Index
Annual Review of Comparative and International Education 2014
ISBN: 978-1-78350-453-4, eISBN: 978-1-78350-454-1
ISSN: 1479-3679
Publication date: 22 August 2014
This content is currently only available as a PDF
Citation
(2014), "Index", Annual Review of Comparative and International Education 2014 (International Perspectives on Education and Society, Vol. 25), Emerald Group Publishing Limited, Leeds, pp. 393-401. https://doi.org/10.1108/S1479-367920140000025022
Publisher
:Emerald Group Publishing Limited
Copyright © 2014 Emerald Group Publishing Limited
INDEX
Access
, 46, 48–49, 53, 56–57, 60, 70, 76, 80, 91, 95–96, 109–110, 119, 126, 130, 147, 149, 153, 157, 161, 188, 215, 223, 240–241, 254–255, 257–259, 263, 270–271, 274–276, 278–279, 285–287, 297, 301–302, 305, 308, 310, 313, 321, 340, 342, 358, 366, 372
Anglophone West Africa
, 7, 201–205, 207, 209–211, 213, 215–227
Appropriation
, 28, 38, 42, 58, 66, 68, 90, 96, 109, 121, 128, 131, 134, 137–140, 178, 197, 205, 213, 244, 253, 254, 258, 286, 306, 307, 319, 321, 322, 341
ASER (Annual Status of Education Reports)
, 69, 71, 100
Associate Degree in Education (ADE)
, 358, 360, 363–364, 366, 368, 370–372
Bachelor of Education (B.Ed-Hons)
, 306, 358, 360
Bangladesh
, 101–102, 104, 331
Best Practices
, 19, 30, 42, 45–46, 78, 80, 82, 88, 184, 188, 235, 244, 263, 289, 309, 320, 322
Bhutan
, 103
Blended Learning
, 366
Bologna Process
, 120
Botswana
, 9, 121, 212, 295–303, 305, 307–319, 321, 323
Brain plasticity
, 148, 150, 156
Canon
, 18, 20
Challenges
, 6, 9, 20, 24, 30, 37, 39, 41–42, 81, 99–100, 103–105, 120, 128, 133, 150, 198, 204, 209–213, 216, 238, 241, 255, 262, 270–272, 274–275, 278–279, 281–284, 286–288, 295–297, 305, 307, 309, 312, 315, 318–321, 338, 358, 363, 370–371
Child-centered pedagogy
, 249, 253, 262
Citizenship
, 5, 17, 45, 47–48, 60, 90, 94, 97, 109, 173, 195, 213, 262
Classroom practice
, 5, 18, 48, 94, 104, 110, 257–258, 281, 360, 365
Cognitive development
, 6, 147–151, 153, 155, 157, 159
Comparative
, 3–4, 6, 8, 10, 15–21, 23, 25, 37–42, 45–50, 53–54, 57, 59, 61, 65–66, 71, 73–76, 78, 82–83, 87–88, 90, 92–94, 99–101, 103–104, 107–111, 115–117, 122, 124–125, 127, 131, 137, 139–140, 147–151, 153, 157, 159, 161, 169, 172, 181, 201–203, 216, 218, 225–227, 235, 239, 269, 273, 276, 288–289, 295–297, 329, 357
Comparative and international education
, 3–4, 15–16, 19, 21, 23, 25, 37–39, 45–50, 53–54, 57, 59, 65–66, 73–75, 87–88, 93–94, 99, 104, 107–109, 115–117, 137, 140, 147, 169, 201–203, 218, 225–226, 235, 269, 273, 288, 295, 329, 357
Comparative argument
, 107–108, 110–111
Comparative education
, 4, 15–21, 37–40, 42, 45, 61, 74–76, 82, 87, 107–109, 111, 116–117, 147–151, 153, 157, 159, 161, 172, 216, 297
Comparative education and policy making
, 107–111
Comparative education research
, 37–39, 42, 61, 74, 109, 111, 149–150, 297
Comparative research
, 37–42, 48, 92, 108–109, 296
Comparative teacher education
, 37–42, 73–83, 87–92–111, 115–140
Comparative theory
, 38
Constructivism
, 236, 253, 344
Content knowledge
, 5, 121, 317, 319, 321–322, 350, 366
Corporal punishment
, 95–96
Cost recovery
, 123
Courses in Comparative Education
, 108, 172
Critical reflexivity
, 15–16
