Journal articles: 'American Education system'

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Michael, Steve O. "American higher education system: consumerism versus professorialism." International Journal of Educational Management 11, no. 3 (June 1997): 117–30. http://dx.doi.org/10.1108/09513549710164014.

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Stolzer, J. M. "Boys and the American Education System: A Biocultural Review of the Literature." Ethical Human Psychology and Psychiatry 10, no. 2 (October 2008): 80–95. http://dx.doi.org/10.1891/1559-4343.10.2.80.

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Over the past 15 to 20 years, feminist scholars, the media, and various governmental agencies have asserted that girls are facing an unprecedented crisis in the American education system. According to this relatively recent feminist-based theory, the American public school system is built on an oppressive, patriarchal foundation, and as a direct result of this foundation, an innate and measurable masculine bias exists in schools throughout America. This article challenges feminist theory constructs and instead focuses on male children and the problems that they are currently experiencing in the education system throughout the United States. Political, economic, neurobiological, contextual, phenomenological, cultural, and evolutionary corollaries are explored in depth in order to gain new insight into the gender differences that exist in the American education system. The goal of this article is to offer a theoretically sound alternative to current feminist theory and to challenge the existing perceptions of maleness in the American school system.

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Johnson, Andrew. "Is Free Education Really Free?" Pitt Political Review 11, no. 2 (October 13, 2017): 57–65. http://dx.doi.org/10.5195/ppr.2015.62.

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The cost of college is remarkable. Shelling out thousands of dollars for some knowledge and a receipt claiming you paid is, in a few words, the modern American college system. Perhaps unsurprisingly, policies have been proposed to reduce the cost of college, even making it free in some instances. On Jan. 9, 2015 President Obama unveiled a plan to make “two years of community college free for responsible students across America.” Given the Republican control of Congress, the idea stands little chance of being passed, but it is still interesting to consider. Under the President’s plan, all Americans, regardless of income, would have access to two years of free community college education provided the student maintains a 2.5 GPA and part-time status. Though the benefits would be numerous, so would the costs.

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Данилова, Лариса, Larisa Danilova, Д. Молоков, and D. Molokov. "Physical Education of Students in the American School: Achievements and Problems." Primary Education 5, no. 6 (December 27, 2017): 47–50. http://dx.doi.org/10.12737/article_5a33e28c032230.39898786.

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The article reveals the features of building a system of physical education in the United States of America, which contributes to the development of a positive attitude and interest of students in physical physical exercise and sports. It is emphasized that this system is supranational in nature: American teachers and trainers use the experience of physical education of many other countries. Specificity of the organization of school sports and physical education in the US is seen through the prism of the numerous victories of the American team at the Olympic Games, as well as the successful performances of American athletes at various international competitions.

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Данилова, Лариса, Larisa Danilova, Д. Молоков, and D. Molokov. "Physical Education of Students in the American School: Achievements and Problems." Primary Education 6, no. 1 (March 5, 2018): 46–50. http://dx.doi.org/10.12737/article_5a965d8a3e8e74.42244187.

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The article reveals the features of building a system of physical education in the United States of America, which contributes to the development of a positive attitude and interest of students in physical physical exercise and sports. It is emphasized that this system is supranational in nature: American teachers and trainers use the experience of physical education of many other countries. Specificity of the organization of school sports and physical education in the US is seen through the prism of the numerous victories of the American team at the Olympic Games, as well as the successful performances of American athletes at various international competitions.

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Tribe, Keith, and Keele University. "The 'American System' and the Modern University." Higher Education Quarterly 46, no. 4 (October 1992): 291–304. http://dx.doi.org/10.1111/j.1468-2273.1992.tb01604.x.

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Acosta, Melanie M., Michele Foster, and Diedre F. Houchen. "“Why Seek the Living Among the Dead?” African American Pedagogical Excellence: Exemplar Practice for Teacher Education." Journal of Teacher Education 69, no. 4 (March 13, 2018): 341–53. http://dx.doi.org/10.1177/0022487118761881.

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Although teacher diversity, teacher preparation, and student achievement are contemporary and overlapping issues, they have suffered from the absence of African American educational principles and traditions. African Americans cultivated a sophisticated system of developing and supporting numbers of African American teachers; however, U.S. sociopolitical tactics have suppressed this method, which presently, has obscured the potential of this approach to effectively respond to contemporary issues in teacher education. The authors of this article seek to address current dilemmas in recruiting and preparing a diverse teaching force by reorienting teacher education toward an underutilized resource—African American pedagogical excellence. This article outlines the core attributes of African American pedagogical excellence, including its historical genesis, and reveals ways public school desegregation has jeopardized the transcendence of African American pedagogical excellence within teacher education. The article concludes with possibilities and recommendations for moving African American pedagogical excellence from margin to center in teacher education.

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HAMILTON, STEPHEN F. "Prospects for an American-Style Youth Apprenticeship System." Educational Researcher 22, no. 3 (April 1993): 11–16. http://dx.doi.org/10.3102/0013189x022003011.

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Tshibaka, Ahoefa S. "Understanding International Students from Asia in American Universities: Learning and Living Globalization." Journal of International Students 8, no. 4 (October 1, 2018): 1941–43. http://dx.doi.org/10.32674/jis.v8i4.240.

