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International Education
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THE RELEASE OF International Education and Foreign Languages: Keys to Securing America's Future -- The Committee to Review the Title VI and Fulbright-Hays International Education Programs was charged with reviewing the international education and foreign language programs authorized under Title VI of the Higher Education Act and section 102(b)(6) of the Fulbright-Hays Act. For more information on the study, click here. The report was delivered to Congress and the Department of Education on March 23, with a webcast public release on March 27, 2007. An audiotape of the briefing (as well as the press release) is available online.
The committee's report indicates that the programs have made progress but lack the resources necessary to keep pace with their expanded mission. The report recommends that the U.S. Department of Education consolidate oversight of its foreign language and international education programs and activities, provide strategic direction, and coordinate with the other related federal activities. It also recommends that the Department of Education partner with universities to create systems of continuous improvement, including developing performance indicators and engaging networks of professionals in the field. More information on its conclusions and recommendations can be found in the publication. Several Congressional committees are considering specific aspects of the committee's recommendations in the context of reauthorization of the Higher Education Act and other legislative initiatives.
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Featured Reports
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International Education and Foreign Languages: Keys to Securing America’s Future (2007)
In response to a congressionally mandated request, The National Academies convened a study to review the Title VI international education and foreign language studies of the Higher Education Act as well as section 102(b)(6) Fulbright-Hays programs. In particular, the study was charged with reviewing the adequacy and effectiveness of these programs in addressing their statutory missions and in building the nation's international and foreign language expertise--particularly as needed for economic, foreign affairs, and national security purposes. The committee was asked to consider eight key areas specified by Congress in conducting its review and to develop a conceptual and methodological framework to guide the study; conduct a review of the existing research literature and sources of evidence; describe its findings and conclusions regarding the impacts and effectiveness of the programs based on the available evidence; and then provide recommendations for strategies to enhance the effectiveness of the programs in the future, as well as further research that could address any limitation of the current review.
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Policy Implications of International Graduate Students and Postdoctoral Scholars in the United States (2005) explores the role and impact of international students and scholars on US educational institutions and the US economy. The report discusses trends in international student enrollments, stay rates, and examines the impact of visa policies on international mobility of the highly skilled. You may read and search the full text of this book online at http://www.nap.edu/catalog.php?record_id=11289
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Understanding Others, Educating Ourselves: Getting More from International Comparative Studies In Education (2003) lays out the rationale for conducting international comparative research; describing the scope, purpose, and potential impact of such studies, as well as recommending future directions. You may read and search the full text of this book online at http://www.nap.edu/catalog/10622.html
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Methodological Advances in Cross-National Surveys of Educational Achievement (2002) summarizes a public symposium held in November 2000. This symposium drew on the wealth of experience gathered over a four-decade period, to evaluate improvement in the methodology, and to identify the most pressing methodological issues that remain to be solved. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=10322
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The Power of Video Technology in International Comparative Research in Education (2001) discusses how video technology can help education researchers to examine teaching strategies in countries around the world and create a record of classroom practices for future studies. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=10150
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Board on International Comparative Studies in Education (BICSE) Letter Report on Evaluating the Effects of TIMSS (2000) reports to the National Center for Education Statistics and the National Science Foundation states the urgent need to evaluate the effects of the Third International Mathematics and Science Study on education practice, as well as the process by which TIMSS has been used to try to bring about change in the United States. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=9903
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Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education (1999), based on a comprehensive analysis of results from TIMSS, points out how the achievement gap between U.S. students and those in several other industrialized countries can be traced to differences in teaching methods, curriculum content, and school-support systems. The report contains practical information that American schools can use to improve local programs and student learning. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=9605
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Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education: Professional Development Guide (1999) provides directions and support materials for leading workshops and planning sessions for teachers, educational administrators, higher education faculty, and the interested public. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=9723
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Next Steps for TIMSS: Directions for Secondary Analysis (1999), based in part on a workshop, summarizes recommendations regarding research strategies that could yield the understanding of student learning that TIMSS was intended to make possible. TIMSS has provided a remarkable volume of intriguing data about the educational performance of students around the world. However, there is a great deal of important follow-up analysis still to be done. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=6433
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Critical Perspectives on Schooling and Fertility in the Developing World (1998) assesses the evidence, and possible mechanisms, for the associations between women’s education, fertility preferences, and fertility in developing countries, and how these associations vary across regions. It discusses the implications of these associations for policies in the population, health, and education sectors, including implications for research. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=6272
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Taking Stock: What Have We Learned About Making Education Standards Internationally Competitive? Summary of a Workshop (1997) summarizes a workshop at which state and federal policy makers, university researchers, and others explored the notion of international competitiveness in education; what has been learned from states’ efforts to incorporate international benchmarks in standards-based reform; and the broader policy implications of incorporating international comparisons in education. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=5938
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Learning from TIMSS: Results of the Third International Mathematics and Science Study, Summary of a Symposium (1997) summarizes a symposium held shortly after release of the first findings of TIMSS and discusses the results, methodology, and policy implications of this complex study. TIMSS is designed not only to measure student achievement at three ages, but also to explore curricula, teaching practices, and many other influences on student learning, both in and out of the classroom. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=5937
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Mathematics and Science Education Around the World: What Can We Learn from the Survey of Mathematics and Science Opportunity (SMSO) and the Third International Mathematics and Science Study (TIMSS)? (1996) lays out the groundwork for a public examination of the rankings and how student achievement is related to the teaching practices and curriculum in different countries. Whenever international studies of education are released, the first thing many people look at is how U.S. students rank in comparison to those in other countries. The report also draws on findings from the SMSO, a pilot survey that preceded TIMSS. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=5508
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Reconstructing Science, Engineering, and Higher Education in Bosnia-Hercegovina and Croatia: Summary of a Meeting (1996) summarizes a meeting held in May 1996 to explore how science, engineering, and higher education can contribute to the long-term economic growth and social stability of Bosnia-Hercegovina and Croatia. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=9070
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Worldwide Education Statistics: Enhancing UNESCO’s Role (1995) identifies key steps that should be taken to strengthen the program for education statistics of the United Nations Educational, Scientific, and Cultural Organization and lays a solid foundation upon which subsequent and more detailed plans for improvement can be built. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=9086
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