2020 Winter Term
EDU215 Fundamentals of Comparative and International Education
  Language of Instruction: E
  ランガガー, マーク W. (LANGAGER, Mark W.)

CREDIT (単位): 3
Lec.(講義) Sem.(演習) Lab.(実験実習) Exe.(実技) Intensive(集中講義)
Comparative study of educational aims and systems in numerous national and societal contexts.


Objectives and Themes of the Course
Students will become familiar with numerous education systems around the world as they acquire tools for comparing aspects of education across these systems. We will examine various areas of education, such as teacher professionalism, curricula, pedagogy, teacher training, equality of access, and the growing global impact of cross-national achievement data. We will also consider the implications of national culture and global discourse in educational goals, and we will examine how education responds to changes within society, demographic transformations, and financial constraints. Finally, we will comparatively examine indigenous forms of learning, education’s potential as a peace-building force, and some baseline elements of school success.

Learning Goals(学習目標)
Students will become familiar with various facets of education compared internationally within the research literature. They will learn about education systems, instructional culture, centralized versus decentralized governance structures, and achievement in various advanced and developing countries. And they will develop a critical eye for examining a society's approach to addressing inequality and preparing the next generation with relevant skills for civic and economic participation and empowerment.

Outline of the course
The course will consist of readings and lectures; hand-written journals; class discussions, including a week-long online discussion; midterms and late-term exams; and typed reports with an in-class presentation on a selected educational topic.

Required Reading:
Main Texts:
AED (Academy for Educational Development; 2010). Success in Primary School, pp. 5-19. Washington DC: Global Education Center.
Bickmore, Kathy (2008). Education for Conflict Resolution and Peacebuilding in Plural Societies: Approaches from Around the World. In Karen Mundy and Joseph P. Farrell (Eds). Comparative and International Education: Issues for teachers, pp. 249-272. New York: Teachers College Press.
Bromley, Patricia, John W. Meyer, and Francisco O. Ramirez (2011). The Worldwide Spread of Environmental Discourse in Social Studies, History, and Civics Textbooks, 1970-2008. In Comparative Education Review, Vol. 55, No. 4 (November), pp. 517-545.
Kubow, Patricia K. & Fossum, Paul R. (2006). Comparative Education: Exploring Issues in International Context. Upper Saddle River, NJ: Prentice Hall. [Chapters 1, 4 & 6]
Law, Wing-Wah (2011). Citizenship and Citizenship Education in a Global Age: Politics, Policies, and Practices in China, pp. 191-222. NY: Peter Lang.
Madjidi, Katherine and Jean-Paul Restoule (2008). Comparative Indigenous Ways of Knowing and Learning. In Karen Mundy and Joseph P. Farrell (Eds). Comparative and International Education: Issues for teachers, pp. 77-106. New York: Teachers College Press.
Mazurek, K., Winzer, M. A., & Majorek, C. (2000). Education in a Global Society: A Comparative Perspective. Boston: Allyn and Bacon. [Chapters 6, 18, 19, & 21]
Mundy, Karen and Joseph P. Farrell (2008). International Educational Indicators and Assessments: Issues for teachers. In Karen Mundy and Joseph P. Farrell (Eds). Comparative and International Education: Issues for teachers, pp. 189-213. New York: Teachers College Press.
Zajda, Joseph, and Rea Zajda. (2002). Reinventing the past to create the future: The rewriting of school history textbooks in post-communist Russia. In Michele Schweisfurth, Lynn Davies, and Clive Harber (Eds). Learning democracy and citizenship: International experiences, pp. 211-224. Oxford: Symposium Books.

Fowler, H. Ransey and Jane E. Aaron. (1998). The Little Brown Handbook, pp. 563-585. New York: Longman.

We will read a total of approximately 300 pages for the term. This will necessitate reading an average of about 30 pages per week, and early reading is recommended. Readings will be the basis for lectures and a springboard for class discussion and will precede the lecture.

Reflective Journals
Students should keep a running, hand-written journal of their discoveries of education systems different from their own. Journals should reflect ways in which other systems differ as well as resemble their own educational experiences, and ways they differ from each other. Journals will be submitted on the last day of class, and they will be a major resource for writing reports and the mid-term essay. Journal quality will be considered in grading and may pull a borderline grade upward or downward.

Class Discussions
Student participation in class discussions will provide opportunities to clarify and demonstrate their understanding, as well as to hone the ideas they will write about and present in their reports. During the week after Golden Week, some basic, common issues in education across countries will be considered in an online discussion. Students will form groups before Golden Week and manage the discussion of a given viewpoint on the class web site on Moodle. Each day for five days each student will be expected to post at least one meaningful message within his or her own discussion and one message elsewhere. Discussion group assignments will be given a week in advance and student participation in online discussions will comprise a portion of students’ participation grades. The discussion will also be the basis of students’ reports.

Reports and In-Class Group Presentations
Students will research educational issues one country of their choice, write up reports, and present them in class, individually or in groups. Attention should be given to comparing and contrasting education systems with education in one’s own experience. Reports should draw objective conclusions based on documented evidence, and they will be due the last day of class.

Mid-Terms and Final Exams
Two comprehensive tests will be given, one at mid-term and one and the end-of-term, to assess students’ retention of textual knowledge. These tests will both be comprehensive, covering all the material up to those respective points. Consequently, the late-term test will be graded more heavily than the mid-term.

Language of Instruction(教授言語の詳細)
Discussions/Presentations/Other learning activities:
Communication with the instructor:

Grading Policy(成績評価基準)

Proactive participation during the online discussion and regularly in class: 10%
Mid-term exam: 25%
Late-term exam: 30%
Informative report on a chosen country educational topic: 35%
Ample reflective journals: (May tip the scale for borderline grades)

(Total: 100%)

Expected study hour outside class(授業時間外学習)
Two hours outside of class for every hour in class.


Study Expectation and Office Hours
Students are expected to devote two 70-minute periods outside of class for every 70-minute class period (or more for ESL speakers), and the course is designed with this commitment in mind. Together with the 3.5 weekly hours in class, this comprises a total of 10.5 hours per week. Students devoting at least 10.5 hours per week to studying for this course are encouraged to speak with the instructor if they are unable to understand the content of the course. Also, students are encouraged to make use of office hours to ask questions and enhance their understanding.

Proofreading and Proper Citation in Papers
Reports and Essays will be graded with proofreading and academic integrity in mind. Proofread all papers before submission and submit them in standard written English. Cite sources in reports and in the mid-term essay. Include a bibliography at the end, as in textbook chapters. Feel free to include notes from lectures, class discussions, and group work. Be thorough in identifying the statements and ideas of others, however. Direct quotes must be surrounded by quotation marks. All sources of information must be cited in the text of reports and essays. If you have any questions regarding how to cite a source, feel free to ask me during office hours.

June Graduation
In principle, this course is not recommended as a final requirement for June graduation. Students intending to fulfill a final graduation requirement, as well as students carrying out their teaching practicum this term, should work out the details of course work and timelines with the instructor at an early date.