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In this book, the editors suggest that the intensity of globalization is helping to reshape the American Education System. The reshaping of the American educational system is reflected in the number of students the United States accommodates from different parts of the world. With an international student count of 1.09 million; the United States is one of the primary destinations for international students in the world. Interestingly, Chinese, Indian, and South Korean students represent more than half (51%) of the overall number of international students in the United States. However, Asian students combined represent 64.3% of the overall number of international students in America, making them the dominant group of students (Ma & Garcia-Murillo, 2018, p. 1).

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Woods, Richard D., and G. Pope Atkins. "Encyclopedia of the Inter-American System." Hispania 81, no. 4 (December 1998): 878. http://dx.doi.org/10.2307/345782.

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Gu, Yuan Yuan, Guo Xing Wu, Hui Lu, Yan Cui, and Jian Lin. "The Comparison to Education Conception between American Private Universities and Chinese Private Higher Education." Advanced Materials Research 971-973 (June 2014): 2657–61. http://dx.doi.org/10.4028/www.scientific.net/amr.971-973.2657.

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The modern university system is to achieve the educational goals and healthy development of the system to all the universities. Private university with advanced educational philosophy, as well as a complete system of higher education, the teaching model system has much successful experience which can provide useful inspiration for the healthy development of China's private higher education. It is good for the development of China's private higher education for its practical significance from the successful experience of the American private school. We analyze the reasons for the success of the American private higher education, and conclude the problem in talent training mechanism, personnel training objectives, curriculum system in three perspectives, which can help improve the teaching quality of private universities in China.

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Al-Odeh, Mahmoud. "What universities in the Middle East can learn from the American online education system." International Journal of Informatics and Communication Technology (IJ-ICT) 9, no. 1 (April 1, 2020): 31. http://dx.doi.org/10.11591/ijict.v9i1.pp31-39.

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In this paper, the author provides insights and lessons that can be learned from colleagues at American universities about their online education experiences. The literature review and previous studies of online educations gains are explored and summarized in this research. Emerging trends in online education are discussed in detail, and strategies to implement these trends are explained. The author provides several tools and strategies that enable universities to ensure the quality of online education. At the end of this research paper, the researcher provides examples from Arab universities who have successfully implemented online education and expanded their impact on the society. This research provides a strategy and a model that can be used by universities in the Middle East as a roadmap to implement online education in their regions.

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Harpham, Geoffrey Galt. "From Eternity to Here: Shrinkage in American Thinking About Higher Education." Representations 116, no. 1 (2011): 42–61. http://dx.doi.org/10.1525/rep.2011.116.1.42.

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Following WWII, America committed itself to a system of mass liberal education with a core component of the humanities, a system designed to improve the quality of people's lives and strengthen the social bond. This linkage of private and public ends was both symbolized and secured by the combination of public and private support for higher education. Today, the American system is in jeopardy because the private and public entities that support the university have largely turned away from the educational mission even as they have dramatically increased their support for research and other activities. The resulting alteration in the character of the university necessarily comes at a cost to the democratic aspirations and the vision of human flourishing that higher education has traditionally served.

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Vinnik, Alina Evgenievna. "Evaluation of higher education system management efficiency." Vestnik of Astrakhan State Technical University. Series: Economics 2020, no. 1 (March 31, 2020): 101–7. http://dx.doi.org/10.24143/2073-5537-2020-1-101-107.

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The article presents the study results of the effectiveness of managing the higher education system using the experience of leading countries of the world. The higher education systems of the United States, the UK and Sweden were chosen as the objects of study representing the North American, European and Scandinavian models of education. The educational organizations of the above countries traditionally hold the leading positions in the world ratings, including the rating of the national education systems Universitas 21, rating of the world's academic universities and ranking of the best universities in the world according to the Times Higher Education version. The official data of the leading world ratings in the field of education were analyzed, as well as the distinctive features of the educational policy of the United States of America, the UK and Sweden were identified, on the basis of which factors ensuring the high efficiency and competitiveness of the higher education system in the global educational service market were stated. Among the main factors are the following: high government spending on the education system, increasing the accessibility of higher education for the population, ensuring high quality educational services, export orientation, etc. The system of indicators has been formed to assess the effectiveness of managing national educational systems. The dynamics of coefficient of higher education propagation in the period within 1970-2014 has been illustrated; the forecast of involving the population of the leading countries into the higher education up to 2050 has been presented. It has been stated that in the developing countries the problem of higher education can be solved due to its accessibility and in the economically developed countries it is solved due to increasing the quality of educational programs, rising the number of educational trajectories and costs.

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Keskin, Yusuf. "US Influence On The Education System In Turkey: An Analysis Of Reports By American Education Specialists." Journal of International Education Research (JIER) 10, no. 3 (July 1, 2014): 229–36. http://dx.doi.org/10.19030/jier.v10i3.8742.

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This study aimed to analyse reports prepared by American education specialists visiting Turkey from the Proclamation of the Republic till the end of the 1950s to inspect Turkeys education system. In accordance with this purpose, first, the foreign specialists reports are briefly introduced chronologically and then American specialist reports are analysed. This study examined reports prepared by J. Dewey (1924), Beryl Parker (1934), the committee under the presidency of E. Walter Kemmerer (1933-1934), W. Dickerman (1951), John Rufi (1951), R. J. Maaske (1953), and M. Costat (1955). These seven reports were selected for analysis as they were published by the Ministry of National Education. Since the main source of data for the study was the reports of American specialists, document analysis - a qualitative research method - was employed. It is important to check the originality of the written sources acquired for document analysis. As the Ministry published all the reports as a book, they qualify as original, first-hand sources. Secondary data sources were reviews or explanatory studies on Turkeys education history and foreign specialist reports. The study ascertained that the reports prepared by American specialists largely corresponded; the observations and recommendations in the reports essentially focused on the same issues. Based on these similarities, it can be inferred that all the specialists stayed informed of each other and correctly identified the problems in the Turkish education system.

