CSE 200 Final Exam Study GuideComplete Revie @i @i@i @i @i @i @i
w Material, @i
What are the trends for the United States? -
@i @i @i @i @i @i @i @i @i
✅ increasing school choice: closing 'failing' public schools, charter schools and voucher programs. Asses
@i @i @i @i @i @i @i @i @i @i @i @i @i @i
sment: standardized assessment, one assessment between grades 10-12. Accountability: schools-
@i @i @i @i @i @i @i @i @i
overall student test scores. Scores: teachers- student test scores, students-
@i @i @i @i @i @i @i @i @i @i
grade advancement & graduation. Removal of local controls [school boards]
@i @i @i @i @i @i @i @i @i @i
What are the issues of the US? -
@i @i @i @i @i @i @i @i
✅ equity issues. lack of educational competition, accountability issues (no one performing at level they
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
want them to be) @i @i @i
What are the outcomes of the US? -
@i @i @i @i @i @i @i @i
✅ growing private sector rule, latest fad, student achievement flat, Charter/
@i @i @i @i @i @i @i @i @i @i @i
voucher: no better or worse, NAEP scores essentially flat, student scoring-
@i @i @i @i @i @i @i @i @i @i
Brown vs. board of edu. level of racial segregation, social class, student ability and learning disability, gen
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
eralized distrust, school systems, teachers, and students
@i @i @i @i @i @i
is the us neoliberalism or social institutional? -
@i @i @i @i @i @i @i @i
@i ✅ neolibralism
@i
What are the trends for Canada? -
@i @i @i @i @i @i @i
✅ homo sociologious, will and expertise are already present in system, knowledge is already present in s
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
ystem, create institutional framework and supports to make success possible, professionalization and au
@i @i @i @i @i @i @i @i @i @i @i @i
tonomy, value the institution, every child has some kind of special need
@i @i @i @i @i @i @i @i @i @i @i
What are the issues of canada? -
@i @i @i @i @i @i @i
✅ literacy & numeracy initiative, ensure that students leave compulsory schooling with basic mastery, i
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
ncrease graduation, student success coordinator. reduced class sizes in elementary schools. introduced
@i @i @i @i @i @i @i @i @i @i @i @i
200 minutes of teacher prep time.
@i @i @i @i @i
What are Canada's outcomes -
@i @i @i @i @i
✅ very high PISA scores, high equity, very little difference between top and bottom performers on PISA.
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
graduation 68% 2004 @i @i
, 81% 2010 @i
is canada neolibralism or social institutional -
@i @i @i @i @i @i @i
@i ✅ social institutional
@i @i
what are singapore's trends - @i @i @i @i @i
✅ "Thinking Scools, Learning Nations" systemic collaboration, policy-
@i @i @i @i @i @i @i @i
makers, teachers, business community, values knowledge already in the system, capacity building, trans
@i @i @i @i @i @i @i @i @i @i @i @i
fer of ideas through system, move away from test prep toward critical thinking and authentic learning alt
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
hough there is cultural pushback. projects & experimental learning, portfolios in additions to assessment
@i @i @i @i @i @i @i @i @i @i @i @i @i @i
scores. build national character @i @i @i
what are singapore's issues - @i @i @i @i @i
✅ thinking schools, learning nations- creative thinking & lifelong learning, de-
@i @i @i @i @i @i @i @i @i @i @i
emphasize examination system, STEM & inquiry skills, build national identity & culture, move from didac
@i @i @i @i @i @i @i @i @i @i @i @i @i @i
tic teaching and test prep
@i @i @i @i
outcomes for singapore - @i @i @i @i
✅ top of PISA, generally considered to be a meritocratic system-
@i @i @i @i @i @i @i @i @i @i @i
although students with disabilities might beg to differ, push back over de-
@i @i @i @i @i @i @i @i @i @i @i
emphasis of gateway exams, math curriculum envy of the world @i @i @i @i @i @i @i @i @i
is singapore neolibralism or social institutional -
@i @i @i @i @i @i @i
@i ✅ social institutional
@i @i
what are the trends of finland -
@i @i @i @i @i @i @i
@i ✅ professionalism & autonomy, focus on learning not accountability
@i @i @i @i @i @i @i @i
issues of finland - @i @i @i @i
✅ school autonomy & de-centralization-
@i @i @i @i @i
teachers have professional autonomy, professional development and school-
@i @i @i @i @i @i @i @i
based research. national curriculum- @i @i @i
loose suggestions, considerable leeway provided to tailor to student needs. assessment-
@i @i @i @i @i @i @i @i @i @i @i
matriculation exam..random sampling techniques
