Suchergebnisse

The article is devoted to the establishment and development of comparative educationin the United States. In this paper the history of comparative education is highlighted in detail as a separate scientific field. This work explores the place of comparative education in American educational science and identifies current trends of its development. The artiinstructional emphases about its place in the world of science. Educators worldwide face similar challenges in helping policy makers understand the interactions among societal aims and globalizing factors that influence formal schooling's purposes. In the United States, education has moved in a problem-focused and solutiondriven direction due to an accountability movement that demands the measurement of educational outcomes through standardized test assessments. Classic analysis of Comparative Education depicts the field's progress in terms of its different historical stages of development. The first stage has been called "the period of travelers' tales" where people's interest in the unknown led to exploration around the world. Comparative educators in the 20th century were concerned with identifying the forces shaping foreign educational systems and used quantitative methods to explain the factors impacting formal education and society and to establish cause-effect patterns of influence. The third stage of Comparative Education is characterized as one of international cooperation, peace, and understanding. Comparative Education as a subject area can be found in some schools and colleges of education throughout the United States. The Council of Learned Societies in Education has identified Comparative Education as a major academic approach that helps to define foundations of education. ; Статтю присвячено питанню становлення та розвитку порівняльної педагогіки у Сполучених Штатах Америки; у роботі ґрунтовно висвітлено проблеми історії компаративної педагогіки як окремої наукової площини; досліджено місце порівняльної педагогіки в американській педагогічній науці; визначено сучасні напрями її розвитку; проаналізовано найважливіші наукові тексти та навчальні джерела, що стосуються порівняльної педагогіки та її місця у світовому науковому просторі.

This article discusses ethical problems related to postsecondary–K-12 collaborative work involving instructional technologies. Technology related school-university collaboration in particular can give rise to some ethical dilemmas, due to the variety of skills, interests, and obligations of participating teachers, tech specialists, professors, and school administrators. Participants, in promoting narrow interests and concerns too immoderately, can lose sight of a learning-driven framework for decision making. Ethics are implicated, because student learning should be at the heart of the codes that guide all educators in their professional behavior. This article begins by identifying potential advantages of using technology to enrich teacher education classes. The article then describes problems related to initiating access to K-12 classrooms and to negotiating a plan of action. The article seeks to reconcile the concerns of school administrators'and information technology officers'typical concerns with those of K-12- and university-based instructors.