Noel F. McGinn

Bio: Noel F. McGinn is an academic researcher from Harvard University. The author has contributed to research in topics: Higher education & Comparative education. The author has an hindex of 19, co-authored 80 publications receiving 1357 citations. Previous affiliations of Noel F. McGinn include University of Michigan.

Informed Dialogue: Using Research to Shape Education Policy Around the World

Abstract: Introduction Concepts and Issues Research Utilization: Why It's Important, Why It's an Issue, Why It's Difficult What Do We Mean by Informed Policymaking? Why Education Policies Are So Difficult to Inform Approaches to Informing Policy for Education Utilization as Using Pre-Cooked Conclusions Utilization Stimulated by Providing Decision Makers with Data Informing Policy by Constructing Knowledge Case Studies of Use of Information in Policymaking Namibia: Consultation for Change, the Etosha Conference Conducting an Education Sector Assessment in Egypt Conducting an Education Policy Survey in Honduras Conducting an Education Policy Survey in Colombia Conducting a Participatory Sector Assessment in El Salvador Policy Dialogue as Organizational Learning in Paraguay Fitting It All Together: A Model to Inform Policy with Research-based Knowledge Bibliography Index

Educational Decentralization: Weak State or Strong State?

Abstract: The objective of this paper is to demystify the concept of educational decentralization, particularly with respect to the role of the state in education.' The announced purposes of policies of decentralization, namely, increased participation in decision making at the local level and improved system efficiency, are laudable. But there is much confusion about the meaning of the concept and about what actually happens in the process.2 A major source of confusion about decentralization is in the most commonly used definition of the term. Centralization or decentralization is used conventionally to refer to the relationship between the government and the individual citizen.3 A centralized political system is defined as one in which a central government holds most or all authority and power. A decentralized system is one in which power and authority have been shifted down a ladder of aggregation. Decentralization is seen as a process of transferring or "devolving" power and authority from large to small units of governance. The smallest unit is the individual citizen, the atom of society. Authors who (implicitly) use this definition end up with privatization or the doctrine of the free market and the "sovereignty of the

International handbook of education and development : preparing schools, students, and nations for the twenty-first century

Abstract: Section I. Modern Education Reformed . Introduction. The Construction and Diffusion of the Modern School. The Nation-state, citizenship, and educational change: institutionalization and globalization (F. Ramirez). Patterns of modern education (W.K. Cummings). A reassessment of education, language, and cultural imperialism: British colonialism in India and Africa (A.K. Arnove, R.F. Arnove). Education and decolonization: comparative perspectives on change and continuity (M. Bray). The diffusion of modern education (J. Williams). The role of foundations, bilateral, and international organizations in the difussion of the modern school (E.H. Berman). The school, the community, and development: and essay on dysfunctional attachment (M. Basile). Reforming Modern Education - General Issues. Teaching and /or learning: reform of educational structures and modalities (T. Husen). Reforms of the governance of education: centralization and decentralizaton (A. Riddell). Teacher preparation for post-modern schools: the necessary integration of training and education (L. Anderson). Reconstructing teacher education for disadvantaged populations (M.T. Tatto). Moral education, civic education and the modern school (E. Villegas-Reimers). The place of science and mathematics education in development (R. Murray Thomas). Refocusing school language policy discussions (Zeynep Beykont). Policy borrowing in education (D. Phillips). Reforming Modern Education - Issues in Specific Countries. The origins and problems of education reforms in the United States (R. Elmore). The relentless nature of American education reform (J. Guthrie, J. E. Koppich). Quality of equality: Scandinavian education towards the year 2000 (A. Tjeldvoll). Reforming modern education: Russia (O.B. Bain). Educational reform in Japan (Ikuo Amano). Higher education reform and science and technology in China (J.N. Hawkins). The meaning of decentralization: looking at the case of China (Cheng Kai-ming). Long term, educational planning in developing societies: the 25-year educational plan in Indonesia (Boediono, D. Adams). Reform imperatives in Islamic education in developing countries (I.A. Bajunid). Education for all (M. Ahmed). The Changing Relationship Between Education and Development. Changing concepts of aid and development (R. Riddell). Educations's role in empowering the poor to alleviate their poverty (M. Zachariah). Development: costs, alternatives (D. Goulet). Section II. Modern Education Replaced . Introduction. Changes in the Environment for Education. Changes in the political and economic environment. Supranational organizations and their impact on nation-states and the modern school (N.F. McGinn). Free trade and education (V. Rust). Non-governmental organizations and the state (M. Chen). Educational development in a strong-developmentalist state: the Singapore experience (S. Gopinathan). Work, Family and Community. Educational repercussions of a global system of production (L. Ilon).

