Index
Annual Review of Comparative and International Education 2015
ISBN: 978-1-78560-297-9, eISBN: 978-1-78560-296-2
ISSN: 1479-3679
Publication date: 6 January 2016
This content is currently only available as a PDF
Citation
(2016), "Index", Annual Review of Comparative and International Education 2015 (International Perspectives on Education and Society, Vol. 28), Emerald Group Publishing Limited, Leeds, pp. 333-338. https://doi.org/10.1108/S1479-367920150000028024
Publisher
:Emerald Group Publishing Limited
Copyright © 2016 Emerald Group Publishing Limited
INDEX
Academic-practitioner
, 81, 83–85
Actors
, 29, 64, 74–75, 78–79, 94, 122–123, 146, 151–152, 155, 158, 200–201, 205, 208–210, 217, 226, 315–316
Asia-Pacific
, 97–106
Assumptions
, 28, 31, 34, 100, 155–157, 168, 175, 179, 217, 260
Autonomy
, 77, 121, 133
Bologna process
, 121–123
Borderlands
, 146, 195–218
Botswana education system
, 257
Botswana Examinations Council (BEC)
, 251–252, 263, 268–276
Botswana language policy
, 253
Botswana Ministry of Education and Skills Development (MOESD)
, 251
Botswana Sectors of Education Trade Union (BOSETU)
, 251, 267, 269
Cambodia
, 10, 279–303
Canada
, 73–79, 114, 130, 182, 185, 207, 209–210, 212
Canadian Deans of Education Accord on Internationalization
, 75–76
Canadian education
, 74–75
CESE (Comparative Education Society of Europe)
, 119, 130, 134, 179
Change
, 46, 49, 56, 93, 97–101, 104, 108, 112, 118, 134, 147, 152–153, 157–158, 161, 171, 179, 185, 208–211, 214–215, 228–229, 245, 254, 262, 269, 315
Civic education
, 309–310, 312–313, 315, 319–320
Civic participation
, 258, 264, 310, 316, 319
Comparative and international education
, 3–23, 25–57, 61–70, 73–79, 82, 89, 91–94, 97–106, 109, 118, 127–134, 141, 145, 175, 177–178, 195–218, 309–320
Comparative education research
, 3–23, 94, 97–98, 104–105, 112–113, 117
Comparative education
, 3–23, 28–29, 31–33, 40–41, 74–75, 89–94, 97–98, 103–114, 117–124, 128–131, 133–134, 139–161, 165–188, 201
Comparative imagination
, 94
Comparative method
, 6, 90–91, 110, 140
Comparative research
, 74, 78, 107–108, 110, 113–114, 117, 124, 133, 142–143, 149–151, 159–161, 175–176
Comparative teacher training
, 124
Comparativist
, 19, 25–28, 84, 90–92, 94, 128, 133, 148–149, 151, 177, 183, 187
Comparison
, 31, 35, 37, 48, 52–55, 69–70, 90–91, 93, 108–111, 114, 118, 130, 134, 143, 151, 152, 165, 167, 171, 173–174, 176, 180, 184, 201, 228, 240, 245–246, 293
Constructivism
, 158, 169, 171–172, 180
Continuing education
, 91, 94
Courses of comparative education
, 91, 118
Cross-cultural education
, 171
Cross-cultural issues
, 57
Cultural theory
, 93
Deep democracy and freedoms
, 261–264
Definition of comparative education
, 29
Demographics
, 228, 290–291
Discipline
, 6, 21, 74, 89, 91, 110, 112, 128, 133, 141, 146, 177, 201, 232, 234, 297
Education and Economic Productivity
, 228
Education phenomena
, 55
Education policy
, 10–11, 13, 66, 69, 74, 134, 154
Education system
, 29, 31, 63, 74, 90, 109–111, 114, 132–133, 156, 165, 167, 176, 195, 200, 212–213, 216, 223–225, 227, 234, 240, 245, 251–258, 261–262, 264, 266, 268, 274–275, 281
Educational “trenches”
, 82, 85
Educational issues
, 27, 29, 32, 173, 187, 228
