Crehan lands much more heavily on the side of qualitative description than quantitative evidence, but in a world that is increasingly data-driven by decontextualized numbers, this turns out to be refreshing. This book makes it clear why Asian countries' education systems and work ethics out compete their occidental counterparts. To the contrary, they are showered with the necessary resources to keep up with their expectations. She resolved to find out what was really going on in the classrooms of countries whose teenagers ranked top in the world in reading, maths and science. Exams in Singapore are all graded on a curve, not against the attainment of specific educational goals. Classes are enormous 50 kids to a class but the teachers somehow find the time to send multiple text messages per day to the parents, informing them about any work that was not done right! She shows that schools can delay selection without harming brighter pupils.
That much hasn't changed on this second read through. If anything I wish the book was longer, more in depth, and more academic but she does cover a lot of ground as is and has a great list of references for further reading. My key takeaway from this book is that a curriculum should never be detailed. Reading this book, I virtually inspected the countries schools, and concluded that as education were deeply involved with countries' cultures and national characters, we can't easily adapt other country's success as it is to other countries. The weakness is the author's inconsistent and sometimes biased analysis.
At times, countries that have different cultural characteristics end up educating their children in the same way i. She has sensible and useful advice. And what is the price of this success? Expectations are set both for all pupils and for all schools. But more importantly: she writes in such an accessible way that just about any interested reader will be able to follow her arguments and conclusions. Secondary school teacher and education consultant Lucy Crehan was frustrated with ever-changing government policies on education; dissatisfied with a system that prioritised test scores over the promotion of creative thinking; and disheartened that the interests of children had become irrelevant. A further similarity with Japan is that the curriculum is not only deep, but also broad.
Because attendance of a good school is paramount, connections guanxii are necessary, both to dance around the huku the system that effectively separates the rich from the poor parts of the country and to land in the good schools in the big cities. Educators in Finland have a sense of entitlement that comes from belonging to a respected profession, a position accorded to educators by Finnish history. More on that another time. And that's true - motivation succeeds success, counter-intuitively. And yet, politicians and administrators consistently told her that this was ho Secondary school teacher and education consultant Lucy Crehan was frustrated with ever-changing government policies on education; dissatisfied with a system that prioritised test scores over the promotion of creative thinking; and disheartened that the interests of children had become irrelevant. That much hasn't changed on this second read through.
This is especially true when affecting curriculum design and how others in a department operate. Lucy Crehan has travelled, researched and thought deeply to produce this books about five education systems that fare well in international comparative testing. Another important point in this book is about supporting children to take on challenges. She resolved to find out what was really going on in the classrooms of countries whose teenagers ranked top in the world in reading, maths and science. Crehan is also masterful in the way that she outlines the 'trade-offs' for implementing any reform along the lines of East Asian cultures: a increase in pressure on children especially from a very young age ; the pressures of a high-stakes exam culture that shapes the way teachers deliver content, despite efforts to build character; and the actual need for character development in a curriculum, despite it not being measurable upon any international scales on that note, I was very interested to reread how Japan's focus on character is to focus upon 'conformity' over individualism - an advantage for learning, but does it limit 'creative thinking'? In common with all but Singapore, Canada does not stream its students.
So I find it rather unsettling that the English system separates my kids out from their peers by ability at such a tender age. وغالباً ما يبدأ بتل كبير من المعطيات وبسؤال بسيط لم يطرح من قبل. Lucy Crehan se verslag oor vyf toppresterende onderwysstelsels is duidelik gebaseer op deeglike navorsing, en word tegelyk só toeganklik geskryf en aangebie Lucy Crehan has travelled, researched and thought deeply to produce this books about five education systems that fare well in international comparative testing. Written with first hand knowledge, studded with the latest research, and laced with a joke or two, it's not bad for a crowd funded first effort at a book. But Lucy Crehan does not leave it there. And yet her book is a powerful defence of the idea that there is a lot to learn from how other countries learn. In Helsinki ten times as many students apply for education degrees as there are places.
Rote memorization is anything but! A mess in which correlations are the most scientific part of the reason. دوبنر أن الاقتصاد -في جذوره- دراسة للحوافز ـــ كيف يحصل الناس على ما يريدون أو يحتاجون، لاسيما عندما يريد الناس الآخرون الشيء ذاته أو يحتاجونه. She praises both Singapore, which actually has incentives for teachers, and Canada, whose teachers' unions fight every attempt to measure student and teacher p The best aspect of this book is the author's discussion of the various cultures in which education systems exist. The teachers must work very hard too. And there you have it! Author Lucy Crehan, a teacher in the English system, must have been confronting similar dilemmas when she decided she wanted to explore what works in other countries.
I have two kids in early primary school here in London and I take their education seriously. Firstly the author seems like a really thoughtful person and I wished I could sit down and have a conversation with her over coffee about all these ideas and her experiences. Get our daily newsletter Upgrade your inbox and get our Daily Dispatch and Editor's Picks. No-one likes being told what to do. The reality now, at least where I live, the curriculum is It is such a joy reading best practices and samples from many different countries. Good intentions are no substitute for expertise. Crehan is a keen observer, but she is not Tocqueville.
She taught science and psychology at a secondary school in London for three years before turning her sights to research and policy, and gaining a distinction in her Master of Education at the University of Cambridge. Singapore, it seems, pulls everybody up, but at the price of extreme prejudice and unconscionable pressure, including on the families. A further similarity with Japan is that the curriculum is not only deep, but also broad. . I was particularly interested in this chapter having worked extensively with Chinese students and dedicated a large part of my Masters research to comparing Confucian and Western education systems. Like the work that Crehan draws on, her work is both fascinating and challenging. The reality now, at least where I live, the curriculum is used as a political vehicle by officers and ministers to take on larger chunks of the budget with very minimum attention paid to the quality of it.
When in Finland and Canada she struggled to contain her admiration; when in East Asia she had to spend some time just grappling with the different culture. North American education nurtures self esteem. There was much that confirmed many of my preconceived notions about education. What's the end goal here? What if, horror of horrors, I prepare them extra and they fail to meet the higher standard regardless? Curious to discover how they could operate in the same way but perform so much better in Maths, Reading and Science, Lucy dug deeper and was shocked by what she found: the politicians and administrators were wrong. What we, Japanese, have taken for granted turns out not to be so natural at all in other part of the world.