Learning from the World: Achieving More by Doing Less

Autor/in	Baines, Lawrence
Titel	Learning from the World: Achieving More by Doing Less
Quelle	In: Phi Delta Kappan, 89 (2007) 2, S.98-100 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
Schlagwörter	Stellungnahme; Homework; Educational Change; Extended School Year; Comparative Education; Academic Achievement; Teacher Expectations of Students; Educational Technology; Standardized Tests; Educational Practices; Outcomes of Education; Public Education; Foreign Countries; School Effectiveness; Educational Indicators; Social Change; Finland; South Korea; United States; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Hausaufgabe; Bildungsreform; Vergleichende Erziehungswissenschaft; Schulleistung; Unterrichtsmedien; Standadised tests; Standardisierter Test; Bildungspraxis; Lernleistung; Schulerfolg; Öffentliche Erziehung; Ausland; Schuleffizienz; Educational indicato; Bildungsindikator; Sozialer Wandel; Finnland; Korea; Republik; USA
Abstract	At this moment, in school districts throughout the United States, initiatives are being launched to extend the school day, increase homework, integrate technology, and require more high-stakes testing. The assumption underlying these initiatives is that more and more--more time in school, more homework, more technology, and more high-stakes testing--will produce smarter, better-prepared students who, in turn, will help guide the nation through the tumultuous and uncertain 21st century. To realize the ideal of an educated, productive citizenry, however, many countries around the world are employing radically different approaches. Instead of executing a strategy of more and more, some countries have decided to educate their young people by doing less. In this article, the author discusses four areas where the policy and practice in high-achieving countries run counter to current practice and policy in the U.S., namely: (1) time spent at school; (2) homework; (3) technology; and (4) schools as agents of social change. Instead of spending much efforts at reform, the author argues that perhaps it is time for the U.S. to learn from the world, to stop thinking in terms of more and more, and consider what might be achieved by doing less. (Contains 3 endnotes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10