Asian students perform better academically than US students

Asiatic students perform better schoolmanally than U.S. students passim the entire school year. In order to prove that Asiatic students do perform better, Harold W. Stevenson and his colleagues proposed a series of large cross-national studies, beginning 1980. Stevenson discussed his studies in the article Learning from Asian Schools.The studies compared Chinese, Japanese, and American children who sampled from first physique and fifth grade class paths in master(a) schools in Minneapolis, Chicago, Sendai, Beijing, and Taipei. The studies found that in mathematics average loads of the Asian first and fifth graders were higher(prenominal)(prenominal) than the American averages. When compared the scores from different grades, the studies found decline in American schools as well as improvement in Taiwan and steady high surgical operation in Japan. In addition, the studies found that in reading the Asian students caught up by the fifth grade following the increased demands in A sian languages, although American first graders tended towards the top on these tests. The test results undoubtedly confirmed the truth about the hypernym performance of Asian students over American students. concord to the studies, Stevenson found that there were three main reasons associated with Asian childrens mastery cultural differences, educational system and teacher performance. Asian mothers considered the most important occasion in their childrens life is to do well in school education is equivalent to the childrens future. Therefore, Asian mothers hold high standards for their childrens academic performance, believing that the road to success is through effort, having unequivocal attitudes about touchment, and studying diligently.In contrast, American mothers had precise high satisfaction with their childrens academic performance because they lacked measurement standards for performance, and believed their childrens success came from being born with intelligence and being diligent. American mothers also fit(p) a lesser accent on academic achievement because they believed their childrens childhood shouldnt altogether focus on school. Asian mothers attitudes caused their children to work harder to improve their performance.In addition to the cultural difference mentioned above, the different education system also formed a barrier for American students through the road of success. In school daily life, American students spent most of their time in the classroom. Dissimilarly, Asian schools had frequent recesses and a longer lunch period that in turn maintained the students attention to the teachers. The after school activities and clubs in Asian schools made the school an enjoyable place, therefore, students appeared well behaved and well adjusted, which could be proven by few complains in school and better attendance by Asian students. Due to the clear academic goal, the more demanding curriculum for Asian students actually did non cause ex traordinary stress.Asian teachers performance also contri just nowed to the students academic achievements. Compared to American teachers individual work and self-adjusted schedule, Asian teachers usually consult each other, worked as a convocation to design teaching techniques in following the national curriculum, hence provided the best understanding from the students. Asian teachers scarcely spent part of their school time teaching and prepared the classes in the teachers room for rest of the working time this allowed them to prepare their classes well. Asian teachers followed preplanned materials and assigned a brief period of seatwork throughout the class period(Stevenson 236), which provide a series of productive interaction and discussions for students.In contrast, American teachers had to backrest all elementary school subjects and spent most of their time at school teaching, so they didnt have enough time to prepare classes. In addition, American teachers explained conce pt first and gave seatwork later during class, thence reducing the students attention. Even the Asian teachers education background was not as high as American teachers, the in-service training under the supervision of skilled models(Stevenson, 236) used by Asian schools gave the teachers the skills to gain students attention, which included give feedback to students, using more materials that can be manipulated and relating the subjects to the students daily life. In conclusion, the U.S. had to create a cultural emphasis on academic success and education, which is not merely increase the length of school daytimes but had to change the way of American teachers jobs performance.Stevenson considered the culture difference might cause some biased results, so he proposed his studies by using wide range of scientific data to gain the precise statistics. According to Stevensons studies, Asian students perform better academically is a truism. Nevertheless, American schools will not achi eve the same level of success if they solely imitate Asian schools. In addition, Stevenson merely compared the childrens scores might ignore their practice abilities. Although theories dominate practices, the good performance on test paper does not equal to the strong practice abilities.Undoubtedly, the great academic performance achieved by Asian schools is worth praise, however, it is very difficult to compare success factors between different cultures. Therefore, the ways to improve American schools performance should be adjusted to fit in the need and want of American schools. In other words, merely introducing higher standards, longer school days, and new education systems cannot improve the performance of American schools. Simultaneously, it is very important for American schools to discard the dross and select the essential from Asian schools academic experiences in order to establish a series of countermeasures. Once American schools recognize their curtcomings and build a new academic culture habitation on their advantage, American academic achievement will rise to world standards.When I was a trinity grader of elementary school in China, my Chinese teacher not only impressed me through her slap-up teaching performance but also evoked my interest in writing composition. In Chinese education standards, third grade of elementary school is the time to learn how to write a short narrative composition. I had no idea how to describe an affairs process. On the first day of class for composition, I felt really nervous because I did not know what I was going away to face. I thought the teacher would give us something to write, but what surprised me was that she started the class by singing us a tale of the fisherman and goldfish.I was immersed by the interesting story and felt completely relaxed. After the teacher finished the story, she distributed a copy of it to us and started a discussion about the story. pursuance a series of what if, how and why q uestions about the story under the teachers instruction, we reached an alliance that the sources abundant imagination and remarkable writing skills let readers fall into the story. The teacher did not consume us to write anything after the class I had already readied to start my first composition in my mind, because I had understood how a good story could bring happiness to people.For the rest of my years in elementary school, I wrote compositions to entertain myself and finally could not live without it. The compositions that I wrote in the third grade were really ridiculous, but I always remembered and appreciated the teachers aspiration and encouragement. Without her positive feedback, I would never have benefited from writing Chinese composition. From my personal experience, I believe that Asian students do not gain the remarkable academic achievements by sheer good luck. In other words, the academic success of Asian schools is worthy of praise.