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1.
Cross-cultural studies in early childhood education assist in expanding perspectives and gaining increased understanding and appreciation of programs in other countries. Because both Sweden and the United States are interested in parent involvement in early childhood programs, a survey was conducted to assess parent's perceptions of these programs. Following a review of family life and early childhood education in Sweden and the United States are the specific components of the cross-cultural study. A stratified random sample of parents whose children were involved in early childhood programs was done in St. Louis County, MN, United States, and Kronobergs Lan, Småland, Sweden. In the first section of the five-part survey, parents indicated the degree to which they agreed or disagreed with statements about such areas as governmental support of children and families. Parents in Sweden felt more support of the government, whereas parents in the United States used early childhood programs as a support mechanism to increase their confidence. In the other four sections of the survey, parents rated the importance of various types of parental involvement and the importance of various materials, activities, and caregiver actions in their children's programs. In general, parents in Sweden valued informal contact and inner-directed creative materials and activities. Parents in the United States valued more confining activities such as rote counting, community-based experiences, and compliance with adult expectations. The influence of the macro-society on parents' perceptions as well as microsystem interactions and environments is evident in this study. As early childhood educators learn about and adapt new ideas to their own programs, the potential of cross-cultural studies becomes realized in improved opportunities for young children and their families. 相似文献
2.
Maureen Woodhall 《Higher Education in Europe》1992,17(1):141-149
The last decade has seen considerable changes in patterns of financing higher education in both industrialized and developing countries. Financial stringency affecting public budgets, rapid growth in student numbers, and concern for both efficiency and equity have resulted in changes both in systems of financial support for students and mechanisms for funding higher education institutions. This article reviews recent changes in sources and methods of financing higher education in OECD countries, including Australia, France, Germany, Japan, Netherlands, Sweden, the United Kingdom, and the United States. It examines attempts to shift some of the financial burdens, for higher education from public to private sources, through the introduction of tuition fees and student loans, not only in industrialized countries, but also in developing ones in Africa and Asia. 相似文献
3.
Pamela LePage Hanife Akar Yeliz TemliDerya ?en Neil Hasser Ilene Ivins 《Teaching and Teacher Education》2011,27(2):366-375
In this study, the researchers examined how K-8 teachers approach morality, moral education, and the moral development of children in Turkey and in the United States. Both countries have diverse cultures and long histories with secular education systems. Surveys were sent to teachers in nine cities in both countries. Results suggest that Turkish teachers emphasized societal values and global values, which have implications for the sustainability of the Turkish nation-state. American teachers emphasized moral action and morality in context (cultural relativity) rather than global values. Our findings emphasize the importance of inter-cultural awareness and tolerance. 相似文献
4.
Pamela Oberhuemer 《International Journal of Early Years Education》2015,23(3):303-312
Just over a decade ago, an OECD Starting Strong team reviewed the system of early childhood education and care (ECEC) in Germany. Regarding the staffing of early childhood provision and referring in particular to resistance at the political level to raise the formal qualification level of educators in alignment with European trends, the evaluative report noted in 2004 that the chosen approach may be overlooking the issue of the sustainability. The article explores key discourses and paradigmatic shifts which have shaped early years professionalisation initiatives and workforce developments since this time. One of the most notable changes has been a remarkable growth in the size of the workforce, which has almost doubled over the past eight years. What are the reasons for this fast-paced expansion, and can it be sustained? Have qualification requirements been lowered, and has the composition of the workforce changed? What are current challenges facing the sector? As ECEC provision develops across Europe, other countries face similar issues. Exploring how they are played out in one particular country context may help to stimulate critical analysis in others. 相似文献
5.