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Locust, Carol. "Wounding the Spirit: Discrimination and Traditional American Indian Belief Systems." Harvard Educational Review 58, no. 3 (September 1, 1988): 315–31. http://dx.doi.org/10.17763/haer.58.3.e0r224774008738p.

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When educators debate the effects of cultural differences on educational practice, they are normally concerned with issues of language, learning patterns, and preferred communication styles. Seldom do they consider how differences in belief systems might affect educational practice. Carol Locust argues that fundamental differences exist between the belief systems of American Indians and those of non-Indians, and that the lack of knowledge about these belief systems on the part of the U.S. educational system has led to discriminatory treatment of American Indian students. Locust concludes that educators must understand and respect American Indian belief systems before they can begin to improve the educational experiences of American Indian children.

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Nakonechna, Larisa. "Contemporary Concepts of Inclusive Education in North American and Ukrainian Studies." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 214–17. http://dx.doi.org/10.33310/2518-7813-2019-65-2-214-217.

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Nowadays in Ukraine there is a dynamic progress in the dissemination of inclusive education. It determines the need to study and adapt the experience of other countries, taking into account the specifics of domestic realities. Of special interest are the countries of North America, in particular Canada and the United States, which have a fairly long history of inclusive education. The comparative analysis will enable us to identify the possibility of applying the most effective strategies of inclusion in the educational system of Ukraine Nowadays, in Ukraine, there is a certain dynamic progression of inclusive distribution. It is this that actualizes the need to study and use the experience of other countries, taking into account the specifics of domestic realities. Amid existence of a number of concepts of inclusive education in the world of educational space different approaches are distinguished in the methodological framework. Comparing the essential understanding of these approaches in North American and Ukrainian educational systems, there is unanimity of views in common positions. However, there are certain differences, particularly in recognizing the SEN position of the child as subject and object in the system: Western inclusive education system is fully regulated by law, while in Ukraine there is a gradual overcoming of the philanthropic vestiges through the expansion and improvement of the legal framework with the underlying international instruments. Awareness of the position of individual approach as the cornerstone of an inclusive education system in both educational scientific communities generally coincides. Unity of scientific views of North American researchers and Ukraine is also observed in the vision of status and role positions of all participants in inclusive education as a prerequisite for regulatory functioning education system. Unanimous scientists of both scientific schools and the professional competence of teachers as a key tool for coordinated activities in the inclusive class and the functioning of the educational system as a whole. The definition of common components and specific features of the development of inclusive education on the basis of ideological interpretations will help to determine the general character of the grounds for the inclusive form of education and to use the positive experience of Western countries in Ukrainian realities effectively.

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Noble, Kenneth. "“A More Meaningful Democracy than We Ourselves Possess”: Charles S. Johnson and the Education Mission to Japan, 1945–1952." History of Education Quarterly 54, no. 4 (November 2014): 405–28. http://dx.doi.org/10.1111/hoeq.12077.

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“Recommendations in the report,” stated Charles S. Johnson, “have implications for our own educational system, and perhaps for our own society.” Johnson, a sociologist and Fisk University's first African-American president, addressed the 1948 South Central Forum in Chicago discussing the fundamental inconsistencies existing between democracy recommended in occupied Japan's education system and the democracy practiced in America's education system. The report Johnson's speech refers to was the product of the Education Mission to Japan: a twenty-seven-member American committee selected for their expertise as educators and scholars. Charged with an advisory role to the Supreme Commander of the Allied Powers (SCAP) and the Japanese Ministry of Education (JME), the committee's primary objective extended from SCAP's overall mission: to democratize and mollify postwar Japan. Johnson, a civil rights advocate and race relations scholar, was the sole African American and only nonwhite member of this committee.

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Meuser, Mark H. "Mathematics Education in Britain: An American Viewpoint." Mathematics Teacher 84, no. 5 (May 1991): 352–55. http://dx.doi.org/10.5951/mt.84.5.0352.

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Before I embarked on my year of teaching in England under the auspices of the Fulbright Teacher Exchange Program, I had envisioned classes composed of English choirboys, colleagues teaching in academic gowns, and breaks in the day for morning coffee and afternoon tea. Although the tea break is still very much a part of the school day, “choirboy” students and academic robes are still to be found at only a very few schools. The reality was closer to Sidney Poi tier's experience in the movie To Sir with Love, with students challenging the teacher's authority at every possible opportunity. Nevertheless, I grew personally and developed professionally during my year of teaching abroad. My wife and I made new friends and explored a fascinating country. I was able to observe and become part of a foreign school system, and I tried to understand and analyze that system's approach to education. This article discusses some of the differences between the American and English systems and offers recommendations on the basis of my judgments about their relative merits.

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Tanne, Kazuo. "Current status of dental and orthodontic education in European and American countries." APOS Trends in Orthodontics 9 (December 31, 2019): 211–22. http://dx.doi.org/10.25259/apos_134_2019.