Educational policy
, 10–13, 75, 91, 107, 111–113, 132
Educational practitioners
, 69, 227
Educational reform
, 92, 109, 111, 131–133, 173, 264, 319
Educational scene
, 94
Educational science
, 5, 118
educational transformation, language problem
, 114
Ethnomethodology
, 89, 92
Effective communication
, 84–85
Emancipatory education
, 82
Equality
, 62–67, 69, 101, 281, 300
Equity
, 64, 74, 76, 78, 131, 224–225, 228–229, 260, 264
Ethical internationalization
, 74, 78
Ethnography of education
, 123, 154
Fatalism
, 104
Fatalistic
, 97, 106, 300
Feminism
, 64, 68, 141, 149, 155
Feminist paradigm
, 89, 92
Freire
, 81, 85
Gender roles
, 285
Gender
, 61–70, 146, 154, 161, 177–178, 185, 205, 210, 215, 279–303
Germany
, 10, 127–134, 182, 185, 318
Giovanni Gentile’s heritage
, 124
Girls
, 63–69, 148, 152–156, 225, 284, 288, 290, 292, 295–299, 301–302
Global marketplace
, 82–84
Global Markets Action Plan
, 76
Global parochialism
, 105
Global
, 9, 12–13, 15, 20, 22, 28–30, 62, 65–66, 69, 74–79, 82–84, 89, 91–94, 99, 104–105, 108, 110–111, 122, 145–146, 148, 152–154, 161, 173, 175, 185, 206, 217, 223, 225, 244, 281–282, 302, 311, 313–317, 319–320
Globalization
, 83, 89, 91–92, 145, 161, 175, 177, 185, 202, 217, 255, 310, 312–313, 315–317, 319
Hegemony
, 140, 147, 160, 175
History
, 21, 25, 27, 29, 39, 49, 55, 57, 79, 86, 94, 98–100, 118, 147, 167, 176, 185, 203, 213, 215, 257, 272, 288–289, 311–312, 314–315, 317, 320
IChing
, 98, 104
Ideographic contextual inquiry
, 184, 186
Immigration
, 196–199, 202, 207, 212–215
Impactful research
, 82–83
Indicators
, 4, 64–65, 122, 127–130, 223–233, 237, 240, 242–246, 282
Institutional reorganization
, 128
Intercultural, international, and development education
, 129–131
Interdisciplinarity
, 104
Interdisciplinary approach
, 91
International education
, 3–23, 25–57, 61–62, 64, 73–79, 81–83, 89, 91–92, 97–106, 109, 118, 123, 127–134, 141, 145, 154, 175, 177–179, 195–218, 309–320
International issues
, 91
Internationalization of education
, 73–79, 92, 109
INVALSI test
, 121–122
Italian education
, 121
Italy
, 10, 117–124, 182
Jomtien
, 65, 225
Kenya
, 10–14, 185, 195–198, 200–203, 205, 207–209, 214–216, 218, 223–246
Knowledge economy
, 74–75, 78, 177
Knowledge
, 5–9, 12, 14, 20, 27–28, 30–31, 34, 44, 47–48, 54–56, 63–64, 69, 73–79, 105–106, 122, 127, 129, 139–140, 142–145, 147–154, 156–157, 159–161, 168–169, 174–175, 177, 183–184, 196, 201, 203, 205, 225, 233, 237, 242, 244, 254–255, 265–267, 275, 281–283, 294, 302, 313, 319
Lab use
, 290–291, 295
Large-scale international comparative assessment studies
, 128–129, 131, 133
Learner empowerment
, 82
Learning outcomes
, 67, 216, 223–246
Local
, 27–28, 62, 69, 75, 78–79, 84, 93, 97, 101, 104–106, 111, 121–123, 145–146, 148, 151–154, 157–159, 173, 175, 185–186, 197, 205, 207, 216, 253, 257, 281, 298, 311, 313–317
Marginalization
, 142, 155, 160, 253
Marketization
, 77
Metanarrative analysis
, 98–99
Metaphorical trajectories
, 97–106
Methodology and methods
, 142, 166–167, 188
Migrant refugees
, 196–197, 199–206, 212–218
Mixed methods
, 9, 11, 15–16, 18, 165–188
Narratives
, 150, 155, 173, 199, 203–204, 212
National citizenship
, 310, 312–319
Neoinstitutional theory
, 112
Neoliberal theory
