employment data shows why it’s wrong to
believe that foreign competition accounts
for weak job growth since 2000. McKinsey
Quarterly. Available: www.mckinsey
quarterly.com/Dont_blame_trade_for_US
_job_losses_1559
Bates, D. G., & Plog, F. (1990). Cultural
anthropology (3rd ed.). New York:
McGraw-Hill.
Bigelow, B., & Peterson, B. (2002).
Rethinking globalization: Teaching for justice
in an unjust world. Milwaukee, WI:
Rethinking Schools Press.
Britton, E., & Mark, C. T. (2006). The China
effect: Assessing the impact on the U.S.
economy of trade and investment with China.
Washington, DC: The U.S.-China Business Forum.
CNA Corporation. (2007). National security
and the threat of climate change.
Alexandria, VA: Author. Available: http://
securityandclimate.cna.org
Friedman, T. L. (1999). The Lexus and the
olive tree (1st ed.). New York: Farrar,
Straus, Giroux.
Galtung, J. (2003, March). Globalisation and
Europe-Asia: Risks and opportunities.
Sozialistische Positionen. Available:
www.sopos.org/aufsaetze/3e747cf89a6c7/
1.phtml
Gamberoni, E., & Newfarmer, R. (2009).
Trade protection: Incipient but worrisome
trends. Washington, DC: World Bank.
Melik, J. (2009, February 4). The danger of
trade protectionism. BBC News. Available:
http://news.bbc.co.uk/2/hi/business/7866
930.stm
Reimers, F. (in press). Educating for global
competency. In J. E. Cohen & M. B. Malin
(Eds.), International perspectives on the
goals of universal basic and secondary education. New York: Routledge Press.
Stiglitz, J. (2006, September 8). Make globalisation work for everyone. The Straits
Times, p. 25.
Thompson, R. L. (2006, October). Globalization: Benefits and costs. Illinois Ag
Policy Briefs. Available: www.farmdoc
. uiuc.edu/policy/ag_policy_briefs/abp
_06-04/ apb_06-04.html
Yong Zhao is Director of the Center for
Teaching and Techonology as well as of
the U.S.-China Center for Research on
Educational Excellence at Michigan State
University. He is the author of Catching
Up or Leading the Way: American Education in the Age of Globalization (ASCD,
2009); zhaoyo@msu.edu.
ANY STUDENT,
ANYWHERE,
CAN LEARN
MATH.
AND WE’RE
PROVING IT.
When it comes to helping every student learn and actually
understand math, Carnegie Learning has some pretty
impressive statistics. Right now we’re successfully working
with more than 500,000 students in 2,600 schools in urban,
suburban and rural districts across the nation. From core and
supplemental instruction to intervention.
The reason Carnegie Learning has been so effective is
because our unique Cognitive Tutor® software dynamically
adapts to each student in real-time, allowing them to move
forward only when they’ve actually mastered the math concept
at hand. In fact, in ten out of twelve independent experimental
research studies, we’ve consistently shown significant
improvement on student learning. So give us a call or visit us
online. You’ll discover that your students can do more than just
pass a test.
They can actually learn math.
Call 1-888-851-7094 or read about our success stories at
www.carnegielearning.com/ASCD09