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This article was designed to elucidate the current status of dental and orthodontic education in the European and American countries by a questionnaire survey through internet. In Europe, the size of orthodontic society and the number of orthodontic department or dental school are small when compared to those in USA. In Europe and South America, it takes 5 to 6 years to complete undergraduate dental education for dentist. Meanwhile, in Canada and USA, dental school system has been developed, requiring 8-year education to become dentist. For orthodontic specialists, in general, it takes 3 years on average in European and American countries with an exception of 4-year training in Switzerland. Most societies in European and American countries have two important issues such as inappropriate orthodontic treatment and incorrect use of aligners by general practitioners. The most important strategy is to appeal the public that orthodontic treatment should be executed by orthodontic specialists. In conclusion, it is shown that the educational systems for dentist and orthodontist have well been developed in every country in the world, although the strength is somewhat different from country to country.

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Barr, Justin, and Theodore N. Pappas. "The Role of the American Board of Surgery in the Development of Surgical Residencies in Post–World War II America." American Surgeon 85, no. 3 (March 2019): 245–51. http://dx.doi.org/10.1177/000313481908500326.

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The creation of Boards fundamentally altered the American medical landscape and transformed the process of educating physicians. The American Board of Surgery, founded in 1937, epitomized this role. It established expectations, implemented an inspection system to enforce those standards, and ultimately collaborated with other professional organizations to create the Residency Review Committee that endures today. Using surgery as an example, we show how the appeal of board certification imbued Boards with the power and authority to reshape graduate medical education in their image in post–World War II America.

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Rudskoy, A. I., A. I. Borovkov, and P. I. Romanov. "Is the Transfer of Russian Engineering Education to the American Liberal Arts System Relevant?" Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 6 (July 8, 2021): 47–59. http://dx.doi.org/10.31992/0869-3617-2021-30-6-47-59.

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In his Address to the Federal Assembly on January 15, 2020, the President of Russia set the task “to enable students after their second year to choose a new direction or program of study, including related professions”. Solving this problem requires transformation of the higher education system in Russia. Discussion has arisen in the educational community about the ways of this transformation. One of the possible options was the transfer of Russian education to the American Liberal Arts system. In order to verify the feasibility of using the Liberal Arts system for the training of engineers, a comparative study was carried out. As a result, it was concluded that proposals to replace the Russian system of higher education with the American Liberal Arts system for engineering education are not relevant, because the main basic goals and principles of building these systems coincide and the existing differences are due to the specifics of engineering activities.

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Townsend, Apollo, Alice L. March, and Jan Kimball. "Can Faith and Hospice Coexist." Journal of Transcultural Nursing 28, no. 1 (July 9, 2016): 32–39. http://dx.doi.org/10.1177/1043659615600764.

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African Americans are twice as likely as Caucasian Americans to choose aggressive hospital treatment when death is imminent. Repeat hospitalizations are traumatic for patients and drain patient and health system resources. Hospice care is a specialized alternative that vastly improves patient quality of life at end-of-life. This study was conducted to determine if hospices partnering with African American churches to disseminate hospice education materials could increase utilization of hospice services by African Americans. Members of two African American churches ( N = 34) participated in focus group discussions to elicit beliefs about hospice care. Focus group transcripts were coded and comments were grouped according to theme. Six themes were identified. Lack of knowledge about hospice services and spiritual beliefs emerged as the top two contributing factors for underutilization of hospice services. Study findings support partnerships between hospices and African American churches to provide hospice education to the African American community.

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Cannon, Mark W. "The American Constitutional System: Balancing Energetic Government with Individual Rights." NASSP Bulletin 69, no. 485 (December 1985): 73–78. http://dx.doi.org/10.1177/019263658506948514.

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Et al., Tran Xuan Hiep. "“WOMEN EDUCATION IN THE COLONIAL CONTEXT: THE CASE OF THE PHILIPPINES”." Psychology and Education Journal 58, no. 1 (January 15, 2021): 5213–21. http://dx.doi.org/10.17762/pae.v58i1.2076.

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The Philippine Islands experienced a long period of colonialism, from 1565 to 1946. During nearly 400 years of colonization, Philippine education was deeply influenced by the Hispanic and American education system. The educational policies of colonial governments had affected most Philipinas, including women. While the Spaniards performed a minimal education for women and bundled them in the strict framework, the Americans paid attention to provide practical career skills for women in the family and in society. From the approach based on the connection between education and colonialism, the paper will focus on the issue of educating women in the colonial administration's educational policy and its impact on life of women, on their cognitive and the re-awareness process of their roles and positions in society.

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Velasco, Alexandra, Melanie Valencia, Samantha Morrow, and Valeria Ochoa-Herrera. "Understanding the limits of assessing sustainability at Universidad San Francisco de Quito USFQ, Ecuador, while reporting for a North American system." International Journal of Sustainability in Higher Education 19, no. 4 (May 8, 2018): 721–38. http://dx.doi.org/10.1108/ijshe-04-2017-0054.

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Purpose Universidad San Francisco de Quito, USFQ, completed an assessment study to understand its performance in sustainability in 2012. This study aims to recognize the limitations of applying a North American rating system considering relevant criteria to a South American university and to emphasize the importance and lack of benchmarks available in the region. Design/methodology/approach Methodology used for this study is based on the Sustainability Tracking Assessment Rating System (STARS) by AASHE. In December 2013, USFQ joined the Pilot Program that included publicly documenting efforts, sharing feedback and making suggestions for system improvements. Findings Data collected by USFQ in 2012 and 2013 illustrate how the status of USFQ as a non-residential, teaching university in Ecuador in a developing country had several challenges while using an evaluation system established for universities within a North American system. The limits of assessing sustainability in South America are associated to its geographical location, the number of students and staff that commute to University and the lack of environmental services and certifications available in Ecuador. There are applicability issues with the use of STARS without performance reports from regional peers that can guide the development of relevant benchmarks for future comparability. Originality/value Little research has been conducted in the assessment and tracking of sustainability within universities in South America. This paper is one of the first to address the applicability of a North American self-reporting tool to a South American university.

