The institutions of education: Compare, compare, compare!

Comparative Education Review

Volumn 43, Issue 4, 1999, Pages 413-436

  Cummings, William K ^a  

^a NONE

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[No Author keywords available]

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EID: 0033248289     PISSN: 00104086     EISSN: None     Source Type: Journal    
DOI: 10.1086/447578     Document Type: Article

References (83)

1. Val D. Rust, Aminata Soumaré, Octavio Pescador, and Megumi Shibuya, "Research Strategies in Comparative Education," Comparative Education Review 43 (February 1999): 108-09.
2. The "S" is used to stress that there are several institutions of education, rather than a single institution, as asserted by other institutional theorists.
3. Nelson Mandela, Long Walk to Freedom (London: Abacus, 1995), pp. 13-14, 44.
4. Peter M. Senge, The Fifth Discipline: The Art and Practice of the Learning Organization (New York: Currency Doubleday, 1990); Jacques Delors et al., Learning: The Treasure Within, Report to Unesco of the International Commission on Education for the Twenty-First Century (Paris: Unesco, 1996).
5. Peter M. Senge, The Fifth Discipline: The Art and Practice of the Learning Organization (New York: Currency Doubleday, 1990); Jacques Delors et al., Learning: The Treasure Within, Report to Unesco of the International Commission on Education for the Twenty-First Century (Paris: Unesco, 1996).
6. Daniel Boorstin, The Americans, 1: The Colonial Experience (New York: Random House, 1958).
7. William K. Cummings, Education and Equality in Japan (Princeton, N.J.: Princeton University Press, 1980).
8. Charles Leslie Glenn, Jr., The Myth of the Common School (Amherst: University of Massachusetts Press, 1988).
9. Emile Durkheim, Suicide (New York: Free Press, 1951), and The Rules of Sociological Method (New York: Free Press, 1950).
10. Emile Durkheim, Suicide (New York: Free Press, 1951), and The Rules of Sociological Method (New York: Free Press, 1950).
11. Max Weber, The Protestant Ethic and the Spirit of Capitalism (London: Allen & Unwin, 1930).
12. Guy Swanson, "Frameworks for Comparative Research: Structural Anthropology and the Theory of Action," in Comparative Methods in Sociology: Essays on Trends and Applications, ed. Ivan Vallier (Berkeley: University of California Press, 1971), p. 145.
13. George Z. F. Bereday, Comparative Method in Education (New York: Holt, Rinehart & Winston, 1964).
14. Brian Holmes, "The Problem Approach in Comparative Education: Some Methodological Considerations," Comparative Education Review 2 (June 1958): 1-23.
15. Bereday, p. 9.
16. Harold J. Noah and Max A. Eckstein, Towards a Science of Comparative Education (New York: Macmillan, 1969).
17. Gary Theisen and Don Adams, "Comparative Education Research," in International Comparative Education, ed. Murray Thomas (Oxford: Pergamon Press, 1990), p. 287.
18. David N. Wilson, "Comparative and International Education: Fraternal or Siamese Twins? A Preliminary Genealogy of Our Twin Fields," Comparative Education Review 38 (November 1994): 449-86.
19. Robert M. Marsh, Comparative Sociology: A Codification of Cross-Societal Analysis (New York: Harcourt, Brace & World, 1967).
20. W. W. Rostow, The Stages of Economic Growth: A Non-communist Manifesto (Cambridge: Cambridge University Press, 1960). Parsons actually devotes considerable space to multilinear evolution in his earlier work, Societies: Evolutionary and Comparative Perspectives (Englewood Cliffs, N.J.: Prentice-Hall, 1966). He sees the analysis in his The System of Modern Societies (Englewood Cliffs, NJ.: Prentice-Hall, 1967) to be following that approach; however, he argues that at this particular historical juncture, the United States is the lead society because of its superior adaptivity (pp. 86-121).
21. W. W. Rostow, The Stages of Economic Growth: A Non-communist Manifesto (Cambridge: Cambridge University Press, 1960). Parsons actually devotes considerable space to multilinear evolution in his earlier work, Societies: Evolutionary and Comparative Perspectives (Englewood Cliffs, N.J.: Prentice-Hall, 1966). He sees the analysis in his The System of Modern Societies (Englewood Cliffs, NJ.: Prentice-Hall, 1967) to be following that approach; however, he argues that at this particular historical juncture, the United States is the lead society because of its superior adaptivity (pp. 86-121).
