Children's Lives and Academic Achievement in Canada and the United States

Gaffield, Chad

doi:10.1086/447224

Cited by 10 publications

(6 citation statements)

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“…Such attitudes appear to reflect the separation of home and school in the USA, with many believing that homework represents an intrusion into family life (Gaffield 1994;Gill and Schlosman 2003;Kralovec and Buell 2000). Accordingly, much of what was called 'homework' was actually undertaken during the school day, something that is not restricted to this particular region of the USA.…”

Section: Resultsmentioning

confidence: 99%

Multiple contexts, motivation and student engagement in the USA and Russia

Elliott

Tudge

2011

Eur J Psychol Educ

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In this article, we outline the need to draw upon multiple contexts to gain meaningful understanding of factors that have a significant bearing upon student achievement motivation and engagement. In calling for theoretical approaches that can accommodate the complexities involved, we suggest that Bronfenbrenner's bioecological theory offers valuable insights. We subsequently draw upon a comparative study of student achievement motivation in the USA and Russia to demonstrate some of the methodological and substantive contributions that this theory offers. We also raise some of the inherent challenges and difficulties that result from such complex analyses but conclude that the rich and broad range of insights gained can offer much to those tasked with helping students to fulfil their educational potential.

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Section: Resultsmentioning

confidence: 99%

Multiple contexts, motivation and student engagement in the USA and Russia

Elliott

Tudge

2011

Eur J Psychol Educ

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“…However, U.S. research on the presence of statewide exit exams finds little support for this relationship (Warren, Grodsky, and Lee 2008 States by a significant margin, there are some exceptions to this pattern (Gaffield 1994;Willms 2004 receiving each ability scale score is determined, and then these numbers are summed to cumulative percentages of children scoring at or below each ability scale score (Dunn and Dunn 1981 …”

Section: Notesmentioning

confidence: 99%

“…States by a significant margin, there are some exceptions to this pattern (Gaffield 1994;Willms 2004). A number of assessment results from Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study (PIRLS) provide support for the present study, but depending on the assessment year and grade level, some comparisons are slightly different.…”

Section: While Canada Generally Outperforms the Unitedmentioning

confidence: 99%

Tracing the U.S. Deficit in PISA Reading Skills to Early Childhood

Merry

2013

Sociol Educ

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Why does the United States lag behind so many other countries on international education assessments? The traditional view targets school-based explanations-U.S. schools attract poorer teachers and lack the proper incentives. But the U.S. educational system may also serve children with comparatively greater academic challenges as a result of poorer social conditions. One way of gaining leverage on this issue is to understand when U.S. students fall behind their international counterparts.

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“…Our suspicions on these points do not come from personal experience of the Canadian circumstance. Relying here solely on others' analyses (Gaffield, 1994;Lipset, 1989;Manzer, 1994;McAdams, 1993;Skolnik, 1990;Webber, 1995), we offer tentative comparisons only.…”

Section: The United States Is Not Canadamentioning

confidence: 99%

Borders, Voices, Classes: A Response to Mary Ann Duffy’s Review ofOut of Our Minds: Anti-Intellectualism and Talent Development in American Schooling

Howley

Pendarvis

1999

Curriculum Inquiry

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We've accepted the invitation to respond to Mary Ann Duffy's essay review of Out of Our Minds in order to promote continued consideration of the species of anti-intellectualism that schools help to sponsor. Although we intended the book for a U.S. audience, three of six published reviews have appeared in journals outside the United States. Two were Canadian (the other Canadian review is at the following URL: http://olam.ed.asu.edu/ epaa/v5n5.html). We suppose this trend of international reviewing might constitute unhappy evidence for our case.In any event, the Canadian reviewers liked the book and were (productively) provoked by it. In both instances, moreover, the authors were practicing classroom teachers. We wrote with these folks clearly in our mindseven if our analysis is less close-in to practice than practitioners usually prefer. As to our not providing very satisfactory solutions, about all we can do is paraphrase Simone De Beauvoir's response when criticized for writing depressing novels: It wasn't our goal (and may not be in our power) to detail solutions to these problems, but documenting them seems important nevertheless.In the three years since publication, we have seen no works that address anti-intellectualism (anti-intellectism, actually) with equal scope. The recent appearance of new reviews has heartened us somewhat. "Our" reviewers outside the U.S. have exhibited a sharp, shared feeling of passion and commitment for the issues; they have understood why we made the effort. Among U.S. readers, however, the reception has been more muted, if also favorable. We had just hoped that in our native land others might begin to wonder at the relevant issues.In the sections of the response that follows, we try both to explain the choices we made when writing the book (years ago!) and, more important, to engage the enduring substance of issues. Our rejoinders are framed as

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Children's Lives and Academic Achievement in Canada and the United States

Cited by 10 publications

References 1 publication

Multiple contexts, motivation and student engagement in the USA and Russia

Multiple contexts, motivation and student engagement in the USA and Russia

Tracing the U.S. Deficit in PISA Reading Skills to Early Childhood

Borders, Voices, Classes: A Response to Mary Ann Duffy’s Review ofOut of Our Minds: Anti-Intellectualism and Talent Development in American Schooling

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