W. T. Walton Jerry Rosenqvist Ingvar Sandling 《Scandinavian Journal of Educational Research》2013,57(4):283-298
Many background factors, such as demography, size of the country and the history development, have created different atmospheres and have influenced philosophies, laws, and procedures for dealing with handicapped students in educational settings in Denmark, Sweden, and the United States of America. Yet, despite the differences, these three countries have developed educational systems that are more similar than different. This report examines both similarities and differences and aims to spread information that could be useful in developing the special education systems of different countries. The authors represent special educational research in the United States of America and Sweden. 相似文献
6.
田敏 《昆明师范高等专科学校学报》2011,(5):86-88
美西战争后,美国对菲律宾殖民统治达48年左右的时间。由于美国特殊的国家历史和菲律宾不同于其他东南亚殖民地国家的状况,美国在菲律宾实行了政治复制、经济垄断、文化移植等不同于其他宗主国的殖民统治政策。无论美国在菲律宾实行的是什么样的统治政策,其殖民主义的目的和其他的帝国主义国家是一样的,这些政策给殖民地国家发展带来了很大的影响。 相似文献
7.
Maureen Woodhall 《Higher Education Quarterly》1987,41(2):119-125
There are now over one million foreign students studying in universities or colleges outside their own countries. The number of foreign students increased very rapidly in the 1970s and several host countries became concerned at the rising cost of subsidising students from abroad. Several countries, including Australia and Canada, as well as Britain, introduced differential fees for overseas students while other countries use quotas to regulate or restrict foreign student numbers. Other countries, notably Japan, have tried to increase recruitment of foreign students. This paper compares recent enrolment trends and developments in government policy towards foreign students in ten countries (Australia, Belgium, Canada, France, West Germany, India, Japan, Russia, United Kingdom and United States of America ). 相似文献
8.
John Elkins 《Studies in Educational Evaluation》1985,11(1):43-53
Special education has seen rapid and extensive changes over the last decade in many countries. Even where a legislative mandate has been introduced (as with P.L. 94–142 in the United States), evaluation has developed more slowly than the provision of services. For example, the comprehensive (Kauffman & Hallahan, 1981) contains no index entry for evaluation. Furthermore, it will be argued here that contemporary emphases in educational evaluation have not addressed certain values that are crirical for special education. 相似文献
9.
《International Journal of Educational Research》2000,33(1):55-74
Although all industrialized countries regulate early childhood education and care establishaments, regulatory regimes differ substantially. Early childhood education and care regulation is provider-focused in France and Germany, child-focused in Sweden, and facility-focused in the United States. Regulatory enforcement also varies sharply, with France, Germany, and Sweden stressing technical assistance, while the United States stresses compliance. A review of controversies reveals opportunities for cross-national learning and for regulatory reform. 相似文献
10.
《Educational Philosophy and Theory》2013,45(2):150-167
In this article I argue that the subject‐object distinction, operative in Continental Europe during the late‐1700s and early‐1800s, led to the religion‐secular distinction in higher education in the United States. Many scholars believe the origins of the shifting nature of the religion‐secular distinction resided with some form of influence that students from the United States encountered while they pursued advanced academic work in Germany. These scholars studied this influence at an institutional or organizational level. An intellectual approach to history would assess the metaphysical currents of idealism that proved to be the primary influence that students from the United States encountered during their time in Germany. While idealism would never fully take hold in the United States, it gave shape and direction to the emerging movement of pragmatism. As a result, the separation of subject and object, under the guise of pragmatism, is reified in the religion‐secular distinction in the academy in the United States. Once religion becomes the object of a subject, the subject's sense of self‐dependence forces the religion‐secular distinction. However, the religion‐secular distinction proves to be a transitory relationship. Inevitably, the underlying issue proves to be that only the secular can serve as the sustainable object of its subject. 相似文献
11.