22. W. W. Rostow, The Stages of Economic Growth: A Non-communist Manifesto (Cambridge: Cambridge University Press, 1960). Parsons actually devotes considerable space to multilinear evolution in his earlier work, Societies: Evolutionary and Comparative Perspectives (Englewood Cliffs, N.J.: Prentice-Hall, 1966). He sees the analysis in his The System of Modern Societies (Englewood Cliffs, NJ.: Prentice-Hall, 1967) to be following that approach; however, he argues that at this particular historical juncture, the United States is the lead society because of its superior adaptivity (pp. 86-121).
23. Irving Louis Horowitz, Three Worlds of Development (New York: Oxford University Press, 1972).
24. Barrington Moore, Jr., The Social Origins of Dictatorship and Democracy (Boston: Beacon, 1966).
25. Ingemar Fägerlind and Lawrence J. Saha, Education and National Development: A Comparative Perspective, 2nd ed. (Oxford: Pergamon, 1989), p. 27.
26. Margaret Archer, Social Origins of Educational Systems (Beverly Hills, Calif.: Sage, 1979); Fritz K. Ringer, Education and Society in Modern Europe (Bloomington: Indiana University Press, 1977); Brian Holmes and Martin McLean, The Curriculum: A Comparative Perspective (London: Unwin Hynian Ltd., 1989); Patricia Broadfoot and Marilyn Osborne, "What Professional Responsibility Means to Teachers: National Contexts and Classroom Constants," British Journal of Sociology 9, no. 3 (1988): 265-87; Patricia Broadfoot and Marilyn Osborne, with Michel Gilly and Ariette Bucher, Perceptions of Teaching: Primary Schools Teachers in England and France (London: Cassell, 1993).
27. Margaret Archer, Social Origins of Educational Systems (Beverly Hills, Calif.: Sage, 1979); Fritz K. Ringer, Education and Society in Modern Europe (Bloomington: Indiana University Press, 1977); Brian Holmes and Martin McLean, The Curriculum: A Comparative Perspective (London: Unwin Hynian Ltd., 1989); Patricia Broadfoot and Marilyn Osborne, "What Professional Responsibility Means to Teachers: National Contexts and Classroom Constants," British Journal of Sociology 9, no. 3 (1988): 265-87; Patricia Broadfoot and Marilyn Osborne, with Michel Gilly and Ariette Bucher, Perceptions of Teaching: Primary Schools Teachers in England and France (London: Cassell, 1993).
28. Margaret Archer, Social Origins of Educational Systems (Beverly Hills, Calif.: Sage, 1979); Fritz K. Ringer, Education and Society in Modern Europe (Bloomington: Indiana University Press, 1977); Brian Holmes and Martin McLean, The Curriculum: A Comparative Perspective (London: Unwin Hynian Ltd., 1989); Patricia Broadfoot and Marilyn Osborne, "What Professional Responsibility Means to Teachers: National Contexts and Classroom Constants," British Journal of Sociology 9, no. 3 (1988): 265-87; Patricia Broadfoot and Marilyn Osborne, with Michel Gilly and Ariette Bucher, Perceptions of Teaching: Primary Schools Teachers in England and France (London: Cassell, 1993).
29. Margaret Archer, Social Origins of Educational Systems (Beverly Hills, Calif.: Sage, 1979); Fritz K. Ringer, Education and Society in Modern Europe (Bloomington: Indiana University Press, 1977); Brian Holmes and Martin McLean, The Curriculum: A Comparative Perspective (London: Unwin Hynian Ltd., 1989); Patricia Broadfoot and Marilyn Osborne, "What Professional Responsibility Means to Teachers: National Contexts and Classroom Constants," British Journal of Sociology 9, no. 3 (1988): 265-87; Patricia Broadfoot and Marilyn Osborne, with Michel Gilly and Ariette Bucher, Perceptions of Teaching: Primary Schools Teachers in England and France (London: Cassell, 1993).
30. Margaret Archer, Social Origins of Educational Systems (Beverly Hills, Calif.: Sage, 1979); Fritz K. Ringer, Education and Society in Modern Europe (Bloomington: Indiana University Press, 1977); Brian Holmes and Martin McLean, The Curriculum: A Comparative Perspective (London: Unwin Hynian Ltd., 1989); Patricia Broadfoot and Marilyn Osborne, "What Professional Responsibility Means to Teachers: National Contexts and Classroom Constants," British Journal of Sociology 9, no. 3 (1988): 265-87; Patricia Broadfoot and Marilyn Osborne, with Michel Gilly and Ariette Bucher, Perceptions of Teaching: Primary Schools Teachers in England and France (London: Cassell, 1993).
