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• W2196552384 abstract "Every educator now takes it for granted that we need to learn from high achievers around the world--but with so many countries, how should we choose among them? One important criterion for American educators should be diversity. Finland, Japan, South Korea, and Shanghai all are popular places for educators to visit. One thing you can't learn from any of them, however, is how to make the most of diversity--they just don't have enough of it. One country that does have diversity and is gaining more every day is Germany. Earlier this year, we learned that one of every seven people living in Germany today was born in another country--and this was before the current wave of refugees. This diverse new Germany should be especially interesting for Americans because its results have climbed steadily in achievement and equity since the first Program for International Student Assessment (PISA) exam in 2000. Germany has gone from below average to one of the most improving nations in the world. These gains contrast with the U.S., where results basically are unchanged. What did Germany do to engineer this steady rise? At first glance, its reforms appear similar to U.S. reforms. Germans, like Americans, have developed common standards and assessments across state lines. New resources have been pumped into professional development. The country has developed data-rich information systems for improving instruction. All of these reform strategies are familiar to Americans, but German results have improved on PISA, and ours haven't. Why? Avoid market reforms One explanation arises not so much from what Germans have done to improve their schools as what they have not done. In the U.S., market-based reform models ignited charter school movements, encouraged alternative forms of educator preparation, and opened the way for technological innovations. These reforms created a cottage industry of young social entrepreneurs with minimal educational preparation but plenty of elbow grease. You'd have to have a heart of stone not to be moved by their idealism. Unfortunately, these reforms, however impressive, have not improved the U.S. education system as a whole because they make no contribution to the overall coherence of the school system. They do the opposite. They introduce competitive models that give educators a vested interest in outshining one another rather than working together to lift all results. German reforms at first glance look identical to U.S. reforms. On closer examination though, you'll find that, even when German reformers use similar language about accountability and data, they actually are far more restrained when it comes to the pressures they put on teachers who interact daily with students. …" @default.
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• W2196552384 date "2015-11-01" @default.
• W2196552384 modified "2023-09-26" @default.
• W2196552384 title "Learn from a Diverse, New Germany: When the United States Picks Exemplars to Learn from, Diversity Ought to Be among the Characteristics of the Model Countries" @default.
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