Asia's Next Giant: South Korea and Late Industrialization

Abstract: While much attention has been focused on Japan's meteoric rise as an economic power, South Korea has been quietly emerging as the next industrial giant to penetrate the world market. South Korea is one of a series of countries (ranging from Taiwan, India, Brazil, and Turkey, to Mexico, and including Japan) to have succeeded through borrowing foreign technology rather than by generating new products or processes. Describing such countries as `late-industrializers,' Amsden demonstrates why South Korea has become the most successful of this group. Available in OSO: http://www.oxfordscholarship.com/oso/public/content/economicsfinance/0195076036/toc.html

Health complaints, stress, and distress: exploring the central role of negative affectivity.

Abstract: Most current models in health psychology assume that stress adversely affects physical health. We re-examined this assumption by reviewing extensive data from the literature and from six samples of our own, in which we collected measures of personality, health and fitness, stress, and current emotional functioning. Results indicate that self-report health measures reflect a pervasive mood disposition of negative affectivity (NA); self-report stress scales also contain a substantial NA component. However, although NA is correlated with health compliant scales, it is not strongly or consistently related to actual, long-term health status, and thus will act as a general nuisance factor in health research. Because self-report measures of stress and health both contain a significant NA component, correlations between such measures likely overestimate the true association between stress and health. Results demonstrate the importance of including different types of health measures in health psychology research.

