International Education Studies Research Articles

Discerning Trends, Contours, and Boundaries in Comparative Education: A Survey of Comparativists and Their Literature

Discerning Trends, Contours, and Boundaries in Comparative Education: A Survey of Comparativists and Their Literature

The story of ESM

This paper looks at the origins of the international journal Educational Studies in Mathematics (ESM) in 1968 and traces its later development as it responded to changes in mathematics education. The paper first examines, in chronological order, the contributions of its editors in defining its spirit, policy and procedures, as they directed its growth and its transformation into a leading journal of research in mathematics education. The paper then presents a statistical profile of ESM articles by content area, educational issue, level of schooling and research method, and goes on to look more closely at the special issues of ESM, each dedicated to a single topic, and how they reflect the changing concerns of mathematics educators.

An investigation of computer anxiety by gender and grade

Many tests have been constructed to assess computer anxiety. This has lead to the construct being conceptualised in some cases as a multidimensional, with a confusing array of dimensions, and also, implicitly, as unidimensional. The present study has used the computer-anxiety index (CAIN), a scale previously developed by Simonson, Maurer, Montag-Torardi, and Whitaker [Simonson, M. R., Maurer, M., Montag-Torardi, A., & Whitaker, M. (1987). Development of a standardised test of computer literacy and a computer anxiety index. Journal of Educational Computing Research 3(2), 231–247] to test its unidimensionality with the view to arrive at a scale that provides a unidimensional measure, hence avoiding the conceptual confusion of multidimensionality. Rasch analysis [Rasch, G. (1980). Probabilistic models for some intelligence and attainment tests. Chicago: The University of Chicago Press (expanded edition, original work published 1960).], a technique that has been adopted in international educational measurement studies such as the Third International Mathematics and Science Study (TIMSS) and the Program for International Assessment (PISA), was used to analyse the responses from 910 grade 7, 9 and 11 male and female students The response patterns obtained conformed to the strict requirements the Rasch model and confirmed the assumption that all 26 items of the Computer-Opinion Survey measured a single underlying trait. This result differed somewhat from that of a previous investigation by King and Bond [King, J., & Bond, T. (1996). A Rasch analysis of a measure of computer anxiety. Journal of Educational Computing Research 14(1), 49–65.] where for the lowest age group alone, six of the items were rejected. An investigation of the grade facet indicated that grades 7 and 9 were measurably different in computer anxiety from grade 11, and that grades 7 and 9 were the same within error. Investigation of the gender facet revealed a small measurable difference in computer anxiety between males and females, with males being more anxious than females. There was a significant interaction between gender and grade with a reversal of anxiety interaction occurring at about the grade 9 level.

Reconceptualising comparative education: the case of international studies in mathematics education

Reconceptualising comparative education: the case of international studies in mathematics education

Africanizing HBCUs: Problems and Prospects of International Education in Historically Black Institutions

Every projection indicates that minorities will represent a significant portion of the American labor force in the nearest future. Yet minority groups have historically represented segments of the population least capable of competing in the national and international marketplace. This is precisely why historically Black colleges and universities (HBCUs) need to rise to the challenge through an implicit mandate to internationalize their member institutions and the surrounding communities. This paper takes a critical look at how HBCUs ran the two most predominant components of international education, namely, the overseas and area studies programs. The main focus of the paper is Africa. It is indeed an attempt to assess the status of international education at HBCUs, particularly the problems they encounter as they struggle to internationalize. Although in the last few years, study abroad in Africa has become increasingly popular among HBCUs, the road ahead is still very long and sometimes tortuous. In the area of African studies, most of these institutions have a much bigger challenge to meet. The basic premise of my assumption is that despite all the good intentions of the government and private donor organizations, the fact remains that sustainable and qualitative international education in the area of African studies is in large part unaffordable and thus inaccessible to most HBCUs. Numerous factors are responsible for this phenomenon.

Paradigms Revisited: Media Education im the Global Village

In spite of faster and more efficient communication systems available in much of the world, international comparative studies in education are currently suffering neglect. There has been much rhetoric, but little research about media teaching and learning. There is, therefore, a pressing need for comparative studies so that local research can be examined in a global context. This article describes an international project based on research which began in England. It aims to initiate a dialogue about specific educational approaches in different national contexts. It does not seek to offer a comparative evaluation of different paradigms for media education or different teaching models in practice, but to explore the diversity of educational concerns, goals and classroom practices. This exploration may help to define existing models in different countries more precisely. It should enable and encourage readers in different parts of the world to gain new perspectives on media teaching, to examine teaching approaches which differ from their own and to reflect on their own practices with a view to understanding them more fully and enhancing effectiveness in the classroom.

