Comparative And International Education Society Research Articles

How to Raise Children's Early Literacy? The Influence of Family, Teacher, and Classroom in Northeast Brazil

Deux Etats du Nord du Bresil Bahia et Ceara participent au Projeto Nordeste qui vise a etudier et evaluer les facteurs de qualite qui contribuent a ameliorer l'apprentissage au cours des deux premieres annees de l'enseignement primaire. Trois aspects de la qualite de l'ecole et de l'enseignant peuvent expliquer la variabilite des competences precoces a lire et ecrire chez les enfants : l'infrastructure scolaire et le financement, la formation et le recrutement des enseignants, l'organisation de la classe et les pratiques pedagogiques. La question cle de l'etude rapportee ici est : quelles pratiques dans les classes bresiliennes sont correlees avec les meilleures performances des eleves? et comment le financement et les materiels pedagogiques interagissent avec la pratique pedagogique pour favoriser les competences en lecture-ecriture. La phase 1 consistait en une observation videoscopee de 12 classes de niveau primaire, la phase 2 dont l'article presente les resultats a rassemble des donnees sur l'efficacite de l'ecole et de la classe ; 140 enseignants sont observes dans leur classe sur une periode de 3 heures et differents autres indicateurs de qualite sont obtenus au cours d'entretiens avec la direction, les enseignants et les eleves (renseignements sur leurs conditions de vie, sur la famille et passation du test Early Literacy exam). Les resultats de l'analyse multivariee permettent de verifier les effets des differents facteurs de qualite de l'ecole et de l'enseignant et de soumettre quelques pistes de reflexion a l'attention des decideurs.

Classification of National Education Systems: A Multivariate Approach

Taxonomy occupies a key position in science, as raw data must be manipulated research problems or test hypotheses. Because such raw data usually contain so much information, a classification procedure often is needed make them comprehensible. Even a comparativist such as Bill Williamson, writing from a conflict paradigm (which tends avoid taxonomies) suggests that to make possible the scientific study of social reality it is necessary reduce it intelligible typological proportions.' By summarizing data and thus rendering them into useful form, classification fulfills a generalizing function. Perhaps the most important value of classification systems is permit inductive generalizations that enhance understanding, facilitate the formulation of hypotheses, guide further investigation, and aid theory building. According William Brickman, Jullien's 1817 plan calling for the collection of data on national education systems by an international agency commonly is regarded as the beginning of comparative education.2 Since then, a variety of international organizations-including the United Nations Educational, Scientific and Cultural Organization (Unesco), the International Studies in Education Achievement (IEA) surveys, and the International Bureau of Education (IBE)-have amassed a large store of data on national education systems, teaching, curriculum, and student learning outcomes in need of synthesis. The dearth of classificatory systems is a major deficiency in comparative education and represents an unfulfilled promise since the time of Jullien. Although Nicholas Hans stressed the role of classification in comparative science as early as 1949, taxonomy never took center stage in comparative education.3 This lack of classification systems has been identified by scholars such as Erwin Epstein-in his 1982 presidential address the Comparative and International Education Society (CIES)-W. D.

Postmodernism and Its Comparative Education Implications

the 1950s. In artistic circles, particularly in architecture and literary criticism, the discussion of a shift from aesthetic modernism to postmodernism has been continuous and sustained,' while in the social sciences postmodernism has gone through two phases. The first was rather disparate, and, in fact, various labels were invented to describe it, such as "postindustrialism," the "information society," or the "technetronic society."2 In the 1970s the discussion of postmodernism all but disappeared from social science literature;3 however, in the past decade social scientists again discussed it, and by the mid-1980s postmodernism had left the ghetto of esoteric debates and had entered the mainstream of intellectual and public discourse.4 The term "postmodernism" now refers to a discussion involving not only social scientists but also three other strands of influence more closely connected with artistic modernism.

Ways of Knowing: Implications for Comparative Education

Two topics that were emphasized in the 1990 Comparative and International Education Society (CIES) annual meeting were educational reform in international perspective and global and international Members of CIES conceive of their mandate in a dualistic manner; the first topic is one of scholarly or theoretical interest, and the second is one of practical or pragmatic interest. Two forms of producers and consumers of these topics are also identified: researchers and academics on the one hand and practitioners or school-based personnel on the other. In this essay, I examine a subject that is relevant to the interests of both sides. Perhaps the discussion will demonstrate that the division between the two is a false one, or at least one that has been created by our conception of knowledge itself, by our culturally created conception of ways of knowing, or epistemology. subject of this essay is how our conceptions of ways of knowing have limited and restricted the very definition of comparative education that we have taught students and used in our own research and, indeed, have promulgated to practitioners. Additionally our conceptions have created a false dichotomy between theory and practice and a communication gap between academics and practitioners. Moreover, they have led to willful ignoring or bypassing of large areas of teaching and learning that are not considered in the domain of valid knowledge, such as indigenous systems of religious or medical knowledge, or new forms of self-education in areas considered to be fringe forms of knowledge.' My first awareness of this subject arose 15 years ago when I assigned Harry Wolcott's ethnography The Man in the Principal's Office to a third-year undergraduate class in anthropology and education. In this work, he discusses the relationship of school practice to academic research, from the teachers' or principals' perspective. He says they did not read

Comparative Education: From Theory to Practice, or Are You A: \neo.* or B:\*. ist?