教学模式 = Models of Teaching

Abstract: Dedication Preface Foreword PART I: FRAME OF REFERENCE We begin with the idea of giving students the tools that increase their capacity for learning. The primary role of education is to increase student capacity for personal growth, social growth, and academic learning. Models of Teaching is an avenue to liberate student learning capacity and, by doing so, to help teachers take charge of their lives as teachers. CHAPTER 1: BEGINNING THE INQUIRY Creating Communities of Expert Learners On the whole, students are in schools and classes within those schools. Both need to be developed into learning communities and provided with the models of learning that enable them to become expert learners. We study how to build those learning communities. CHAPTER 2: WHERE MODELS OF TEACHING COME FROM Multiple Ways of Constructing Knowledge The history of teacher researchers comes to us in the form of models of teaching that enable us to construct vital environments for our students. Models have come from the ages and from teacher-researchers who have invented new ways of teaching. Some of these are submitted to research and development and how teachers can learn to use them. Those are the models that are included in this book. CHAPTER 3: STUDYING THE SLOWLY-GROWING KNOWLEDGE BASE IN EDUCATION A Basic Guide Through the Rhetorical Thickets We draw on descriptive studies, experimental studies, and experience to give us a fine beginning to what will eventually become a research-based profession. Here we examine what we have learned about how to design good instruction and effective curriculums. And, we learn how to avoid some destructive practices. CHAPTER 4: MODELS OF TEACHING AND TEACHING STYLES Three Sides of Teaching--Styles, Models, and Diversity We are people and our personalities greatly affect the environments that our students experience. And, as we use various models of teaching our selves -- our natural styles -- color how those models work in the thousands of classrooms in our society. Moreover, those models and our styles affect the achievement of the diverse students in our classes and schools. PART II: THE INFORMATION-PROCESSING FAMILYOF MODELS How can we and our students best acquire information, organize it, and explain it? For thousands of years philosophers, educators, psychologists, and artists have developed ways to gather and process information. Here are several live ones. CHAPTER 5: LEARNING TO THINK INDUCTIVELY Forming Concepts by Collecting and Organizing Information Human beings are born to build concepts. The vast intake of information is sifted and organized and the conceptual structures that guide our lives are developed. The inductive model builds on and enhances the inborn capacity of our students. CHAPTER 6: ATTAINING CONCEPTS Sharpening Basic Thinking Skills Students can develop concepts. They also can learn concepts developed by others. Concept attainment teaches students how to learn and use concepts and develop and test hypotheses. CHAPTER 7: THE PICTURE-WORD INDUCTIVE MODEL Developing Literacy across the Curriculum Built on the language experience approach, the picture-word inductive model enables beginning readers to develop sight vocabularies, learn to inquire into the structure of words and sentences, write sentences and paragraphs, and, thus, to be powerful language learners. In Chapter 19 the outstanding results from primary curriculums and curriculums for older struggling readers are displayed. CHAPTER 8: SCIENTIFIC INQUIRY AND INQUIRY TRAINING The Art of Making Inferences From the time of Aristotle, we have had educators who taught science-in-the-making rather than teaching a few facts and hoping for the best. We introduce you to a model of teaching that is science on the hoof, so to speak. This model has had effects, among other things, on improving the capacity of students to learn. We concentrate on the Biological Sciences Study Group, where for 40 years science teachers have shared information and generated new ideas. And, Inquiry training is a "best yet" model for teaching basic inquiry skills. CHAPTER 9: MEMORIZATION Getting the Facts Straight Memorization has had something of a bad name, mostly because of deadly drills. Contemporary research and innovative teachers have created methods that not only improve our efficiency in memorization, but also make the process delightful. CHAPTER 10: SYNECTICS The Arts of Enhancing Creative Thought Creative thought has often been thought of as the province of a special few, and something that the rest of us cannot aspire to. Not so. Synectics brings to all students the development of metaphoric thinking -- the foundation of creative thought. The model continues to improve. CHAPTER 11: LEARNING FROM PRESENTATIONS Advance Organizers Learning from presentations has almost as bad a name as learning by memorization. Ausubel developed a system for creating lectures and other presentations that will increase learner activity and, subsequently, learning. PART III: THE SOCIAL FAMILY OF MODELS Working together might just enhance all of us. The social family expands what we can do together and generates the creation of democracy in our society in venues large and small. In addition, the creation of learning communities can enhance the learning of all students dramatically. CHAPTER 12: PARTNERS IN LEARNING From Dyads to Group Investigation Can two students who are paired in learning increase their learning? Can students organized into a democratic learning community apply scientific methods to their learning? You bet they can. Group Investigation can be used to redesign schools, increase personal, social, and academic learning among all students, and -- is very satisfying to teach. CHAPTER 13: THE STUDY OF VALUES Role Playing and Public Policy Education Values provide the center of our behavior, helping us get direction and understand other directions. Policy issues involve the understanding of values and the costs and benefits of selecting some solutions rather than others. In these models, values are central. Think for a moment about the issues that face our society right now -- research on cells, international peace, including our roles in Iraq and the rest of the Middle East, the battle against AIDS, poverty, and who controls the decisions about pregnancy and abortion. Not to mention just getting along together. PART IV: THE PERSONAL FAMILY OF MODELS The learner always does the learning. His or her personality is what interacts with the learning environment. How do we give the learner centrality when we are trying to get that same person to grow and respond to tasks we believe will enhance growth? CHAPTER 14: NONDIRECTIVE TEACHING The Learner at the Center How do we think about ourselves as learners? As people? How can we organize schooling so that the personalities and emotions of students are taken into account? Let us inquire into the person who is the center of the education process. CHAPTER 15: DEVELOPING POSITIVE SELF-CONCEPTS The Inner Person of Boys and Girls, Men and Women If you feel great about yourself, you are likely to become a better learner. But you begin where you are. Enhancing self concept is a likely avenue. The wonderful work by the SIMs group in Kansas (see Chapter 3) has demonstrated how much can be accomplished. PART V: THE BEHAVIORAL SYSTEMS FAMILY OF MODELS We are what we do. So how do we learn to practice more productive behaviors? Let's explore some of the possibilities. CHAPTER 16: LEARNING TO LEARN FROM MASTERY LEARNING Bit by bit, block by block, we climb our way up a ladder to mastery. CHAPTER 17: DIRECT INSTRUCTION Why beat around the bush when you can just deal with things directly? Let's go for it! However, finesse is required, and that is what this chapter is all about. CHAPTER 18: LEARNING FROM SIMULATIONS Training and Self-Training How much can we learn from quasi-realities? The answer is, a good deal. Simulations enable us to learn from virtual realities where we can experience environments and problems beyond our present environment. Presently, they range all the way to space travel, thanks to NASA and affiliated developers. PART VI: INDIVIDUAL DIFFERENCES, DIVERSITY, AND CURRICULUM The rich countryside of humanity makes up the population of our schools. The evidence suggests that diversity enhances the energy of schools and classrooms. However, some forms of teaching make it difficult for individual differences to flourish. We emphasize the curriculums and models of teaching that enable individual differences to thrive. CHAPTER 19: LEARNING STYLES AND MODELS OF TEACHING Making Discomfort Productive By definition, learning requires knowing, thinking, or doing things we couldn't do before the learning took place. Curriculums and teaching need to be shaped to take us where we haven't been. The trick is to develop an optimal mismatch in which we are pushed but the distance is manageable. CHAPTER 20: EQUITY Gender, Ethnicity, and Socioeconomic Background The task here is to enable differences to become an advantage. The best curriculums and models of teaching do just that. In other words, if differences are disadvantages, it is because of how we teach. CHAPTER 21: CREATING AND TESTING CURRICULUMS The Conditions of Learning Robert Gagne's framework for building curriculums is discussed and illustrated. This content is not simple, but it is powerful. CHAPTER 22: TWO WORDS ON THE FUTURE The Promise of Distance Learning and Using Models of Teaching to Ensure that No Child is Left Behind. Afterword APPENDIX PEER COACHING GUIDES Related Literature and References Index

