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.
Instances of each of these cases are highlighted in boxes throughout the next chapter.
I never needed anyone to do my homework for me until I got a part-time job in college.
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.
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.
Despite major investments in a half-dozen large-scale international surveys over the past decade, U. public discourse about education remains curiously untouched by international comparisons. Possible reasons for this deficiency include the general imperviousness of U. education policy to domestic or international education research (Lagemann, 2000), and widely shared assumptions that other areas of the world are simply not relevant to the United States.
The lack both of interpretive international comparative education studies and of secondary analysis focused on issues of primary concern to the public and policy makers, however, certainly contributes PISA is being conducted by the Organisation for Economic Co-operation and Development’s Directorate for Education. Department of Education’s Office of Educational Research and Improvement by creating the Institute of Education Sciences, which includes three centers: the National Center for Education Research, the National Center for Education Evaluation and Regional Assistance, and the National Center for Education Statistics (NCES), one of the main U. funders of international comparative education research. This is an important moment to examine the nature of international comparative education research and to reaffirm its critical contribution to a well-rounded program of domestic education research in the United States.