Global Prospects for Education: Development, Culture, and Schooling
For individuals in the U.S. & U.S. territories
Within Global Prospects for Education, several teams of researchers discuss their work in East Asian countries and identify effective teaching techniques associated with high mathematical achievement. Other authors describe how cultural beliefs and the social expectations of parents and teachers influence children to work persistently to understand mathematical concepts.
In addition to mathematics, literacy development is analyzed from several perspectives; authors examine factors that affect how young children learn to spell and study how exposure to print influences literacy. Still other authors identify literacy tasks that can be used to assess children's cognitive strategies, consider what educators can do to enhance long-term retention of literacy after formal schooling ends, and discuss what can be done to enhance teacher training.
Throughout the volume, authors share an interest in using the principles of developmental psychology and basic research to foster better conditions in and out of the classroom.
I. Cross-Cultural Studies of Academic Achievement
- A Biocultural Model of Academic Development
—David C. Geary, Carmen O. Hamson, Guo-Peng Chen, Fan Liu, and Mary K. Hoard
- Mathematics Learning and Teaching in the School Context: Reflections From Cross-Cultural Comparisons
- Cultural Contexts of Schooling Revisited: A Review of The Learning Gap From a Cultural Psychology Perspective
—Giyoo Hatano and Kayoko Inagaki
- Contexts of Achievement
—Jacqueline J. Goodnow
- Video Surveys: New Data for the Improvement of Classroom Instruction
—James W. Stigler
II. Developmental Aspects of Literacy
- Learning About the Orthography: A Cross-Linguistic Approach
—Peter Bryant and Terezinha Nunes
- Assessing Young Children's Literacy Strategies and Development
—Scott G. Paris and Christina E. van Kraayenoord
- Literacy Retention: Comparisons Across Age, Time, and Culture
—Daniel A. Wagner
- Literacy Experiences and the Shaping of Cognition
—Keith E. Stanovich, Anne E. Cunningham, and Richard F. West
III. Developmental Psychology, Social Policy, and Education
- Japanese Collectivism and Education
- Beyond Reform Slogans: Linking Developmental Psychology and Teacher Education Reform
—Frank B. Murray
- Applying the Findings of Developmental Psychology to Improve Early Childhood Intervention
—Edward Zigler and Sally J. Styfco
Chronological List of Publications by Harold W. Stevenson
About the Editors
Scott G. Paris is a professor of psychology and education at the University of Michigan and a program director for the Center for the Improvement of Early Reading Achievement. His research examines children's literacy and learning in schools and community contexts, with special attention paid to the factors that influence children's motivation, strategies, and metacognition. He is a co-author of Developmental Psychology Today and Becoming Reflective Students and Teachers With Portfolios and Authentic Assessment, and the author of educational materials for grades 3 through 8 titled "Reading and Thinking Strategies."
Henry M. Wellman is a professor of psychology at the University of Michigan and a research scientist at the Center for Human Growth and Development. His research focuses on early cognitive development, including children's developing theories of the world and of people. A special interest is children's early understanding of people in terms of their internal mental states, their desires, emotions, hopes, and beliefs. He has authored numerous articles and several books including The Child's Theory of Mind, Children Talk About the Mind, and The Emergence of Core Domains of Thought.