In many developed countries over the past two decades, there have been new standards, new monitoring systems, new course and fieldwork requirements for teacher candidates, new accreditation criteria, and/or new auditing procedures for colleges and universities that offer initial teacher preparation programmes. However there has also been enormous…

Increasing the supply of qualified teachers is a priority in many nations as a prerequisite to accomplishing UNESCO's Sustainable Development Goal 4 (SDG 4) to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all" by the year 2030. Questions remain however concerning definitions and…

The work of John Furlong on school and classroom ethnography is located in its context and its achievements celebrated. The paper focuses on class, ethnicity and gender issues as it explores the changes and continuities in the ethnography of education over the 66-year period covered. The qualities of a good ethnographer are playfully compared to…

This paper seeks to contribute to recent comparative discussions about the shift of traditional referential points as a result of new global governance by the OECD through PISA. In doing so, the authors investigate whether the lower PISA rankings of the US have resulted in the shifting of its referential status in South Korea. For the purposes of…

The totally unusual experience of participating in the writing of "The University and the Teachers: France, the United States, England" is recalled here by one of the co-authors. This was a collective enterprise, under the direction of Harry Judge, and the other members of the team were two American researchers, Lynn Paine and Michael…

Argues that Calvinism has been a major influence on higher education in America. General headings: The Inflation of Higher Education; From Pluralist Elitism to Mass Egalitarianism; The End of Calvinist Discipline; Calvinism and Academic Freedom; Calvinism and Vocational Education; and The Bureaucratization of Higher Education. (DB)

Prefaced by an interpretation of American preschool studies, a semihistorical approach is used in presenting findings from preschool experiments from the West Riding Educational Priority Area project in England, with a purpose being to suggest some alternatives and to sketch a framework for explaining the conflicting results. (ND)

Why U.S. bilingual education programs have failed to gain legitimacy is examined. A brief discussion of bilingual education in Wales supports the argument that the legitimacy of bilingual teaching within the education system itself and support from local parents and teachers are more important for its survival than public support. (RM)

Presents an historical review, from an English perspective, of the growth of public schooling in the United States since 1776. Topics discussed include progressivism, social influences, free school movements, pressures of immigration, the frontier, and community influences. (Author/DB)

The author supports theories of the relationship between school and work expressed in Torsten Husen's book, "The School in Question." The Organisation for Economic Cooperation and Development, the education-work relationship in China and the United States, the Work in America Institute, and the National Academy of Education are…

Reviews the impact of reports written as a result of British educational policymakers' trips to the United States during the late 1980s. Examines crucial areas that caught the attention of the policymakers. (CFR)

British and U.S. preschool intervention projects are now reporting dramatic long-term follow-up findings that appear to vindicate the claim that preschool can serve as an "innoculation against failure," especially with disadvantaged children. However, important questions remain about the generalizability of these effects in other…