Cross-border education
, 109, 185, 189, 193
Cross-national assessments
, 66, 68–70
Cultural reproduction
, 132–133
Culture
, 8, 24–26, 31–33, 59, 66, 70, 75, 80–82, 99, 171, 183, 197, 253, 271, 277, 298, 311, 335, 340, 344–345
Decentralization
, 60, 123–125, 239, 305
Developing countries
, 50, 68, 70, 120, 125–126, 129, 151–152, 161, 182, 237, 249, 253, 262
Development
, 3–8, 10, 17–19, 23, 26, 30, 40, 45–49, 54, 56–57, 59–61, 65–70, 74–82, 88–91, 93–98, 100–105, 107–111, 115–118, 120–121, 125–131, 135, 137, 139–140, 147–153, 155–159, 170–173, 179, 184, 186, 188, 192, 195, 202–203, 205–210, 212, 217–218, 223–227, 236, 239–243, 248, 250, 256, 258, 261, 264, 269–270, 272–275, 277–284, 287–289, 296–297, 299–301, 303, 305, 307–310, 314–315, 317–323, 334–337, 340, 344, 347, 352, 357–366, 369–370, 372, 374
Digital
, 45–48, 177
Disability studies
, 56, 59
Distance education
, 99, 103, 348
Diversity
, 24–25, 27, 32, 53–54, 56–61, 118, 132, 183, 226–227, 276, 281, 312
Early grade assessments
, 69, 70
Early grade learning
, 69, 70
Early grade mathematics
, 69
Education
, 3–10, 15–21, 23–25, 31, 37–42, 45–50, 53–61, 65–71, 73–83, 87–105, 107–111, 115–140, 147–155, 157, 159–161, 169–187, 189, 191, 193–198, 201–227, 235–251, 253, 255–261, 263–264, 269–289, 295–316, 318–323, 329–352, 357–374
Education City
, 95
Education for All (EFA)
, 31, 53–59, 61, 204–205, 210, 223, 240–241, 243, 248, 263, 269–272, 275–277, 286, 300–301, 309, 342
Education policy circulation
, 269, 272, 283
Education quality
, 89, 149, 211, 236, 238, 240–243, 245, 247–248, 251, 309
Educational philosophy
, 133, 181
Educational transfer
, 130–131
EFA Global Monitoring Report
, 235, 241, 243, 246–247, 256, 259, 262–263
Egypt
, 47
English education
, 99–100, 104
Enrollment
, 95–96, 272, 287, 300–302, 305, 312
Epistemology
, 23–24, 31, 253
Evidence-based policy
, 236, 264
Flipped classroom
, 49
Future (of the field)
, 4, 6, 17–20, 24, 31, 46, 48–50, 61, 66, 82, 105, 111, 121–123, 127, 136, 188–189, 195, 204, 215, 225, 236, 243, 258, 271, 280, 283, 285, 297, 310, 341–342, 347, 352, 361, 365, 367, 369, 371, 373–374
Gambia
, 201–202, 207–209, 216, 218–219, 222–226
Gender
, 55, 58, 61, 89, 95, 100, 104, 126, 130, 136, 177, 218, 226, 246, 261, 287
Ghana
, 89, 153, 201–202, 204, 207, 216, 218–220, 223–225
Global mathematics
, 65–67, 69–70
Globalization
, 6–8, 16–17, 20, 27, 31, 42, 46, 81–82, 123, 131, 170, 186, 189, 202–203, 212–214, 218, 226, 237–238, 248, 301, 358
Government of Pakistan
, 9, 358–364, 366, 372, 374
Graduate (level) (study) (programs)
, 16, 18–20, 75, 80, 81, 108, 176, 180, 184, 191, 196, 281, 311, 361, 373
Greek Comparative and International Education Society
, 108
Heterogeneity
, 56, 58
Higher education
, 6–7, 15–17, 20, 73, 76, 90, 95, 102, 109, 118–120, 125–126, 129, 160, 170–176, 182, 193–194, 196–198, 204, 206, 210, 214–216, 273, 359–360, 369
Higher Education Commission
, 360
Highlands
, 303, 305, 313, 319
History (of the field)
, 9, 18
HIV and AIDS Impact
, 307–309
Horizontal Cooperation
, 8, 269–270, 272–275, 283–286, 288
Human capital
, 40, 118, 123, 171, 186, 196, 205, 239
ICT (Information and Communication Technology)
, 23, 45–47, 49, 78, 99, 103, 105, 279, 281, 347–349
