Educational Trends in China and the United States: Proverbial Pendulum or Potential for Balance?

Autor/in	Preus, Betty
Titel	Educational Trends in China and the United States: Proverbial Pendulum or Potential for Balance?
Quelle	In: Phi Delta Kappan, 89 (2007) 2, S.115-118 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
Schlagwörter	Elementary Secondary Education; Federal Legislation; Educational Trends; Educational Change; Foreign Countries; Comparative Education; Trend Analysis; Policy Analysis; Educational Policy; Educational Assessment; Educational Indicators; Knowledge Base for Teaching; China; United States + Suchen Sie Ihr Suchwort? Bundesrecht; Bildungsentwicklung; Bildungsreform; Ausland; Vergleichende Erziehungswissenschaft; Trendanalyse; Politikfeldanalyse; Politics of education; Bildungspolitik; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Teaching theory; Theory of teaching; Unterrichtstheorie; USA
Abstract	China's emergence in the global economy has captured the attention of U.S. policy makers, who have a vested interest in understanding how China has advanced so quickly. The Chinese government views education as a key to economic growth and has initiated several rounds of education reform since the late 1970s. To meet the demands of globalization, Chinese education is becoming more increasingly decentralized and learner-centered. On the other hand, government policies in the U.S., most notably No Child Left Behind (NCLB), have been pushing for the centralization of elementary and secondary education and a more test-oriented system. It appears that China and the U.S. are moving in opposite directions. It must be acknowledged that the American and Chinese education systems have been at opposite ends of the continuum in many respects, so these opposing trends might be considered a movement by each toward the center. However, lessons can be learned by examining how and why policy makers in two major powers are seeking to reform education in such strikingly different ways. In this article, the author analyzes the trends in each education system and addresses implications for policy. (Contains 29 endnotes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10