This special issue focuses on findings from the Third International Mathematics and Science Study (TIMSS) from Germany, South Africa, Switzerland, and the Netherlands. It consists of five contributions covering a variety of topics and research methodologies. Some articles are primarily descriptive; others focus on relational analyses. (SLD)

Reviews Frans J. Van der Linden's "Adolescent Lifeworld: Theoretical and Empirical Orientations in Socialization Processes of Dutch Youth: A Selection of Social Ecological Studies." (BB)

The criticisms of the reading literacy study conducted by the International Association for the Evaluation of Educational Achievement (IEA) are addressed. It is argued that the IEA literacy survey met requirements for valid international comparisons, and that its rank order of nations is fair. (SLD)

A collection of essays comparing educational policies of the United States and Australia is reviewed. The book is criticized for a lack of a sociocultural framework and a dearth of new material on American education but is commended for its contribution to the understanding of the Australian educational policy. (TJH)

Giroux attempts to bring several new discourses into ongoing scholarly conversations about radical pedagogy, attempting to introduce radical educators to the principles and language of scholarship in modernism, postmodernism, postcolonial studies, and cultural studies. Educators who cross disciplinary boundaries are certain to develop more…

Notes that variety and difference in writing styles, methodology, and theoretical perspectives are both the greatest strength and greatest limitation of this book containing articles on child, adult, and animal play written by authors from education, psychology, anthropology, and sociology. Suggests that readers can gain theoretical and…

Presents findings from this condensation of major studies of the differences among U.S., Chinese, and Japanese education. Explanations for the superior performance of Chinese and Japanese students are explored in the areas of home and parents, effort and ability, organization of schooling, and teachers and teaching. (SLD)

Asserts that citizens are aware of growing global diversity and interdependence. Maintains that simply providing children with information about other cultures is not enough. Provides a bibliographic essay divided into eight themes related to cultural diversity. (CFR)