ICT4D (Information and Communication Technology for Development)
, 45–50
Inadequate teaching resources
, 32
Inclusive education
, 53–57, 59, 118, 120, 281, 335
India
, 9, 47, 69, 71, 78, 100–103, 329–335, 337, 339–352
Indigenous knowledge
, 23–27, 29–31
In-service
, 16–17, 47, 49, 79, 87–88, 90, 99, 101–102, 105, 110, 123, 129–130, 202, 209, 217–218, 224–225, 242, 279, 297, 305–307, 309, 313–314, 316–317, 332, 334–335, 340–342, 348, 351–352, 359, 361–362, 367, 369–370, 372–373
In-service teacher training
, 99, 129, 225, 341, 359, 362, 367, 372
Institutional
, 19, 41, 101–102, 118, 121, 126, 129, 151, 153, 169, 172–174, 177, 179–180, 183, 186, 189–190, 194–195, 197–198, 237–238, 240, 259, 261, 273, 286, 362, 370
Institutional autonomy
, 129
Institutionalization
, 9, 152
Institutionalize
, 249, 253, 286, 370
Integration (model)
, 17–18, 20, 55, 56, 118, 119, 135, 148, 151, 173, 193, 277, 284, 299, 311, 364, 366
Inter-American Teacher Education Network
, 8, 272, 283
International
, 3–4, 6–8, 10, 15–16, 19–21, 23, 25, 31, 37–39, 41, 45–50, 53–54, 57–59, 61, 65–71, 73–77, 83, 87–88, 91, 93–97, 99, 102, 104, 107–111, 115–121, 124–125, 127, 130–131, 137, 139–140, 147–148, 152, 169–173, 176, 178–184, 186–189, 191–195, 197–198, 201–203, 207–209, 213–214, 216, 218, 221, 225–227, 235–244, 246, 253, 263, 269–271, 273–274, 276–278, 284, 286, 288, 295, 329, 357–360, 362–364, 366, 374
International education
, 3–4, 7–8, 15–16, 19, 21, 23, 25, 31, 37–39, 45–50, 53–54, 57, 59, 65–66, 71, 73–75, 83, 87–88, 93–94, 99, 104, 107–109, 115–118, 137, 140, 147, 169, 201–203, 218, 225–226, 235, 263, 269, 273, 288, 295, 329, 357, 366
International organizations
, 87, 91, 107–108, 110–111, 152, 235–240, 242, 246, 273, 276–278
Internationalization
, 6–7, 75, 81–82, 116–120, 130–132, 134, 169–174, 176–179, 181–198, 358, 366
Internationalization strategies
, 194, 197
Knowledge base for teaching
, 236, 345
Knowledge transfer
, 274
Language
, 24, 31, 56, 58, 61, 66, 70–71, 90, 102, 104, 135–136, 148, 154–155, 157–159, 188, 198, 214, 226, 237, 278, 298, 304, 311–312, 319, 353, 360
Latin America and the Caribbean
, 8, 269–272, 274–276, 278, 280, 287
Learning
, 6, 9, 28, 31, 42, 46–47, 49, 55–56, 58–60, 65–71, 76, 78, 81–82, 88–92, 97, 99, 101, 103–105, 111, 128–129, 132–133, 135, 151, 153, 155, 158–159, 176, 180, 182, 203–204, 206–211, 214–215, 223–224, 235, 239, 241–243, 247–258, 262, 270–271, 274, 276–281, 284, 286–287, 289, 296, 299, 304, 307–308, 316–320, 323, 334–336, 341, 344–345, 347–350, 358, 360–361, 364–373
Lebanese civil war
, 97
Lesotho
, 9, 208–209, 295–299, 301, 303–315, 317–321, 323
Liberal arts
, 38, 42
Liberia
, 70, 92, 201–202, 209, 216, 218–221, 223–226
Literacy
, 5, 31, 47–48, 61, 90, 94–95, 97, 109, 115–116, 127, 148, 150, 154, 156–159, 161, 171, 183, 206, 208, 241, 248, 270–271, 276, 300
Local knowledge
, 25
Localization
, 7, 60, 154, 170, 181, 193–195, 197, 337
Low-income contexts
, 67
Meanings
, 54–55, 58, 91
Migration
, 202, 213
Millennium Development Goals (MDGs)
, 61, 95, 205, 275, 287
Multicultural education
, 18, 20
Multilateralism
, 8, 269–270, 272–275, 288
National orientation
, 175
National Standards for Teacher Education
, 360
