Quality versus Quantity

dc.creator	Daniel M. Stamm
dc.date	2011-07-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:11:12Z
dc.date.available	2015-07-20T22:11:12Z
dc.identifier	2150-6477
dc.identifier	https://doaj.org/article/e10eec1d4fad41a5b27dc8d2bf7223a5
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/14231
dc.description	This essay compares American and Asian education and illustrates how quantity is chosen over quality in the U.S. in the areas of teacher training, research in education, curriculum and textbook design, and the level of education given highest priority. After demonstrating that Japanese teacher-conducted classroom research (lesson study) hasresulted in more practical, higher quality curriculum, textbooks, and teachers’ manuals, it address the objections to the use of those materials in the United States to improve teacher training and student achievement.
dc.language	English
dc.publisher	Nonpartisan Education Review
dc.relation	http://www.nonpartisaneducation.org/Review/Essays/v7n6.htm
dc.relation	https://doaj.org/toc/2150-6477
dc.source	Nonpartisan Education Review , Vol 7, Iss 6, Pp 1-8 (2011)
dc.subject	education
dc.subject	policy
dc.subject	Math education
dc.subject	Constructivism
dc.subject	math
dc.subject	mathematics education
dc.subject	mathematics
dc.subject	education
dc.subject	Japan
dc.subject	problem solving
dc.subject	teaching
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Quality versus Quantity
dc.type	article