Inequality, A Reassessment of the Effect of Family and Schooling in America.

Abstract: The book Inequality by Christopher Jencks is in one sense an arid waste of somewhat confusing and misleading statistics between chapter one and chapter nine, and, in another sense, a destructive, unscientific critique of American education and families. Jencks' interpretation comes down hard on his basic feeling that "The crucial problem today is that relatively few people view income inequality as a serious problem; indeed the Nixon administration apparently convinced itself that income was too equally distributed in 1968 and that the rich needed additional incentives to get even richer . The Kennedy and Johnson administrations were only marginally better. Neither made any explicit effort to equalize incomes; the subject was hardly discussed. Instead reformers focused on equalizing opportunity." This view is probably correct but it is no excuse for an unscholarly, unscientific polemic against far from "peripheral institutions," which is Jencks' evaluation of the American schools. This book states

The Search for School Climate: A Review of the Research

Abstract: School climate has been studied with a multitude of variables, methodologies, theories, and models, resulting in a not easily defined body of research. This analysis of the school climate literature, based on over 200 references, uses an organizational theory taxonomy to organize the diverse body of research and to draw conclusions about common findings. The history of school climate research is reviewed, noting the influence of climate instruments developed to study climate in settings other than the total school building, such as business, college, and classroom settings. The difficulty of defining school climate is reflected in the diversity of climate typologies that have evolved, despite their often common roots. The debate about school climate is tied to differences among researchers in theory base, variables to study (and their hypothesized interrelationships), unit of measurement choices, and the validity of subjective and qualitative data (based on participant or observer perception). Some common...