Neoliberalism
, 31, 38, 40
Nepal
, 49, 71, 101–103
Neuroscience
, 6, 147–150, 153–155, 157, 159, 161
Never Seconds
, 48
NGO (non-governmental organization)
, 103, 119, 223, 332
Nigeria
, 201–202, 204, 207, 216, 218–219, 221, 223–225
Numeracy
, 66, 70, 102, 127, 148, 150, 154, 156, 158–159, 161, 241, 248, 271, 276
OECD (Organisation for Economic Co-operation and Development)
, 67, 110, 115–116, 128, 158, 171, 236–237, 271, 273, 276–277, 286, 358
Open learning
, 103
Organization of American States
, 8, 270, 272
Pakistan
, 9, 100–101, 331, 357–367, 369–374
Pedagogical knowledge
, 10, 223, 322, 350
Pedagogical practices
, 17, 24
Pedagogy
, 7, 41, 45, 48–49, 76, 89–90, 95, 121, 123, 216, 235–237, 239, 241, 243, 245–247, 249–255, 257, 259–263, 295–296, 299, 303, 307, 309, 315–320, 322–323, 331, 336, 340, 344, 347, 349, 372
Policy
, 5–10, 15, 17, 19, 31, 46–47, 49, 54, 57, 59–61, 66, 68–70, 73–79, 81, 83, 87–89, 92–96, 99, 105, 107–111, 117–120, 127, 130–131, 133, 137, 139–140, 150, 152–153, 175–176, 184, 196, 201–207, 209–211, 216–218, 220, 222–227, 235–239, 241, 243, 245, 247, 249, 251, 253, 255, 257, 259, 261, 263–264, 269–274, 278–288, 299–302, 304–305, 320, 322, 331, 334, 342, 358–359, 361–365, 369–370, 372–374
Policy borrowing
, 68, 130–131
Poor learning environments
, 361
Practical (value) (practical-oriented courses)
, 18, 19
Pre-service
, 10, 18, 41–42, 47, 90, 99, 101, 105, 122, 180, 191, 194, 202, 217, 223–225, 297, 306, 309, 314, 321–322, 341–342, 359, 361–363, 365, 369
Professional development
, 3–5, 10, 17–18, 40, 47–49, 54, 57, 59–61, 65–68, 70, 74, 77–78, 80–82, 88–90, 93–98, 100, 102–105, 107–111, 120, 128–131, 202–203, 205, 209, 217–218, 224–225, 227, 236, 243, 258, 269–270, 272, 275, 277–284, 287–289, 296–297, 307, 309–310, 314–315, 317–323, 336, 340, 347, 360–361, 366, 370, 372
Qatar
, 93, 95
Qualified Teachers
, 10, 57, 65, 67, 179–180, 197, 208–209, 302–303, 306–307, 309, 311–314, 321–322
Quality education
, 9, 53, 57–58, 70, 88, 120, 208, 241, 244, 247, 256, 258, 269–273, 275–279, 281, 283, 285–288, 330, 357–358, 362–363, 374
Recruitment
, 119, 160, 176, 178–181, 193–194, 198, 208, 242, 246, 272, 278–279, 281–282, 306, 309–314, 320, 322, 370
Reform
, 5–9, 16–17, 19–20, 41, 47, 54–55, 57, 59–61, 68, 70, 76–78, 89, 93–96, 98, 100, 109, 111, 116–118, 124–125, 127, 134, 137–139, 175, 213, 238–239, 244, 249, 255, 257, 262–263, 297, 299, 306, 330, 336, 338, 357–359, 361–366, 369–374
Regional cooperation
, 272, 273–275
Regional Organizations
, 270, 272–275, 280
Regionalism
, 119
Remote Areas
, 299, 301, 303, 313
Research synthesis
, 201–202, 215, 218–223, 225–226
Reserve (brain and cognitive)
, 160
Retention
, 208, 278, 309–313, 371
Rural
, 9, 49, 69, 100, 105, 202, 204, 209, 223–224, 275, 281, 296–297, 308–314, 318–319, 321–322, 365, 373
Satellite campus
, 96
Schooling effect
, 147–149, 151–153, 155, 157, 159, 161
Science education
, 306
Sierra Leone
, 201–202, 216, 218, 220, 222, 224–226
Singapore
, 7, 68, 78–82, 121–122, 169–171, 173–189, 191, 193–198, 289
Social foundations
, 15–16, 18–19, 38, 40–42
Social foundations of education
, 15–16, 18–19
Social justice
, 118, 121, 123, 125–127, 132, 135, 152
Social media