@i @i @i @i
w Material, @i
What are the trends for the United States? -
@i @i @i @i @i @i @i @i @i
✅ increasing school choice: closing 'failing' public schools, charter schools and voucher programs. Asses
@i @i @i @i @i @i @i @i @i @i @i @i @i @i
sment: standardized assessment, one assessment between grades 10-12. Accountability: schools-
@i @i @i @i @i @i @i @i @i
overall student test scores. Scores: teachers- student test scores, students-
@i @i @i @i @i @i @i @i @i @i
grade advancement & graduation. Removal of local controls [school boards]
@i @i @i @i @i @i @i @i @i @i
What are the issues of the US? -
@i @i @i @i @i @i @i @i
✅ equity issues. lack of educational competition, accountability issues (no one performing at level they
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
want them to be) @i @i @i
What are the outcomes of the US? -
@i @i @i @i @i @i @i @i
✅ growing private sector rule, latest fad, student achievement flat, Charter/
@i @i @i @i @i @i @i @i @i @i @i
voucher: no better or worse, NAEP scores essentially flat, student scoring-
@i @i @i @i @i @i @i @i @i @i
Brown vs. board of edu. level of racial segregation, social class, student ability and learning disability, gen
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
eralized distrust, school systems, teachers, and students
@i @i @i @i @i @i
is the us neoliberalism or social institutional? -
@i @i @i @i @i @i @i @i
@i ✅ neolibralism
@i
What are the trends for Canada? -
@i @i @i @i @i @i @i
✅ homo sociologious, will and expertise are already present in system, knowledge is already present in s
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
ystem, create institutional framework and supports to make success possible, professionalization and au
@i @i @i @i @i @i @i @i @i @i @i @i
tonomy, value the institution, every child has some kind of special need
@i @i @i @i @i @i @i @i @i @i @i
What are the issues of canada? -
@i @i @i @i @i @i @i
✅ literacy & numeracy initiative, ensure that students leave compulsory schooling with basic mastery, i
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
ncrease graduation, student success coordinator. reduced class sizes in elementary schools. introduced
@i @i @i @i @i @i @i @i @i @i @i @i
200 minutes of teacher prep time.
@i @i @i @i @i
What are Canada's outcomes -
@i @i @i @i @i
✅ very high PISA scores, high equity, very little difference between top and bottom performers on PISA.
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
graduation 68% 2004 @i @i
, 81% 2010 @i
is canada neolibralism or social institutional -
@i @i @i @i @i @i @i
@i ✅ social institutional
@i @i
what are singapore's trends - @i @i @i @i @i
✅ "Thinking Scools, Learning Nations" systemic collaboration, policy-
@i @i @i @i @i @i @i @i
makers, teachers, business community, values knowledge already in the system, capacity building, trans
@i @i @i @i @i @i @i @i @i @i @i @i
fer of ideas through system, move away from test prep toward critical thinking and authentic learning alt
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
hough there is cultural pushback. projects & experimental learning, portfolios in additions to assessment
@i @i @i @i @i @i @i @i @i @i @i @i @i @i
scores. build national character @i @i @i
what are singapore's issues - @i @i @i @i @i
✅ thinking schools, learning nations- creative thinking & lifelong learning, de-
@i @i @i @i @i @i @i @i @i @i @i
emphasize examination system, STEM & inquiry skills, build national identity & culture, move from didac
@i @i @i @i @i @i @i @i @i @i @i @i @i @i
tic teaching and test prep
@i @i @i @i
outcomes for singapore - @i @i @i @i
✅ top of PISA, generally considered to be a meritocratic system-
@i @i @i @i @i @i @i @i @i @i @i
although students with disabilities might beg to differ, push back over de-
@i @i @i @i @i @i @i @i @i @i @i
emphasis of gateway exams, math curriculum envy of the world @i @i @i @i @i @i @i @i @i
is singapore neolibralism or social institutional -
@i @i @i @i @i @i @i
@i ✅ social institutional
@i @i
what are the trends of finland -
@i @i @i @i @i @i @i
@i ✅ professionalism & autonomy, focus on learning not accountability
@i @i @i @i @i @i @i @i
issues of finland - @i @i @i @i
✅ school autonomy & de-centralization-
@i @i @i @i @i
teachers have professional autonomy, professional development and school-
@i @i @i @i @i @i @i @i
based research. national curriculum- @i @i @i
loose suggestions, considerable leeway provided to tailor to student needs. assessment-
@i @i @i @i @i @i @i @i @i @i @i
matriculation exam..random sampling techniques
@i @i @i @i