Comparative Education: From Theory to Practice, or Are You A: \neo.* or B:\*. ist?

For a Committed Internationalism in the Comparative Study of Cultures∗

∗This is the revised and edited text of remarks made at the plenary session: Past CIES Presidents Look to the Future, the Comparative and International Education Society's (CIES) 33rd Annual Meeting, Harvard University, Cambridge, Massachusettes, 31 March 1989.

Educational Reform in West and East Germany in European Perspective

[1] Revised and updated version of a paper given at the Annual Conference of the Comparative and International Education Society (CIES) at Anaheim (Los Angeles) on 24 March 1990.

Curriculum Reform and the Legitimation of Educational Objectives: the case of the Federal Republic of Germany

Abstract Taking the political and scholarly debates about curriculum reform in the Federal Republic of Germany as a case in point, the article develops the notion of ‘compensatory legitimation’ as a theoretical construct for better understanding the political dynamics of making and implementing educational policy under conditions of conflict. Among various strategies of compensatory legitimation, special attention is given to the recourse to legal and constitutional norms, the utilisation of expertise, and the invocation of the discourse of participation. *An earlier version of this article was presented as a paper at the 1989 Annual Meeting of the Comparative and International Education Society (CIES) at Harvard University.

Comparative Education and World-Systems Analysis

This essay is a call for world-systems analysis of education. Increasingly, the field of comparative education is moving toward more sophisticated examinations of education in relationship to economic, political, and social forces. Studies of the ecology of educational institutions and processes, however, often fail to take into account an international context of transactions. To date, most macro studies of education have taken the nation-state as the basic unit of analysis.' An examination of the international forces impinging upon education systems is no less essential than an examination of the international economic order would be to an

Comparative Pedagogy: An Assignment for the 70's

Previous articleNext article No AccessPresidential AddressComparative Pedagogy: An Assignment for the 70'sAndreas M. KazamiasAndreas M. Kazamias Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 16, Number 3Oct., 1972 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/445623 Views: 4Total views on this site Citations: 11Citations are reported from Crossref Copyright 1972 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Arup Maharatna ‘Invasion’ of Educational Universe by Neo-Liberal Economic Thinking: A Global Casualty?, (Jul 2018): 135–176.https://doi.org/10.1007/978-981-13-0797-3_4Yiannis Roussakis , European Education 50, no.22 ( 2018): 119.https://doi.org/10.1080/10564934.2018.1455515Arup Maharatna On the Neo-Liberal Paradigm of Higher Education: An Apprehensive Note, SSRN Electronic Journal (Jan 2015).https://doi.org/10.2139/ssrn.2710507Arup Maharatna Invasion of Educational Universe by Neo-Liberal Economic Thinking: A Civilizational Casualty?, SSRN Electronic Journal (Jan 2014).https://doi.org/10.2139/ssrn.2416746Matthew J. Schuelka Excluding students with disabilities from the culture of achievement: the case of the TIMSS, PIRLS, and PISA, Journal of Education Policy 28, no.22 (Mar 2013): 216–230.https://doi.org/10.1080/02680939.2012.708789Donatella Palomba Meanings and muddles: a note on some words, Intercultural Education 23, no.55 (Oct 2012): 437–449.https://doi.org/10.1080/14675986.2012.728311Moosung Lee, Tom Friedrich Citation Network Analysis of Comparative Education Texts, (Jan 2011): 113–144.https://doi.org/10.1007/978-94-6091-722-6_7Margo C. O'Sullivan, Charl C. Wolhuter, Ruaan F. Maarman Comparative education in primary teacher education in Ireland and South Africa, Teaching and Teacher Education 26, no.44 (May 2010): 775–785.https://doi.org/10.1016/j.tate.2009.10.013Andreas M. Kazamias Reclaiming a Lost Legacy: The Historical Humanist Vision in Comparative Education, (Jan 2009): 1267–1276.https://doi.org/10.1007/978-1-4020-6403-6_78 Robert F. Arnove Comparative and International Education Society (CIES) Facing the Twenty‐First Century: Challenges and Contributions Arnove, Comparative Education Review 45, no.44 (Jul 2015): 477–503.https://doi.org/10.1086/447689 Michael M. Henry Methodology in Comparative Education: An Annotated Bibliography, Comparative Education Review 17, no.22 (Oct 2015): 231–244.https://doi.org/10.1086/445696