, 47, 284, 350
Sociology of education
, 83
Sociology of science
, 39
South Asia
, 99–101, 103–105, 211
Special needs education
, 54, 56–57, 110
Specialization (model)
, 17, 20, 75, 177, 244, 281
Sri Lanka
, 47, 101–103
Standards
, 5, 9–10, 17, 31, 41, 79–80, 90, 95–96, 109, 119, 123, 127–129, 136, 173, 178–179, 184, 186, 194–195, 212–213, 224, 248, 276, 279–281, 304, 319–320, 322, 334, 358, 360, 363–364, 370
Structured teaching
, 249–254, 262
Student-centered
, 49, 123, 127–128, 208, 225, 250–251, 253, 255–257, 259, 261, 284, 309, 315, 317, 319, 321–322, 340, 360, 366, 371
Sub-Saharan Africa
, 89, 91, 204–208, 216–217, 243, 249–250, 297–299, 302, 308–309
Sustainability of reforms
, 374
Teacher education
, 3–10, 16–18, 20, 31, 37–42, 47–48, 57, 59, 65–71, 73–83, 87–101, 103–105, 107–111, 115–125, 127–140, 169–187, 189, 191, 193–198, 201–207, 209–213, 215–227, 235–239, 241–243, 245–247, 249, 251, 253, 255, 257–259, 261, 263, 269–270, 272, 275, 278–283, 287–289, 295–297, 306–309, 314–316, 319–321, 323, 329–335, 337–352, 357–374
Teacher education in Africa
, 87–88, 90
Teacher education policy
, 7–8, 74, 92, 201–207, 216–217, 220, 222–226
Teacher education practice
, 7, 89, 201–203, 217, 224–226, 321, 344, 350
Teacher education reform
, 7, 9, 68, 91, 134, 137–139, 213, 358, 361
Teacher education research
, 7, 88, 139, 204, 207
Teacher preparation
, 10, 18, 20, 59, 69, 80, 96, 99–100, 118, 120, 127, 129–130, 133, 136, 140, 175, 179, 184, 194, 280, 295–296, 322–323, 350, 366, 369
Teacher professional development
, 61, 77, 81, 100, 104, 218, 272, 279, 281, 284, 288
Teacher professionalization
, 236, 256
Teacher quality
, 5, 9–10, 69, 90, 99–100, 105, 208, 210, 223, 235, 242–243, 258, 281, 283, 309–310, 313–314, 330
Teacher reforms
, 91
Teacher supply
, 203, 208–212, 217–218, 297, 302–303, 309–310
Teacher supply and demand
, 203, 208–212, 218
Teacher training
, 23, 25, 27, 29, 31, 47, 49, 65, 67–68, 70, 79, 81, 87–90, 99, 101–103, 107, 119, 129, 131, 202, 204–205, 211, 217, 223, 225, 242–243, 245–246, 255, 257, 259–262, 280, 286, 295, 297, 302–303, 306–307, 314–320, 341, 344, 358–359, 362–363, 367–368, 370, 372–373
Teacher training and technology
, 45–50
Teacher training in Pakistan
, 358, 363
Teacher-centered
, 49, 127–128, 250, 255, 295–296, 309, 315, 317–318, 320, 322–323, 360
Teacher-centered pedagogy
, 250, 295–296, 309, 315, 318, 320, 323
Teachers
, 3, 5, 7, 9–10, 16–18, 25, 30–32, 40–42, 46–47, 49, 57–60, 65–67, 69–71, 77–82, 87–91, 93–97, 99–105, 108–110, 118, 121–123, 125, 127–133, 135–136, 149, 169, 171, 175–184, 187, 189–198, 201–213, 216, 222–223, 225–226, 236–237, 242–246, 248–249, 251, 253, 256–258, 260–261, 263–264, 269–273, 275, 277–289, 295–297, 299, 302–323, 329–332, 334–344, 347–350, 357–372
Teaching of comparative education
, 15–17, 19
Teaching profession
, 73–74, 76–78, 80, 82–83, 89–91, 100, 104, 183, 206, 223, 227, 248, 272, 279–285, 288, 319, 364–365, 369
technicist interests
, 19
technicist-driven (education)
, 16–17
Technicization (of schools of education)
, 19
Technocratic
, 38, 40, 42
Technology
, 45–47, 49–50, 67, 81, 91, 103–104, 128, 172, 202, 210, 213–214, 218, 226, 271, 279, 284, 310, 348, 366, 371
Theoretical compass