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Altbach, Philip G. "Measuring academic progress: the course–credit system in American higher education." Higher Education Policy 14, no. 1 (March 2001): 37–44. http://dx.doi.org/10.1016/s0952-8733(00)00026-x.

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Cymet, Tyler, and R. Dobbin Chow. "The Funding of Graduate Medical Education in the American Healthcare System." Medical Science Educator 21, no. 4 (December 2011): 367–74. http://dx.doi.org/10.1007/bf03341738.

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Bidyuk, Natalya. "Higher Education Globalization in the Context of American Guidelines." Comparative Professional Pedagogy 6, no. 4 (December 1, 2016): 7–14. http://dx.doi.org/10.1515/rpp-2016-0041.

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Abstract The article deals with the problem of globalization impact on higher education system in the United Stated of America. It has been concluded that globalization as a phenomenon has been acquiring much significance in all the spheres, especially in higher education. Different views on the essence of globalization, especially in the context of higher education, have been presented. It has been indicated that many scholars have studied the essence of globalization within higher education systems of different countries and identified that globalization encompasses important aspects of HEIs’ activities, namely, economic, social and cultural. The concept of globalization has been defined in the article. It has been pointed out that main issues within the changing landscape of higher education still remain: the increasing significance of both knowledge-based economy and society; innovations connected with the latest information and communication technologies (ICTs); the emphasized role of the market and the market economy. Therefore, it has been suggested that educators and higher education institutions should develop different approaches to fulfill all the educational needs of the growing community of students, especially international students. The activities of American organizations promoting the positive impact of globalization in higher education have been analyzed. Сore challenges for higher education institutions in the context of increasing globalization have been outlined and characterized in detail. Critical responses considered as components to the above-mentioned challenges have been clarified. Key principles needed to meet both the challenges and responses have been presented. It has been concluded that the USA has been enhancing the positive influence of globalization on the system of higher education and thus inspired other countries to follow such an example.

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Hackett, Ursula. "The Exit-Voice Choice: Religious Cleavages, Public Aid, and America's Private Schools." Politics and Religion 9, no. 2 (March 8, 2016): 249–70. http://dx.doi.org/10.1017/s1755048316000201.

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AbstractIn America's culture wars denominations increasingly ally with one another despite differences in theology, church organization, and membership. But these developments are not reflected in America's private K-12 school system or in patterns of public aid for children who attend them where divisions between religious traditions remain stark. I demonstrate, by means of an analysis of critical junctures in American political development supported by statistical analysis, that Catholics who desire a religious education for their children have historically tended to exit for the parochial sector while Evangelicals having similar desires lobbied for reform of the public school system. These differential group responses stem from differing conceptions of identity and belonging, theological understanding, and institutional structure. In American education policy, differences between religious groups are surprisingly tenacious.

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Saurbier, Ann. "MODELLING THE STAKEHOLDER ENVIRONMENT AND DECISION PROCESS IN THE U.S. HIGHER EDUCATION SYSTEM." Journal Business, Management and Economics Engineering 19, no. 01 (April 28, 2021): 131–49. http://dx.doi.org/10.3846/bmee.2021.12629.

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Purpose – As higher education continues to be buffeted by challenges, college and university leaders must find a way to respond to these environmental forces. In the United States, accreditation plays an increasing role in the quality control and improvement process. The goal of this research is to gain a deeper understanding of this decision environment, and the stakeholders within that system, such that American higher education institutions may set and achieve goals more effectively. Research methodology – Grounded theory is utilized to create a conceptual framework depicting the American higher education stakeholder system. In addition to placing the actors within the system, this research is also designed to generate a stakeholder-focused institutional decision process model. Findings – When viewed in a systemic context, the accreditation process assumes a unique placement among the other critical stakeholders. With this understanding, higher education leaders may better understand, balance, and integrate the concerns of their various stakeholders, in a stakeholder-focused decision process. Research limitations – While integrating multiple theories, to depict the American higher education stakeholder system and a stakeholder-focused decision process, this research does not operationalize or undertake the empirical testing of these theoretical models. Practical implications – The influence of the dynamic external environment and the accreditation process combine to create extremely challenging decision-making conditions for higher education leaders. The ability to improve and balance the quality and ethical nature of decisions that impact their various stakeholders may assist these leaders in more accurately meeting both their institutional goals and the public good goals of higher education. Originality/Value – This study specifically seeks to integrate multiple theoretical constructs within the American higher education environment and accreditation process. The creation of a theoretical model that depicts not only the stakeholder environment but also a stakeholder-focused decision process may assist all higher education institutions.

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Kane, Kay. "Global Partnerships: The Continuing Education System of the American Institute of Architects." Higher Education in Europe 25, no. 3 (October 2000): 315–23. http://dx.doi.org/10.1080/713669266.

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Gaete Quezada, Ricardo. "Influencia supranacional de la UNESCO en la educación superior Latinoamericana." Revista Española de Educación Comparada, no. 37 (December 27, 2020): 63. http://dx.doi.org/10.5944/reec.37.2021.27884.

