Educating Young Giants: What Kids Learn (And Don’t Learn) in China and America, ISBN-13: 978-0230339064

Description

Educating Young Giants: What Kids Learn (And Don’t Learn) in China and America, ISBN-13: 978-0230339064

[PDF eBook eTextbook]

• Publisher: ‎ Palgrave Macmillan; 2012th edition (June 15, 2012)
• Language: ‎ English
• 205 pages
• ISBN-10: ‎ 0230339069
• ISBN-13: ‎ 978-0230339064

In her groundbreaking book, Educating Young Giants, Nancy Pine reveals how reliance on antiquated teaching methods and ineffectual reform efforts has left youth in the United States and China ill-equipped for the demands of modern technology and the global economy. Transporting us into Chinese elementary and high school classrooms, Pine, a U.S. education expert, highlights essential differences and striking similarities between the two systems. She shows how parents, educators, and policymakers can implement practical solutions, drawing the best from both systems and genuinely equipping our children to meet the challenges we face in the twenty-first century.

The work is grounded in long experience in both traditions, including a rare breadth of teaching engagement, supervisory experience and university teaching in the U.S. The author has earned and maintained significant connections with Chinese educators at all of those levels as well, including professors of education from Nanjing University, one of China’s very most respected Universities.

The book presents deeply considered observations, based far less on the cultural and theoretical background which is also included, than on the author’s own careful consideration of her apparently endless and meticulously recorded observations at a variety of institutions is a variety of demographic regions. The review of those observations presented here, in other words, is highly distilled and draws from well beyond a single instance or micro-culture.

For educators and general readers not directly connected with China, the book provides very significant insight into what can change and what kinds of educational reform are fundamentally limited by the cultural context for teaching.

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