For example, although a full series of more detailed thematic analysis of the data was commissioned before the completion of the first Programme for International Assessment of Student Achievement (PISA) international report, it was of necessity carried out by researchers closely aligned with the study.
Cuban (1988) has argued that one remarkable feature of U. For example, there tends to be great diversity across nations regarding what citizens expect of their schools, what roles teachers play in society, and what education services governments and private organizations provide. The effort to provide a quality education to all of America’s students has increasingly used international comparisons to assess our school’s effectiveness and to generate ideas about ways to reform our schools” (U. Department of Education, National Center for Education Statistics, 1994:ii,1). Studies such as PISA, for example, demonstrate that high average performance does not have to be associated with the wide disparities in performance found in the United States.Data are not collected regularly, systematically, or with enough coordination either to satisfy natural curiosity about education systems around the world or to answer the questions of researchers and policy makers about changes over time in education in a variety of countries.Trend data are needed on many aspects of education.International comparative research in education can help to expand the repertoire of possible practices and policies in several ways. curring variation in other countries can help develop more confidence in—or courage to consider changing—U. Many of the benefits of international comparative education studies, however, are achieved by relatively small-scale, low-cost, more open-ended studies.For example, a July 1994 NCES strategy document noted, “Education policy makers and analysts now routinely request information about how American schooling compares to that found in other countries . Such studies, in addition to contributing to our understanding of the broader range of possibilities in education, are essential precursors to large-scale studies because they help to identify contextual features of school systems that are common to many countries and can be quantitatively measured.Indeed, there is an increasing concern that international assessments are now conducted more frequently than reforms can produce change in the U. education system, which may discourage ongoing, longer term reform efforts.In addition, the results of large-scale domestic and international surveys are raising a host of questions that often are addressed best by smaller scale studies requiring a wide range of research methods, both qualitative and quantitative.The Education Sciences Reform Act of 2002 places strong emphasis on using rigorous scientific methods to study education (U. International studies, however, can do much more than this.The rest of this chapter explores the current rationale for U. participation in international comparative studies and discusses the scope of such studies.Good thing I did my research and chose this website to outsource all the essays.I’ve been using their services for a year now, and they have never let me down.