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Latin American higher education in recent decades has experienced the main world trends, relative to the massification of student access, insufficient state funding, increase of private institutions in the tertiary education system, as well as a regional debate on its consideration as a good public guaranteed by the State, increasing the relevance of the university mission in solving global needs. Through the comparative method developed through a documentary analysis, the influence in Latin America of the Supranational Policy on social responsibility of UNESCO higher education institutions is analyzed. The results show this influence in the Region, through the Declarations of the UNESCO World Conferences on Higher Education, materialized in the actions developed by the International Institute for Higher Education in Latin America and the Caribbean (IESALC), such as the holding of the Regional Conferences on Higher Education or the creation of the Regional Observatory of Social Responsibility for Latin America and the Caribbean (ORSALC). In addition, there is an academic debate between the concept of university social responsibility, established in the Region since the beginning of the new Millennium, related to managing the impacts of university work on its stakeholders, evolving towards the recognition of higher education as a good public and a human right as an expression of a territorial social responsibility, effectively contributing to the achievement of the 2030 Sustainable Development Goals. It is concluded that the analyzed Supranational Policy must consolidate its influence in the Region in the long term, by implementing some actions key strategies, such as strengthening the Latin American Higher Education Area or research on the contributions that Latin American universities must make to effectively guarantee higher education as a common good in the Region.

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Burazer, Lara. "Attitudes to Education Reflected in the Context of the US College Admissions Scandal." Journal for Foreign Languages 12, no. 1 (December 23, 2020): 95–112. http://dx.doi.org/10.4312/vestnik.12.95-112.

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The following paper discusses contemporary challenges of providing access to formally accredited higher education programs in the United States of America, and on a smaller scale also in Slovenia. It interprets the recent college admissions scandal within the historical framework of American educational policies, paired with its traditional social practices. In the initial sections, the paper provides a brief historical overview of the development of American (higher) education, the beginnings of which date as far back as the early 17th century. Back then, the very concept of formal and publicly accessible education was in its developmental stages. By focusing on a selection of historical aspects and educational trends within the American national context, the paper unveils the related expectations and attitudes toward acquiring formal education in the past. It lists a number of historically relevant changes, which have been implemented over the past century within the American educational system at state and federal levels. The latter have contributed to the development of contemporary approaches to education and have affected recent attitudes toward formal education in American society. The paper includes statistical data on enrolments and graduation rates in institutions of higher education in the United States and Slovenia, which offers an insight into the rising enrolment and graduation trends, and relates the figures to the importance of accessibility of education as an equalizer that should provide equality of opportunity for all, irrespective of social background or economic power. The accrued data and related research results support a favorable trend in accessibility of formal education in both countries, the US and Slovenia. This is an important finding, particularly in the context of the college tuition scandal, as it might at first sight create the impression that some of the highly valued and formally accredited institutions of higher education were subject to the influence of a powerful elite. The research results therefore support the trend of the educational system and the accrued knowledge assuming the role of the equalizer in leveling out certain aspects of social inequality.

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Giesinger, Johannes. "Educational justice, segregated schooling and vocational education." Theory and Research in Education 15, no. 1 (March 2017): 88–102. http://dx.doi.org/10.1177/1477878517696191.

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The philosophical debate on educational justice currently focusses on the Anglo-American situation. This essay brings in an additional perspective. It provides a justice-oriented critique of the segregated education systems in German-speaking countries. First, arguments that are commonly put forward in favour of these systems are rejected. Second, an additional argument against early tracking in education is formulated. It is claimed that segregated education systems tend to undermine children’s ‘right to an open future’. It is also explained that the segregated systems in Germany, Austria and Switzerland are linked to well-established systems of vocational education and training. It is argued, in this essay, that a workplace-based vocational system can be an important element of a just education system. The proposal is, then, to introduce a comprehensive school system in the first 8 or 9 school years that prepares students for both the vocational system and the academic track ( Gymnasium). Against this background, a so-called threshold conception of educational justice – that contains two different threshold levels – is formulated.

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Cook, Allen P., and Matthew A. Cook. "Globalization and Local Realization: South Asians and the American Higher Education System." Educational Practice and Theory 25, no. 2 (January 1, 2003): 5–33. http://dx.doi.org/10.7459/ept/25.2.02.

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Brooks, Bennett M. "American Institute of Architects Continuing Education System Provider Registration and Reporting Requirements." Journal of the Acoustical Society of America 130, no. 4 (October 2011): 2458. http://dx.doi.org/10.1121/1.3654876.

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Walker, Kenton B., and L. A. McClelland. "Accounting education in New Zealand: A model for reforming the American system?" Journal of Accounting Education 12, no. 4 (September 1994): 343–57. http://dx.doi.org/10.1016/0748-5751(94)90026-4.

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Pashkova, Alexandra Dmitrievna. "PROBLEMS OF NATIONAL EDUCATION SYSTEM IN THE MIRROR OF AMERICAN MEDIA-DISCOURSE." Pedagogical Education in Russia, no. 9 (2018): 33–37. http://dx.doi.org/10.26170/po18-09-04.

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Sumioka, Toshihiro. "Research on the charter system in Georgia, USA." Impact 2021, no. 7 (September 14, 2021): 12–14. http://dx.doi.org/10.21820/23987073.2021.7.12.