, 137–140
Training effects
, 150, 154, 156
Transformation (model)
, 15, 17–18, 20, 124, 244, 249, 296–297, 361, 368
Undergraduate (level) (education) (teacher preparation)
, 16, 18, 81, 176, 182, 281, 363
UNESCO
, 7, 54–56, 89, 100, 104, 116–117, 149, 152, 205–208, 210, 216, 221, 226–227, 235–237, 239–243, 245–251, 253–263, 270–276, 280–283, 285–286, 301–302, 309, 342, 359, 362, 372
UNICEF
, 59, 226, 271, 273, 301, 362
United Nations
, 119, 152, 182, 236, 273, 276, 285
Unqualified teachers
, 209, 302, 306–307, 311, 313, 321–322
Urban
, 9, 202, 275, 281, 297–298, 308–314, 365
USAID Teacher Education Project
, 358
World Bank
, 90–91, 170, 216, 222, 226–227, 236–237, 239, 273, 361
World culture
, 25, 31, 33
World polity
, 171
World society
, 98
Youth
, 5, 7, 31, 45, 47–48, 60, 90–91, 94, 96–97, 109, 182, 243, 364
Youth bulge
, 96
- Annual Review of Comparative and International Education 2014
- International Perspectives on Education and Society
- Annual Review of Comparative and International Education 2014
- Copyright Page
- List of Contributors
- Preface
- Introduction to the Annual Review: The Reciprocal Effects of Teacher Education on Comparative and International Education
- Trends and Issues in the Teaching of Comparative Education
- Beyond Pure Forms: Appraising the Role of Indigenous Knowledge in Teacher Training
- Challenges and Opportunities in Incorporating Comparative Research into Contemporary Teacher Education
- Information and Communication Technology for Development in the Field of Comparative and International Education
- Inclusive Education for all as a Special Interest within the Comparative and International Education Research Community
- Teacher Education and Professional Development in Global Mathematics
- Comparative and International Education Implications for the Policy and Practice of Teacher Education and the Teaching Profession
- Perspectives from Africa: Comparative Education Relevant Research and Teacher Education
- Reflections on Comparative and International Education, Teacher Education, and the Middle East
- Comparative Perspectives on Teacher Education in South Asia
- The Influence of Comparative and International Education Research on Policy making, Teacher Education and Professional Development in Greece
- Conceptualizing Teacher Education in Comparative and International Context
- The Schooling Effect on Neurocognitive Development: Implications of a New Scientific Frontier for Comparative Education
- Reforming Teacher Education through Localization-Internationalization: Analyzing the Imperatives in Singapore
- Teacher Education in Anglophone West Africa: Does Policy Match Practice?
- Education Policy, Teacher Education, and Pedagogy: A Case Study of UNESCO
- The Role of Teachers in Quality Education in Latin America and the Caribbean: Exploring New Forms of Horizontal Cooperation
- Current Challenges and Future Trends for Teacher Training in Southern Africa: A Focused Look at Botswana and Lesotho
- India’s ‘Cascade’ Structure of Teacher Education: Its Past and Its Future Prospects
- Teacher Education in Transition: A Reform Program in Initial Teacher Education in Pakistan
- About the Authors
- Index