Yanfeng Tian 《Higher Education》1996,32(1):1-22
In Western societies the past two decades have witnessed a great increase of women's participation in higher education and a multiplication of responsibilities as a result of the expanded role of women. This article examines higher education enrollment between 1970 and 1987 in the United Kingdom and the United States. It is guided by a theoretical model contending that educational expansion occurs where people choose education as an adaptation to increased deprivation and uncertainty. By linking the expanded role of women to the expansion of women's participation in higher education, and by using the rising rate of divorce as an indicator of the increased disenfranchisement among women in patriarchal societies, this study attempts to uncover the hidden forces behind the recent expansion of women's participation in higher education. Multiple regression is used for the statistical analysis. The results show that the divorce rate is positively related to women's enrollment in higher education in the United States. The results also show divergent enrollment patterns between the two sexes regarding the effect of unemployment in both the United States and the United Kingdom. It is argued that gender role expectation is crucial to understanding the different effects of divorce and unemployment on the divergent enrollment patterns of men and women. The article also explores important differences in the areas of educational opportunities, the magnitude of the impact of divorce, government policies regarding women's welfare, and the differing role of credentials in social mobility in the two countries under study. 相似文献
12.
The relationship between childhood adversity and adult depression is well-established but less is known about the association between childhood adversity and adult depression among the incarcerated. In this paper, we examine differential exposure and vulnerability to childhood adversity by race/ethnicity and gender on adult depression among the incarcerated in the United States. We address three research questions: does exposure to childhood adverse experiences vary by race/ethnicity and gender? Is there an association between these childhood adverse events and depression and does the strength of the association vary by the specific adverse experiences? And does vulnerability to childhood adversity vary by gender and race/ethnicity? Using the 2004 Survey of Inmates in State and Federal Correctional Facilities (SI-SFCF), we measure four key childhood adverse events – parental/caretaker substance abuse, physical assault, having been placed in foster care, and sexual assault. We use ordinary least squares regression and a series of interaction effect analyses to examine differential exposure and vulnerability to the four childhood adverse experiences by race/ethnicity and gender. Incarcerated women are more likely to report parental substance abuse, but all inmates/prisoners are similarly vulnerable to this experience. For the other three adverse experiences measured, we find that there are important racial/ethnic and gender differences in both exposure and vulnerability. African American men and women are more vulnerable to the effects of physical and sexual victimization than White and Hispanic men and women. Women are much more likely to be exposed to sexual victimization, but men who report this experience are significantly more depressed. Hispanic women and White men and women are more likely to report foster care, but all inmates/prisoners who report foster care experiences are significantly more depressed than other inmates/prisoners, with the exception of white men. The findings indicate that there are significant differences in exposure and vulnerability to childhood adversity by race/ethnicity and gender. We conclude that in order to effectively design and implement programs to decrease the probability that childhood adversity is a risk factor for adult depression interventions must be targeted toward specific, vulnerable groups according to race/ethnicity and gender. 相似文献
13.
Nelson Cowan 《Child development》2021,92(6):2268-2283
The Wechsler Preschool and Primary Scale of Intelligence, 4th ed. includes two measures of working memory normed on children 2;6–7;7. The present analyses of the typically developing children (N = 1,591, 812 female, 779 male, with an ethnic distribution approximating the United States) provide new, theoretically important information about these working memory tasks, Picture Memory and Zoo Locations. These new analyses establish developmental trends, individual-difference properties, and cognitive task properties. They show comparable developmental trends for the two tasks, but Picture Memory picks up more individual-difference variation and is more sensitive to knowledge. This analysis of normed tasks starting very young makes possible new methods for research on the early stages of childhood working memory development, about which little is currently known. 相似文献
14.
印度是中国的邻国,是最早与中华人民共和国建交的资本主义国家,在两国关系的发展历程中·美国的影响因素很大。他对中印关系具有促进和制约的作用。冷战期间,中国、印度和美国三方中的两方经常联合起来反对第三方。冷战后,随着国际格局改变,中国和印度都积极发展与美国关系,同时两国关系也不断改善。 相似文献
15.
