 28(5), 641-648. Retrieved from http://www.science direct.com.liblink.uncw.edu/science/article/pii/S0742051X12000340

 Focal Piece:

O’Sullivan, M.C., Wolhuter, C.C, & Maarman, R.F. (2010). Comparative education in primary teacher education in Ireland and South Africa. Teacher and Teacher Education 26(4). Retrieved from http://search.proquest.com.liblink.uncw.edu/eric/docview/742869 032/7CC0DE84385477BPQ/6?accountid=14606

This article highlights on status (as of 2010) of comparative education in post-secondary instruction in Irish and South African universities. The article highlights three main principles found in its study: the value or worth of comparative education courses, the value of contextual factors that determine the necessity of comparative education, and the importance of collegiate students contribute to the future of comparative education in teacher education. Specifically, the article examines the views and perspectives of students who took or were currently taking a comparative education course in post-secondary education. Several surveys were documented and a Likert scale was used to display information concerning the views/opinions of students regarding the integrity and significance of comparative education courses. The study’s primary focus group was among Irish students, but further inquiry was sought and in turn, included the perspectives of college students in South Africa. Similar responses revealed an appreciation of comparative education courses, though enrollment in this elective course was not as high as other courses offered.

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Learning Styles in Professional Schools in Saudi Arabia

For my second journal review post, I found an interesting international article written about dental students in Saudi Arabia.  What I found useful was the assessment of learning styles in professional school settings.  The results can be compared to learning styles seen in professional schools in the US and other countries.  Results were obtained by surveying 345 dental students at two universities in the country.

Data was analyzed to determine learning style preferences.  Gender differences were noted.  Key attributes measured were lecture format, lecture length, time of day, handouts, and applied demonstrations.  Understanding what learning style Saudi Arabian students prefer was the desired outcome of this student.  Results showed time of day preferences, lecture style and length preference, and differences among genders.

The application of this study is useful for research on Saudi Arabian learning styles in this setting.  I found the parameters that the article studied to be limited in learning styles compared to the Western context.  I found the gender difference to be perhaps indicative of gender equity in the country.  Beyond learning styles, I found the article helpful in understanding instructional methods used in the dental schools.  This is a great comparative point to other professional schools across the world.

AlHamdan, E. M., Tulbah, H. I., AlDuhayan, G. A., & AlBedaiwi, L. S. (2016). Preferences of dental students towards teaching strategies in two major dental colleges in Riyadh, Saudi Arabia. Education Research International, doi: http://dx.doi.org.liblink.uncw.edu/10.1155/2016/4178471

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Distance Learning in Kazakhstan

For my journal review post, I found a great international article written about Kazakhstan and an evaluation of distance learning as a solution to some of its educational problems. Kazakhstan is a very large country and the article points out that educational institutions are not distributed throughout the country proportionally with the population.  This leads to areas that do not receive equitable benefits from the education system.

The authors propose using distance learning as one solution to this issue.  They feel like using distance education will reduce the country’s cost per student and greatly improve access to education.  The article then goes on to analyze the factors that ensure quality of distance learning including: strong instruction, wide range of tasks to satisfy learning styles, and frequent student teacher interaction

The article then looks at Kazakhstan’s infrastructure and shares that satellite delivery of information is the widest spread and reliable.  This is of course different than the US where cable has largely penetrated society.

This is a very interesting article and talks about distance learning in a country less developed than the US.  I found the authors to be very detailed in their analysis of effective distance learning.  One could use this article to compare distance learning styles among countries with different infrastructures and quality of educational systems.

Khussainova, Z. S., Assanova, M. K., & Turmukhambetov, A. K. (2016). Distance Learning Technologies as an Effective Form of Training Competitive Specialists. Education and Science without Borders, 7(13), 56-61. Retrieved from http://search.proquest.com.liblink.uncw.edu/docview/1790896651?accountid=14606

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6 things about the education in India

1) The Higher Education system is the shared responsibility of the Center and States

2)The University if considered the highest seats of learning

3)The Education system is divided into levels: pre-primary, primary, elementary, secondary, undergraduate and post-graduate level

4)3 out of 4 students will drop out

5)The Right to Free and Compulsory Education Act of 2009 has made education free from ages 6 to 14(which will get them up to class 8)

6) India has the highest level of illiterate people

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Social Media: International Gifted Education on facebook

Often times when my husband complains I am on facebook too much, I remind him of social media’s importance in today’s informal global communication network. Key relationships forged across borders serve to break down perceived social boundaries on facebook, and it is also one of the easiest ways to share information with “friends” and like-minded colleagues from around the world. 