31. Alex Inkeles, Becoming Modern (Cambridge, Mass.: Harvard University Press, 1974).
32. John W. Meyer, David H. Kamens, and Aaron Benavot, School Knowledge for the Masses (Washington, D.C.: Falmer Press, 1992), pp. 165-66.
33. John W. Meyer, "The Effects of Education as an Institution," American Journal of Sociology 83, no. 1 (1977): 55-77.
34. For example, Francisco O. Ramirez and John Boli, "The Political Construction of Mass Schooling: European Origins and Worldwide Institutionalization," Sociology of Education 60 (January 1987): 2-17.
35. The data that Meyer et al. rely on, official reports of curricular outlines, may not be especially sensitive to actual differences. Also while Meyer et al. stress the similarities, the findings they report reveal important differences. One weakness of world systems theory is that it does not provide insight on how different areas of the world influence each other to achieve a common direction; it simply asserts that this must be happening.
36. Robert Reich, The Work of Nations (New York: A. A. Knopf, 1991).
37. Martin Carnoy and Joel Samoff, Education and Social Transition in the Third World (Princeton, N.J.: Princeton University Press, 1990).
38. Burton Clark, The Higher Education System (Berkeley and Los Angeles: University of California Press, 1983); Daniel Levy, Higher Education and the State in Latin America (Chicago: University of Chicago Press, 1986).
39. Burton Clark, The Higher Education System (Berkeley and Los Angeles: University of California Press, 1983); Daniel Levy, Higher Education and the State in Latin America (Chicago: University of Chicago Press, 1986).
40. Robert Nisbet, Social Change and History (London: Oxford University Press, 1969).
41. Herbert Spencer, Essays Scientific, Political, and Speculative (New York: D. Appleton, 1891).
42. Max Weber, The Methodology of the Social Sciences (New York: Free Press, 1949).
43. Talcott Parsons and Edward Shils, eds., Toward a General Theory of Action (Cambridge, Mass.: Harvard University Press, 1951).
44. Talcott Parsons, The Social System (New York: Free Press, 1951); and Structure and Process in Modern Societies (New York: Free Press, 1960).
45. Talcott Parsons, The Social System (New York: Free Press, 1951); and Structure and Process in Modern Societies (New York: Free Press, 1960).
46. Gabriel Almond and Sidney Verba, The Civic Culture: Political Attitudes and Democracy in Five Nations (Princeton, N.J.: Princeton University Press, 1963).
47. David McClelland, The Achieving Society (New York: Irving, 1976).
48. Clifford Geertz, Agricultural Involution: The Process of Ecological Change in Indonesia (Berkeley: University of California Press, 1963); Edward Banfield, The Moral Basis of a Backward Society (New York: Free Press, 1958).
49. Clifford Geertz, Agricultural Involution: The Process of Ecological Change in Indonesia (Berkeley: University of California Press, 1963); Edward Banfield, The Moral Basis of a Backward Society (New York: Free Press, 1958).
50. World Bank, The East Asian Miracle: Economic Growth and Public Policy (Oxford: Oxford University Press, 1993).
51. Douglass C. North, Institutions, Institutional Change and Economic Performance (Cambridge: Cambridge University Press, 1990).
52. See the literature reviewed in Michael Woolcock, "Social Capital and Economic Development: Towards a Theoretical Synthesis and Policy Framework," Theory and Society 27, no. 1 (April 1998): 151-208; also note Walter W. Powell and Paul J. DiMaggio, eds., The New Institutionalism in Organizational Analysis (Chicago: University of Chicago Press, 1991).
53. See the literature reviewed in Michael Woolcock, "Social Capital and Economic Development: Towards a Theoretical Synthesis and Policy Framework," Theory and Society 27, no. 1 (April 1998): 151-208; also note Walter W. Powell and Paul J. DiMaggio, eds., The New Institutionalism in Organizational Analysis (Chicago: University of Chicago Press, 1991).
54. William K. Cummings, "Examining the Educational Productional Function: U.K., U.S. and Japanese Models," in International Perspectives in Educational Productivity, ed. Herbert Walberg and David W. Chapman (Greenwich, Conn.: JAI Press, 1992), pp. 4-21.
55. John J. Cogan, Judith Torney-Purta, and Douglas Anderson, "Knowledge and Attitudes towards Global Issues among Pre-service Teachers and College Students in the United States and Japan" (paper presented at the Comparative and International Education Society, Toronto, Canada, 1986).