D L Best J E Williams J M Cloud S W Davis L S Robertson J R Edwards H Giles J Fowles 《Child development》1977,48(4):1375-1384
The Sex Stereotype Measure II (SSM II), a 32-item revision of the Williams, Bennett, and Best Sex Stereotype Measure, was developed to assess children's knowledge of conventional, sex-trait stereotypes defined by American university students. The procedure employed brief stories and human figure silhouettes which were individually administered to 5- and 8-year-old children in the United States, England, and Ireland and group administered to 11-year-olds in the United States. In the United States, knowledge of sex-trait stereotypes was found to develop in a linear fashion between the ages of 5 and 11, with more male traits than female traits being known at each age level. Cross-nationally, there was a high degree of similarity in the nature of the sex stereotypes being learned by the children in the 3 countries, although the rate of learning appeared slower among the Irish children. In all countries there was a clear progression in sex-stereotype learning from age 5 to age 8. English boys had greater knowledge of stereotypes than English girls, but this was not true in Ireland and the United States. Generally, knowledge of male stereotype traits appeared to develop earlier while knowledge of the female traits increased more rapidly between ages 5 and 8. The similarity in sex-stereotype learning in the 3 countries is discussed, and studies in progress in other countries of greater cultural diversity are noted. 相似文献
16.
Michael Skolnik 《Community College Journal of Research & Practice》2016,40(4):310-326
This article was written in response to concerns that have been expressed about the possible consequences of an increasing number of countries overtaking the United States in educational attainment. International statistics on educational attainment were analyzed, questions about comparability of data were discussed, and the impact of different approaches to the organization of higher education on attainment rates was examined. The author concluded that comparing the rate of attainment of subbaccalaureate credentials between the United States and other countries is problematic both because of definitional issues, and as a consequence of the major transfer function of American community colleges. The article explains how colleges that previously offered short term vocational training in many European countries have evolved into vocationally-oriented baccalaureate granting institutions that have enabled their nations to achieve rapidly rising levels of baccalaureate degree attainment. It suggests that the experience of these countries may provide useful lessons—and cautions—for policy makers and educational leaders with respect to expanding the role of community colleges in awarding baccalaureate degrees. 相似文献
17.
RICHARD A. WANTZ SUE ANN CORVIN JOSEPH W. HOLLIS 《Counselor Education & Supervision》1985,24(3):264-274
This study presents the results of a national survey of the counseling and guidance staff and its functions within state departments of education throughout the United States and four territories during the past decade. Counseling and guidance section directors in state departments of education in the U.S. received a letter describing the nature and purpose of the study and a request for cooperation by completing an enclosed questionnaire. Data collection resulted in an 83% return rate. The results of this study indicate specific trends and implications. These trends reflect economic changes and imply further diversification of services with fewer staff members. This article specifically addresses trends, implications, and the present impact on populations that counseling and guidance personnel serve. 相似文献
18.
Julia T. Reguero de Atiles Dolores A. Stegelin Janie K. Long 《Early Childhood Education Journal》1997,25(2):101-105
Biting behavior occurs frequently among young children in child care settings. Research indicates several possible reasons for biting behavior including developmental as well as emotional issues. This study examines procedures that have been established to handle childhood biting by early childhood education child care facilities in a southeastern state of the United States. We were interested in whether these child care providers considered biting a normal developmental behavior or an abnormal, dysfunctional behavior. Additionally, how did their philosophy about childhood biting relate to their handling of biting incidents in their facilities? 相似文献
19.
20.
As detailed in the articles throughout this issue, the U.S. education system experienced a number of structural developments throughout the 20th century. These changes served to shift the landscape of decision-making authority in multiple areas of primary and secondary schooling. This article provides an international perspective on the changes undergone by the American system, painting a broad picture of where the trends in the United States’ educational system fit within changes worldwide. To best understand the possible implications of changes in the United States, I describe trends in educational centralization and decentralization in other nations, placing the American changes in a broader context shedding light on where education in the United States could be headed. 相似文献