, 92
Neoliberalism
, 92
Nomothetic generalizing analysis
, 172
Observation
, 169–170, 230–231, 238, 241, 274, 285, 295
Parent support
, 280
Participatory research
, 156, 158
Pedagogical attitude
, 82, 120
Performativity
, 154
PISA
, 121–122, 130, 132–133, 282, 302
Planned change
, 97–98, 104
Policy borrowing
, 92
Policy transfer
, 94
Policy
, 10–13, 19, 30–32, 34–36, 38, 40–55, 61–69, 73–77, 83, 86, 91–92, 94, 98, 103–105, 107–108, 111–113, 117, 120–121, 127–130, 132–134, 152–154, 161, 173, 175, 177–178, 185, 195–196, 203, 210–211, 213, 215–217, 223, 225–227, 230, 236, 245, 251, 253, 256–258, 263, 267, 282, 311, 316, 318–319
Policy-making
, 91, 175
Positivism
, 168–169, 172, 180
Postnational citizenship
, 310, 314, 319
Postpositivism
, 169, 172, 180
Power, authority and democracy in Botswana
, 271–272
Practice
, 3–6, 13, 19–20, 30, 61–70, 76, 86, 91, 98, 103–105, 107–108, 112, 124, 128, 133–134, 140–141, 145, 147, 152–153, 160, 175, 193, 195, 227, 233, 236–237, 241, 244–245, 258, 268, 275, 311–312, 314–315
Pragmatism
, 170–172, 179–180, 186
Private tutoring
, 240, 287, 299, 302
Psychosocial factors
, 279–303
Qualitative data analysis
, 165
Quality of educational institutions
, 228
Quantitative data analysis
, 165
Readiness for school
, 224, 228
Reflexivity
, 139–142, 145–146, 149–151, 155–157, 159–160
Refugee education
, 199–200
Regional theory
, 93
Regional
, 6, 9, 12–13, 15, 17–18, 62, 93, 105, 111, 142, 179, 182, 188, 197, 205, 226, 281–282, 302, 311, 313, 317
Regression
, 280, 290, 292
Representation
, 17, 31, 46, 50, 53, 155, 157, 159, 169, 207–208
Research paradigms
, 119, 172
Research survey
, 22, 33
Research
, 3–10, 12–16, 18–23, 25–35, 37–41, 43, 45, 47–49, 51–57, 61–65, 67–69, 74–79, 81–85, 90–92, 94, 97–99, 102–105, 107–108, 110, 112–114, 117–119, 123–124, 130–131, 133–134, 139–161, 165–181, 183–188, 193, 195–196, 203, 217, 225, 227, 233–234, 236–238, 241–244, 254, 261, 265, 268, 270, 281–283, 288, 297, 300–302, 309
Research-praxis model
, 83
Resources
, 13, 77, 99, 101, 131, 157, 197, 200–202, 205, 208, 210, 213, 216, 228–230, 233, 236, 242, 254–255, 257, 281, 283–284, 295, 299–300, 302
Rio Grande Valley
, 197–202, 205–207, 211–212, 214–215, 218
School climate
, 232–234
School culture
, 232–234
Schools safety
, 232
School-to-work inspirations
, 293–295
Self-determinism
, 104
Setswana, Botswana Teachers Union (BTU)
, 251, 267
Shanghai index
, 122
SIIVE-DGfE
, 134
Social capital
, 210
Social cartography
, 91, 93
Social justice
, 63, 65–66, 69, 76–78, 85, 101, 114, 160, 170, 172, 253, 261, 316
Social norms
, 298
Social reproduction
, 68, 153
Social science
, 21, 90–92, 94, 143, 167–171, 172, 176, 178, 180, 184, 188, 300–301
Social structures
, 90, 151
Social transformation
, 82, 160
Societal support for learning
, 228
Sociology
, 5, 21, 74–75, 90, 112, 174
Sociopolitical
, 93
Somali refugees
, 214
STEM
, 279–303
Strokes of Luck
, 97–98, 105
Subjectivity
, 139–141, 153–154, 158
Teacher education
, 10–11, 13–14, 84, 92, 113–114
Teachers’ support
, 286–287, 290–292, 295
Teleology
, 26, 29, 33
Terminology
, 61, 112
Theoretical aspects
, 91
Theory of educational change
, 112
Theory