56. Robert Ulich, Three Thousand Years of Educational Wisdom (Cambridge, Mass.: Harvard University Press, 1947).
57. Michael Young, The Rise of the Meritocracy (London: Penguin, 1955), p. 34.
58. Detlef K. Muller, Fritz Ringer, and Brian Simon, The Rise of the Modern Educational System: Structural Change and Social Reproduction 1870-1920 (Cambridge: Cambridge University Press, 1967).
59. Keith Evans, The Development and Structure of the English School System (London: Hodder & Stoughton, 1985).
60. Diane Ravitch, The Troubled Crusade: American Education, 1945-1980 (New York: Basic Books, 1983).
61. See Cummings, "Examining the Educational Production Function."
62. OECD, OECD at a Glance (Paris: OECD, 1995); also see M. Edith Rasell and Lawrence Mishel, "Shortchanging Education: How U.S. Spending on Grades K-12 Lags Behind Other Industrial Nations," Economic Policy Institute Briefing Paper (EPI, Washington, D.C., 1990), p. 11.
63. OECD, OECD at a Glance (Paris: OECD, 1995); also see M. Edith Rasell and Lawrence Mishel, "Shortchanging Education: How U.S. Spending on Grades K-12 Lags Behind Other Industrial Nations," Economic Policy Institute Briefing Paper (EPI, Washington, D.C., 1990), p. 11.
64. There are a number of excellent studies of colonial education. Carnoy focuses on the transplant of the British system to India and Jamaica; Kelly examines the French assimilationist approach in French Indo-China; Ashby highlights both the British and French impact on higher education in India and Africa; Tsurumi looks at the Japanese approach in Taiwan; and Hong follows up with a thoughtful study of Korea. See Martin Carnoy, Education as Cultural Imperialism (New York: D. McKay, 1974); Gail Kelly, Franco-Vietnamese Schools, 1918-1938: Regional Development and Implications for National Integration (Madison: University of Wisconsin - Madison, Center for Southeast Asian Studies, 1982); Eric Ashby, Universities: British, Indian, African: A Study in the Ecology of Higher Education (Cambridge, Mass.: Harvard University Press, 1966); E. P. Tsurumi, Japanese Colonial Education in Taiwan, 1895-1945 (Cambridge, Mass.: Harvard University Press, 1977); M. Hong, "Japanese Colonial Education in Korea, 1910-1945" (Ph.D. diss., Harvard Graduate School of Education, 1992).
65. There are a number of excellent studies of colonial education. Carnoy focuses on the transplant of the British system to India and Jamaica; Kelly examines the French assimilationist approach in French Indo-China; Ashby highlights both the British and French impact on higher education in India and Africa; Tsurumi looks at the Japanese approach in Taiwan; and Hong follows up with a thoughtful study of Korea. See Martin Carnoy, Education as Cultural Imperialism (New York: D. McKay, 1974); Gail Kelly, Franco-Vietnamese Schools, 1918-1938: Regional Development and Implications for National Integration (Madison: University of Wisconsin - Madison, Center for Southeast Asian Studies, 1982); Eric Ashby, Universities: British, Indian, African: A Study in the Ecology of Higher Education (Cambridge, Mass.: Harvard University Press, 1966); E. P. Tsurumi, Japanese Colonial Education in Taiwan, 1895-1945 (Cambridge, Mass.: Harvard University Press, 1977); M. Hong, "Japanese Colonial Education in Korea, 1910-1945" (Ph.D. diss., Harvard Graduate School of Education, 1992).
66. There are a number of excellent studies of colonial education. Carnoy focuses on the transplant of the British system to India and Jamaica; Kelly examines the French assimilationist approach in French Indo-China; Ashby highlights both the British and French impact on higher education in India and Africa; Tsurumi looks at the Japanese approach in Taiwan; and Hong follows up with a thoughtful study of Korea. See Martin Carnoy, Education as Cultural Imperialism (New York: D. McKay, 1974); Gail Kelly, Franco-Vietnamese Schools, 1918-1938: Regional Development and Implications for National Integration (Madison: University of Wisconsin - Madison, Center for Southeast Asian Studies, 1982); Eric Ashby, Universities: British, Indian, African: A Study in the Ecology of Higher Education (Cambridge, Mass.: Harvard University Press, 1966); E. P. Tsurumi, Japanese Colonial Education in Taiwan, 1895-1945 (Cambridge, Mass.: Harvard University Press, 1977); M. Hong, "Japanese Colonial Education in Korea, 1910-1945" (Ph.D. diss., Harvard Graduate School of Education, 1992).