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Education is invaluable for equipping young people with important knowledge and life skills. Many countries have publicly-funded education systems but politics related to funding can lead to inequalities in access to education for different communities. Professor Toshihiro Sumioka, Faculty of Education, Oita University, Japan, believes that recent educational reforms that strengthen privatisation, deregulation and accountability have increased segregation and division between ethnic groups and promoted academic disparity among these communities. He specialises in educational administration history in pedagogy and conducts historical analyses on school segregation in the US. A key focus for Sumioka is on the role that public education has played in the US in contributing to racial discrimination, economic disparity and academic disparity and he is particularly interested in the experience of the African American community with public education. In recent work, he is looking at development from the state of Georgia that pertains to charter schools and increasing the power of local districts such as charter system and the lessons learned from such research can be applied to other countries, including Japan where the effect of the privatization of public education on minorities has become an issue. In his work, Sumioka will speak with African American students, newspapers and organizations like the NAACP to understand the impacts of the move to privatisation-based reform and deregulation.

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Petersdorf, R. G., and R. H. Waldman. "Is the American system preparing the right kind of physicians?" Academic Medicine 68, no. 1 (January 1993): 48. http://dx.doi.org/10.1097/00001888-199301000-00008.

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Voronova, Tatyana A., Anatoliy I. Gretchenko, Mikhail N. Kulapov, Valeriy M. Zuev, and Irina A. Kalinina. "Russian education faults." Open Education 23, no. 4 (September 6, 2019): 4–12. http://dx.doi.org/10.21686/1818-4243-2019-4-4-12.

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Despite the efforts made, various and progressive innovations in the education system remain a number of national problems, referred to as the “faults” of Russian education, which do not allow to achieve the strategic goals.The purpose of the study: to analyze the evolution of the reform of the domestic education system for a long historical period, analyzes the content of legal acts relating to Russian education, in particular the Law of the Russian Federation “On education in the Russian Federation”. The formation of education goals and the problems currently facing the Ministry of science and higher education of the Russian Federation, the Ministry of education of the Russian Federation and the independent Federal authority – Rosobrnadzor are analyzed.Two concepts of basic models of education, European and Anglo-American, are considered. It is noted that the Russian education in the present period of time, as well as other public institutions, in many respects are at the crossroads between the two models of management systems.Materials and method: comparative analysis of approaches to education management, as well as methods of scenario modeling and structural and functional analysis were chosen as research methods.The results of the comparative analysis allow us to state that the Russian education now, are at the crossroads of the choice of management system, the choice of which is hidden in the “rivalry” of the two concepts of the main models of education: European or Anglo-American.The European model assumes orientation of education on formation of the personality, the statement about need of orientation of formation of the personality in the mode of pragmatism is the basis of the Anglo-American model.The analysis allows us to conclude that the choice of management system largely depends on the socio-economic environment and the processes taking place in the country.

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Assari, Shervin, Shanika Boyce, Golnoush Akhlaghipour, Mohsen Bazargan, and Cleopatra H. Caldwell. "Reward Responsiveness in the Adolescent Brain Cognitive Development (ABCD) Study: African Americans’ Diminished Returns of Parental Education." Brain Sciences 10, no. 6 (June 19, 2020): 391. http://dx.doi.org/10.3390/brainsci10060391.

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(1) Background: Reward responsiveness (RR) is a risk factor for high-risk behaviors such as aggressive behaviors and early sexual initiation, which are all reported to be higher in African American and low socioeconomic status adolescents. At the same time, parental education is one of the main drivers of reward responsiveness among adolescents. It is still unknown if some of this racial and economic gap is attributed to weaker effects of parental education for African Americans, a pattern also called minorities’ diminished returns (MDRs). (2) Aim: We compared non-Hispanic White and African American adolescents for the effects of parent education on adolescents RR, a psychological and cognitive construct that is closely associated with high-risk behaviors such as the use of drugs, alcohol, and tobacco. (3) Methods: This was a cross-sectional analysis that included 7072 adolescents from the adolescent brain cognitive development (ABCD) study. The independent variable was parent education. The main outcome as adolescents’ RR measured by the behavioral inhibition system (BIS) and behavioral activation system (BAS) measure. (4) Results: In the overall sample, high parent education was associated with lower levels of RR. In the overall sample, we found a statistically significant interaction between race and parent education on adolescents’ RR. The observed statistical interaction term suggested that high parent education is associated with a weaker effect on RR for African American than non-Hispanic White adolescents. In race-stratified models, high parent education was only associated with lower RR for non-Hispanic White but not African American adolescents. (5) Conclusion: Parent education reduces RR for non-Hispanic White but not African American adolescents. To minimize the racial gap in brain development and risk-taking behaviors, we need to address societal barriers that diminish the returns of parent education and resources in African American families. We need public and social policies that target structural and societal barriers, such as the unequal distribution of opportunities and resources. To meet such an aim, we need to reduce the negative effects of social stratification, segregation, racism, and discrimination in the daily lives of African American parents and families. Through an approach like this, African American families and parents can effectively mobilize their resources and utilize their human capital to secure the best possible tangible outcomes for their adolescents.

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Joyce, Kathleen M. "The Evil of Abortion and the Greater Good of the Faith: Negotiating Catholic Survival in the Twentieth-Century American Health Care System." Religion and American Culture: A Journal of Interpretation 12, no. 1 (2002): 91–121. http://dx.doi.org/10.1525/rac.2002.12.1.91.