International Gifted Education is a private (closed) facebook group, open to member-requests, and administered/directed by Roya Klingner from Germany. If you are interested in gifted education, this is the international facebook group to join! It is here on this “wall” where conversations about best and worst practices, research, and gifted pedagogy are discussed by real live people who are either experiencing or facilitating gifted education. I encourage you to join this group if you enjoy discussing gifted education, not just reading papers in isolation. For me, this group has helped me understand how others in the field have come to think about and understand gifted education. After all, if it takes a village...why not extend our own to include members from around the world?

https://www.facebook.com/groups/268592359853512/

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What Does Globalization Mean for Educational Change? A Comparative Approach

The article discusses the impact of globalization on countries and how these impact education. The author discusses at length the importance of removing the pressure placed of funding education from governmental sources. Countries in general look for ways to cut spending, often times education is on the chopping block. In order offset these cost, countries seek foreign dollars in the form of investments or building manufacturing jobs. To attract these companies countries must have an educated workforce in place and the ability to sustain and improve this workforce. The author focuses on the importance that globalization has played to fulfill this mission. 

Reference

Carnoy, M., & Rhoten, D. (2002). What does globalization mean for educational change? a comparative approach. Comparative Education Review, 46(1). doi:10.1086/324053

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Empowered to Contest the Terms of Empowerment? Empowerment and Development in a Transnational Women’s Education Project

Journal:Comparative Educational Review

Volume 60, Number 4 / November 2016

Ayesha Khurshid

http://www.journals.uchicago.edu/doi/full/10.1086/688403

The modern thought of international Human Capital invests has been the focus to community development globally.  This thought has been driven by the thought of empowerment through the scope of education.  This article supports that educating individuals and whole communities will generate useable resources and collaborative opportunities.  In other words, countries can utilize resources from within, instead  using outside resources. Scholars, especially feminist in Arab countries have been critical with the ideal of using education as tool toward global governance.  A move to transfers control of economic factors to the private sector from the public sector. The author would like to analyze globally, how education and empowerment are approached and implemented in their citizens’ everyday lives.  This analysis focuses on the inequalities  of self-governing  empowerment debates in women’s education project in Arab national such as Pakistan and the international community.  The study revealed developments and empowerments debates that have developed and fueled ideals for dissenting voices and opinions.

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Government versus Teachers: The Challenges of Educational Progress in Oaxaca, Mexico

Journal:  Current Issues in Comparative Education (CICE)

http://www.tc.columbia.edu/cice/

The CICE journal is a free, online journal that publishes contemporary scholarly articles on issues facing comparative education.  Issues can include topics such as the impact of world politics or the economy on education.  Contributors to this journal are students, professors, researchers, policy-makers, and practitioners.

Shepherd, A.V.  (2015).  Government versus Teachers:  The Challenges of 

     Educational Progress in Oaxaca, Mexico.  Current Issues in Comparative 

     Education, 17(1), 27-35.  Retrieved 

     from http://www.tc.columbia.edu/cice/pdf/34880_17_01_Shepherd.pdf

This article outlines the rift between the primary and secondary teachers in Oaxaca and the government.  For twenty years, the teachers’ union has been engaged in a battle against the government of Oaxaca, to no long-term avail.  According to the article, the parents and students are not supportive of the teachers’ union because from their vantage point, the teachers are the highest paid workers and when they engage in strikes, the students are the ones who are hurt in the process because they lose significant amount of school days.  The teachers, however, continue to strike in order to ensure, not only a higher wage, but necessary materials for their students.  

On the other hand, another problem exists in the university system due resulting in low enrollment.  University students often drop out because they are not financially able to continue their studies and they can make no tangible connections between obtaining a college degree and improving their current circumstances.  In essence, there is no real merit in obtaining a college degree.  Some also believe that university students are behind in their academic studies due to the significant amount of days lost in their primary and secondary education.  To conclude, it is suggested that the teachers’ union better communicate with the parents and students their mission and objectives and seek other ways to accomplish their goals with the government.  Otherwise, both the government and the teachers’ union will hurt the ones they are trying to help - the students.

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Infographic for the number of asylum seekers in the Netherlands and where they came from.

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Education in Ireland