, 9, 28, 30–32, 34–36, 38, 40–43, 45–51, 53–56, 62, 65–66, 68, 83, 86, 91–93, 104, 110, 112–113, 140–142, 145, 149, 152–153, 155, 158, 165–166, 172, 175, 177, 181, 183–184, 257, 267, 271, 309
Time
, 5, 8, 25, 27–28, 30, 33, 37–39, 43, 45–46, 49–50, 52, 56, 62, 70, 84, 86, 93, 98–103, 110, 121, 128, 143, 145–146, 171, 177, 181, 183–184, 208, 210, 228–229, 231–233, 236, 239, 245, 252, 255–256, 262, 264, 266, 272, 296, 311, 315
Transfer, translation, transformation
, 121
U.S.A.
, 10, 32, 109, 114, 147, 152, 173, 177, 197–205, 209, 211–216, 235, 244, 286
Unaccompanied minors
, 198, 211, 214–215
Vertical case studies
, 144, 151–152
Women
, 61–65, 70, 148, 153–154, 197, 280, 283, 285, 287, 291–292, 295, 297, 299
World bipolarity
, 110
World Council of Comparative Education Societies
, 130
World economic theory
, 92
World policy theory
, 31
World systems theory
, 30, 92
Youth
, 86, 158–159, 195–218, 282, 315–316, 319
- Annual Review of Comparative and International Education 2015
- International Perspectives on Education and Society
- Annual Review of Comparative and International Education 2015
- Copyright Page
- List of Contributors
- Preface
- Part I: Introduction
- Building a Foundation for Reflecting on Comparative and International Education: A Synthesis of Published Comparative Education Research
- Mapping the Purposes of Comparative and International Education Research: A Comparative Study of Four Leading Journals
- Part II: Comparative education trends and directions
- Reflecting on Gender and Education Research and Practice in the Field of Comparative and International Education: Past, Present, and Future
- Understanding the Internationalization of Education and Its Demand for a Business of Knowledge: Emerging Issues and Discussions in Canadian Comparative and International Education
- Facilitating CIE’s Journey up into the Educational Trenches: A Discussion Essay
- Comparative Education in Egypt: Trends, Directions, and Aspirations
- Metaphorical Trajectories of Comparative and International Education Research in the Asia-Pacific
- Czech Comparative Education: Revitalization, Issues and Trends
- Comparative Education in an Age of Crisis: Challenges and Opportunities in Contemporary Italy
- Comparative and International Education in Germany: A Discussion of Current Trends
- Part III: Conceptual and Methodological Developments
- Reframing the Center: New Directions in Qualitative Methodology in International Comparative Education
- Doing Mixed Methods Research in Comparative Education: Some Reflections on the Fit and a Survey of the Literature
- Part IV: Research-to-Practice
- Education for Youth at the Borderlands: Developing Comparative and International Education between States
- Measuring Learning Outcomes in Kenya: Context and Perspectives
- Part V: Area Studies and Regional Developments
- Two Worlds Apart in Botswana’s Education System: Lessons from the 2010 Examinations Crisis
- Stem Learning Achievement among Cambodian Middle School Students: An Examination of Gender and Psychosocial Factors
- Part VI: Diversification of the Field
- National–Postnational–Transnational? Changing Conceptualizations of Citizenship in Comparative and International Education Research
- About the Authors
- Index