67. There are a number of excellent studies of colonial education. Carnoy focuses on the transplant of the British system to India and Jamaica; Kelly examines the French assimilationist approach in French Indo-China; Ashby highlights both the British and French impact on higher education in India and Africa; Tsurumi looks at the Japanese approach in Taiwan; and Hong follows up with a thoughtful study of Korea. See Martin Carnoy, Education as Cultural Imperialism (New York: D. McKay, 1974); Gail Kelly, Franco-Vietnamese Schools, 1918-1938: Regional Development and Implications for National Integration (Madison: University of Wisconsin - Madison, Center for Southeast Asian Studies, 1982); Eric Ashby, Universities: British, Indian, African: A Study in the Ecology of Higher Education (Cambridge, Mass.: Harvard University Press, 1966); E. P. Tsurumi, Japanese Colonial Education in Taiwan, 1895-1945 (Cambridge, Mass.: Harvard University Press, 1977); M. Hong, "Japanese Colonial Education in Korea, 1910-1945" (Ph.D. diss., Harvard Graduate School of Education, 1992).
68. There are a number of excellent studies of colonial education. Carnoy focuses on the transplant of the British system to India and Jamaica; Kelly examines the French assimilationist approach in French Indo-China; Ashby highlights both the British and French impact on higher education in India and Africa; Tsurumi looks at the Japanese approach in Taiwan; and Hong follows up with a thoughtful study of Korea. See Martin Carnoy, Education as Cultural Imperialism (New York: D. McKay, 1974); Gail Kelly, Franco-Vietnamese Schools, 1918-1938: Regional Development and Implications for National Integration (Madison: University of Wisconsin - Madison, Center for Southeast Asian Studies, 1982); Eric Ashby, Universities: British, Indian, African: A Study in the Ecology of Higher Education (Cambridge, Mass.: Harvard University Press, 1966); E. P. Tsurumi, Japanese Colonial Education in Taiwan, 1895-1945 (Cambridge, Mass.: Harvard University Press, 1977); M. Hong, "Japanese Colonial Education in Korea, 1910-1945" (Ph.D. diss., Harvard Graduate School of Education, 1992).
69. W. K. Cummings and Abby Riddell, "Alternative Policies for the Finance, Control, and Delivery of Basic Education," International Journal of Educational Research 21, no. 8 (1994): 751-76.
70. Ministry of Education, Handbook of Education (Yaounde, Cameroon: Ministry of Education, 1992), as cited in William K. Cunimings and Frank P. Dall, Implementing Quality Primary Education for Countries in Transition (New York: Unicef, 1995), p. 43.
71. Ministry of Education, Handbook of Education (Yaounde, Cameroon: Ministry of Education, 1992), as cited in William K. Cunimings and Frank P. Dall, Implementing Quality Primary Education for Countries in Transition (New York: Unicef, 1995), p. 43.
72. See the challenging report of John Willinsky, Learning to Divide the World: Education at Empire's End (Minneapolis: University of Minnesota Press, 1998).
73. Holmes and McLean (n. 22 above), p. 11.
74. Meyer et al. (n. 24 above).
75. Max A. Eckstein and Harold J. Noah, Secondary School Examinations: International Perspectives on Policies and Practice (New Haven, Conn.: Yale University Press, 1993).
76. An interesting discussion of the issues can be found in Stephen P. Heyneman, "Uses of Examinations in Developing Countries: Selection, Research, and Education Sector Management," International Journal of Educational Development 7, no. 4 (1987): 251-63.
77. Jeffrey Williamson, "Human Capital Deepening, Inequality and Demographic Events along the Asia Pacific Rim," in Human Resource Development along the Asia-Pacific Rim, ed. Naohiro Ogawa et al. (Oxford: Oxford University Press, 1993), pp. 129-58.
78. H. Dean Nielsen and William K. Cummings, Quality Education for All: Community-Oriented Approaches (New York: Garland, 1997).
79. William K. Cummings, ed., "Special Issue: The Service University in Comparative Perspective," Higher Education 35, no. 1 (January 1998): 1-12.
80. William K. Cummings and Olga Bain, "Barriers to the Career Advancement of Academic Women: Societal, Institutional, Organizational or Gendered?" working paper (University of Buffalo, 1999).
81. William K. Cummings, "Foreign Students," in International Higher Education: An Encyclopedia, ed. Philip Altbach (New York: Garland, 1991), pp. 107-25.
82. For an interesting application of chaos theory to education, see Ash Hartwell, "Scientific Ideas and Education in the 21st Century," in The International Handbook of Education and Development: Preparing Schools, Students, and Nations for the Twenty-First Century, ed. William K. Cummings and Noel McGinn (Oxford: Pergamon, 1997), pp. 675-93.
83. The many futures argument is developed in Cummings and McGinn, eds.