Effect of the Global System on Language Instruction, 1850-1986

Cha, Yun-Kyung

doi:10.2307/2112889

Cited by 30 publications

(11 citation statements)

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“…Additionally, a recent parallel historical study of reading textbooks reports evidence of rising cognitive demand in what young students are asked to do with a text (Stevens, in press). Also, a similar shift was found in a comparison of the cognitive skills tested in high-stakes school examinations early and late in the 20th century, and changing goals of language instruction (Cha, 1991;Genovese, 2002). An important caveat to these findings that requires future research is evidence indicating that, despite increased instruction, mathematics reasoning skill enhancement among American students declines late in secondary school (Flynn, 2012).…”

Section: Level Of Conceptual Mathematicsmentioning

confidence: 67%

The cognitive impact of the education revolution: A possible cause of the Flynn Effect on population IQ

et al. 2015

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Section: Level Of Conceptual Mathematicsmentioning

confidence: 67%

The cognitive impact of the education revolution: A possible cause of the Flynn Effect on population IQ

et al. 2015

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“…T he increasing "isomorphism" or ritualized homogeneity of formal curricula at all levels of schooling-primary, secondary, and tertiary-has been well documented (Benavot et al 1991;Cha 1991;Frank and Gabler 2006;Frank, Schofer, and Torres 1994;Frank et al 2000;Kamens and Benavot 1991;Kamens, Meyer, and Benavot 1996;McEneaney 1998;Meyer, Kamens, and Benavot 1992;Rauner 1998;Wong 1991). Sociological institutionalists have posited that curricula in the United States and throughout the world are becoming progressively more standardized because of their shared foundations in world-cultural models of reality (Gabler and Frank 2005;McEneaney and Meyer 2000;Meyer, Boli, and Thomas 1987).…”

mentioning

confidence: 99%

Accrediting Culture: An Analysis of Tribal and Historically Black College Curricula

Cole¹

2006

Sociol Educ

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Using data gleaned from catalogs and bulletins for a sample of 28 tribal, 33 historically black, and 30 “mainstream” colleges, the author analyzes the number of courses that focus explicitly and exclusively on African American or American Indian cultural perspectives—“ethnocen-tric” content—in 1992 and 2002. Negative binomial regression analyses of course counts indicate that tribal colleges offer nearly 10 times as many “ethnocentric” courses as mainstream colleges, net of other institutional characteristics (e.g., minority enrollment, public or private control, two- or four-year college, and accreditation). This finding could be attributed to the quasi-sovereign legal status of Indian tribes, which, like other sovereigns, are invested with the authority to define what counts as legitimate knowledge. Compared with mainstream institutions, privately controlled black colleges offer approximately 15 percent more, and publicly controlled black colleges offer 73 percent fewer, Afrocentric courses.

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“…The subjects that came to be called history and geography used to be examined as part of English, but now were distinct; and a new subject called modern studies (essentially politics and sociology) was inaugurated in 1962. There was the same slow shift away form Latin and Greek to modern languages as was found in other countries (Cha, 1991), and a decline in the incidence of taking two languages (Gray et al , 1983, pp. 87–89).…”

Section: Methodsmentioning

confidence: 60%

Curriculum and opportunity in Scottish secondary education: a half‐century of expansion and inequality

Paterson

2020

The Curriculum Journal

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Debate about the curriculum of secondary schools has centred on two competing claims. One is the aspiration to provide a broad, liberal curriculum to all students as a route into common citizenship. The other is that a curriculum of this kind, far from being potentially universal, is intrinsically merely the culture of dominant social groups, is inaccessible to people who are not members of these, and is also harmful to most students’ vocational opportunities. The analysis here considers these debates through data from a unique series of surveys of school students in Scotland, covering the whole of the second half of the twentieth century. It thus deals with a period when selection for entry to secondary school was ended for all public‐sector schools, and when, following that reform, there were deliberate attempts in policy to extend a liberal curriculum to everyone. The analysis provides some vindication of the reformers’ intentions that a liberal education could be experienced by a wider range of students than in the selective system. But it also shows that inequality of access to a broad curriculum became greater than previously.

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Effect of the Global System on Language Instruction, 1850-1986

Cited by 30 publications

References 0 publications

The cognitive impact of the education revolution: A possible cause of the Flynn Effect on population IQ

The cognitive impact of the education revolution: A possible cause of the Flynn Effect on population IQ

Accrediting Culture: An Analysis of Tribal and Historically Black College Curricula

Curriculum and opportunity in Scottish secondary education: a half‐century of expansion and inequality

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