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In 1949, the critic and controversialist Paul Blanshard launched a broadside attack on the Catholic hierarchy in the United States with the publication of American Freedom and Catholic Power, his harshly critical exploration of the Catholic church's involvement in American public life. An instant best-seller, American Freedom and Catholic Power went through eleven printings in its first year and continued to draw new readers throughout the 1950s. Blanshard's mission was to alert Americans to the movements of a Catholic hierarchy that was becoming, he charged, “more and more aggressive in extending the frontiers of Catholic authority into the fields of medicine, education, and foreign policy.” He reserved some of his most stinging commentary for the church's intrusion into the world of medicine.

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Gartner, Alan, and Dorothy Kerzner Lipsky. "Beyond Special Education: Toward a Quality System for All Students." Harvard Educational Review 57, no. 4 (December 1, 1987): 367–96. http://dx.doi.org/10.17763/haer.57.4.kj517305m7761218.

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A review of a decade's experience with the implementation of PL 94-142 provides an opportunity to assess the process of providing education to students with handicapping conditions and to study the larger general education system. In addition, such a review offers an opportunity to examine changes in the place of persons with disabilities in American society. Alan Gartner and Dorothy Kerzner Lipsky find both the practice and conceptualization of a separate special education system wanting, and they propose a single system, special for all students.

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Xu, Zhongyang, and Zhiqian Meng. "Characteristics and Enlightenment of Health Informatics Education in American Universities." Review of Educational Theory 3, no. 4 (November 4, 2020): 49. http://dx.doi.org/10.30564/ret.v3i4.2398.

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The demand for health information is increasing in China, and China has gradually paid attention to health informatics education. The successful experience of American health informatics education can effectively promote the development of health informatics education in China. This paper analyzes the main characteristics of health informatics education in American colleges and universities by literature survey and network survey, and concludes that Chinese colleges and universities should strengthen practical education, enhance teachers’ strength, increase the form of educational projects, and perfect the curriculum content system.

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Lipsky, Dorothy Kerzner, and Alan Gartner. "Inclusion, School Restructuring, and the Remaking of American Society." Harvard Educational Review 66, no. 4 (December 1, 1996): 762–97. http://dx.doi.org/10.17763/haer.66.4.3686k7x734246430.

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In this article, Dorothy Kerzner Lipsky and Alan Gartner discuss recent developments in special education and measure them against their inclusionary model. This article expands and updates their 1987 HER article, "Beyond Special Education: Toward a Quality System for All Students," a review of the implementation of PL 94-142, which, though the basis for placement in the least restrictive environment, in fact provided legal support for the development of separate educational systems for students with special needs. Here, Lipsky and Gartner continue their argument that the special education model must not separate those with special needs. They argue that inclusion provides all students with a quality education that is both individual and integrated, citing recent court cases that support their contention that all students can and should be educated in the same classroom. Lipsky and Gartner conclude by showing how their inclusionary model adds to the school restructuring debate, which until now has excluded any mention of students with disabilities. They believe that special education should be viewed as a matter of social justice and equity, and see inclusion as a way of both restructuring education and remaking American society.

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Martí-Noguera, Juan José, and Ricardo Gaete Quezada. "Construcción de un sistema de Educación Superior socialmente responsable en América Latina: Avances y desafíos." education policy analysis archives 27 (August 26, 2019): 97. http://dx.doi.org/10.14507/epaa.27.3925.

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After one century of university reform in Córdoba, Argentina, the social responsibility of higher education institutions in Latin America is the subject of attention in this article. The higher education system and its role is analyzed through an interpretive-hermeneutic perspective, an analysis and interpretation of the growing number of legislations on the topic, as well as scientific articles that describe the main characteristics and conditions of social responsibility models that are developed and incorporated. In response to the impulses of a global system of higher education, which regulates supply and establishes quality parameters, the changes within Latin American higher education are discussed, as well as the impact that institutions can have on establishing the parameters of their social responsibility, so that they contribute to the response to the challenges within their regions.

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Zorn,, CeCelia R., Mary Ellen Stolder,, and Marina J. Majeski,. "Expanding the Circle: Connecting Native American Learners with Distance Education." International Journal of Human Caring 8, no. 1 (February 2004): 56–60. http://dx.doi.org/10.20467/1091-5710.8.1.56.

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There appears to be a lack of bridging between Native American students and their culture, and the dominant Anglo system of higher education. This gap widens when the student participates in distance education (DE) and is separated from the teachers by space and time. This article calls for meeting the challenge of caring in academe by addressing cultural aspects of Native American students and provides suggestions for facilitating their learning through DE. After the Native American-Anglo relationship is briefly examined, characteristics and experiences of the Native American student are highlighted, followed by an examination of DE concerns pertinent to this population. Situated learning and a caring pedagogy are used as a framework to provide strategies that enhance success of the Native American student in DE.

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Rosovsky, Henry. "Research Universities: American Exceptionalism?" International Higher Education, no. 76 (May 12, 2014): 4–6. http://dx.doi.org/10.6017/ihe.2014.76.5519.

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Henry Rosovsky, Harvard's longtime Dean of the Faculty of Arts and Sciences, describes six key characteristics present in America's top tier of research universities: shared governance, academic freedom, merit selection, significant human contact, preservation of culture, and nonprofit status. Although often discussed individually, these six characteristics of quality are rarely discussed as a system and, contrary to a longstanding historical tradition, their presence does not preclude innovation and change. The author questions whether today's boards of trustees, the court of last resort in American higher education, are prepared to uphold the key characteristics of quality.

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Journal articles on the topic 'American Education system'

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