If the world is indeed becoming 'smaller,' as the platitude suggests, the opportunities to reach out to colleagues in professional discourse should be employed. The resulting shared visions and conversations should, in turn, be put into practice and examined for effectiveness and practicality. This is no less appropriate for education and teacher preparation as it is for other fields of study and endeavor. Comparing purpose, pedagogical assumption, implementation and assessment ideology in connection with results should only serve to reaffirm or debilitate national, state, and local educational practices. Von Kopp (2010) suggests that comparative education is by nature "border crossing" and, when viewed in that context, it remains favorable for snapshots of theory, research, and practice. Noah (1986) emphasized that: "comparative education can deepen understanding of our own education and society; it can be of assistance to policymakers and administrators; and it can form a most valuable part of the education of teachers. Expressed another way, comparative education can help us understand better our own past, locate ourselves more exactly in the present and discern a little more clearly what our educational future may be."