COLLABORATIVE BOOK REVIEW: Baker, D. P. (2014). The Schooled Society: The Educational Transformation of Global Culture

Abstract

<jats:p>For many years the discussion of education as a global and social institution has been prevalent in Comparative and International Education. In his book, The Schooled Society, David P. Baker offers up a unique perspective on a much-discussed theoretical framework in which to view education as an institution. Through this work, Baker uses a multidisciplinary approach to explain the influence that mass education has on societies and informs the readers of new educational paradoxes that are being discussed in the field. Not only is The Schooled Society an explanation of educational influence on society, but it also provides reason for further research to be done to explain the existing paradoxes found in modern society and education. The following book review, informed by the wide span of each contributing reviewer</jats:p>

The effect of a massive and ubiquitous environmental change on children’s executive functions is small-to-moderate: A meta-analytic review of the schooling effect

“…A workaround to this dilemma is to exploit large-scale, societally-determined environmental changes as natural experiments. Of interest here is the transition to formal school: a nearly ubiquitous experience globally for children between 5 and 7 years old (Baker, 2014;Sutton, 2000). During this transition, children shift from a play-oriented and less structured environment to one that requires more behavioral inhibition, attention to prescribed tasks, and output of academic work (Brod et al, 2017;Sameroff & Haith, 1996).…”