Cross-cultural differences in university students' goals and perceptions of study settings for achieving their own goals

International education and university study exchange programs are now widely established around the world. Yet little is known about possible cultural differences in international and local students' goals and perceptions, and about how international students adapt to the specific academic requirements of the host country. The mediating role of student's goals and perceptions, as well as the dynamic and adaptive nature of those cognitions have been emphasised in theories of self-regulation of learning and empirical research on student learning. The present study examined the extent to which international students' ways of thinking about learning, learning goals and perceptions of the usefulness of typical university study contexts differ from local students at the beginning of their study in the host university, and then become similar to that of local students after a period of time. Comparisons of matched groups of international students (from South-east Asia) and local (Australian) students revealed evidence of cultural/educational differences between their conceptualisation of goals at the beginning of their university study but this difference disappeared after one semester. At the start of their university study, South-east Asian students displayed higher levels of goals than local students, but neither group was certain yet which study settings would be most useful for achieving their personal goals. After one semester, South-east Asian students had become more like local students but the two groups' overall patterns of change over time were similar, providing further support for the view that the specific characteristics of study environments have a strong impact on students' learning. South-east Asian students' clear differentiation of the usefulness of typical study settings for the achievement of high vs low level goals however, contrasted with local students' undifferentiated view that individual study is the most useful form of learning.

Difficulties in Resolving Science Problems: a comparative study of English and Spanish pupils’ opinions

Very few international studies in science education have, in recent years, set out with the intention of making direct comparisons using specially designed instruments. Most work is at the descript...

What does the United States want to learn from international comparative studies in education?

What does the United States want to learn from international comparative studies in education?

Teacher Education in Papua New Guinea: a comment on comparative and international observations

Abstract This paper is a response to the recent debate conducted in JET relating to teacher education and national examinations in Papua New Guinea. This rejoinder strongly supports the encouragement of such internationally informed debate, but draws attention to important issues concerning the nature of comparative and international studies in education. An effort is also made to add to the analysis of teacher education in Papua New Guinea in the light of criticism made in the original commentaries.

From comparative to international studies in education: Towards the co-ordination of a British resource of expertise

This paper traces the early developments of comparative studies in education in the U.K. and shows how there has been a fragmentation into comparative education, development education, education in developing countries, multicultural education etc. Because of financial cutbacks there has been a diminution of large departments. Instead there has been a growth of International Education Centres/Units with a strong emphasis on practical projects in Less Developed Countries. Building upon these there have been recent attempts at developing a resource base that is at once academic while at the same time being available to undertake aid and research missions.

From Paradigm Wars to Disputatious Community

Previous articleNext article No AccessColloquy on Comparative TheoryFrom Paradigm Wars to Disputatious CommunityRolland G. PaulstonRolland G. Paulston Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 34, Number 3Aug., 1990 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/446956 Views: 12Total views on this site Citations: 10Citations are reported from Crossref Copyright 1990 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Brian D. Denman Post-worldview? A dialogic meta-narrative analysis of North-South, South-South, and Southern theory, International Journal of Comparative Education and Development 19, no.2/32/3 (May 2017): 65–77.https://doi.org/10.1108/IJCED-05-2017-0007Supriya Baily Trajectories of Influence, (Jan 2011): 217–233.https://doi.org/10.1007/978-94-6091-722-6_12Mark B. Ginsburg, Peggy Nsama Chakufyali, Kalima Kalima, Benny Mwaanga, Winnehl Tubman Promoting Evidence-Based Policy Planning and Implementation in Education in Zambia, (Jan 2011): 355–370.https://doi.org/10.1007/978-94-6091-722-6_19Shoko Yamada, Jing Liu Between Epistemology and Research Practices, (Jan 2011): 371–393.https://doi.org/10.1007/978-94-6091-722-6_20Peter Ninnes Fear and desire in twentieth century comparative education, Comparative Education 44, no.33 (Aug 2008): 345–358.https://doi.org/10.1080/03050060802264884David R Geelan Feyerabend revisited: Epistemological anarchy and disciplined eclecticism in educational research, The Australian Educational Researcher 28, no.22 (Aug 2001): 129–146.https://doi.org/10.1007/BF03219756David R Geelan Feyerabend revisited: Epistemological anarchy and disciplined eclecticism in educational research, The Australian Educational Researcher 28, no.11 (Apr 2001): 129–146.https://doi.org/10.1007/BF03219747Rolland G. Paulston Ways of Seeing Education and Social Change in Latin America: A Phenomenographic Perspective, Latin American Research Review 27, no.33 (Oct 2022): 177–202.https://doi.org/10.1017/S0023879100037274Keith Watson, Kenneth King From comparative to international studies in education: Towards the co-ordination of a British resource of expertise, International Journal of Educational Development 11, no.33 (Jan 1991): 245–253.https://doi.org/10.1016/0738-0593(91)90024-3W. James Jacob, Sheng Yao Cheng Mapping Paradigms and Theories in Comparative, International, and Development Education (CIDE) Research, (): 221–258.https://doi.org/10.1016/S1479-3679(04)06009-8

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?

The Status of Foreign Languages and International Studies: An Assessment in Colorado

ABSTRACT This survey assesses the current status of foreign languages and international education studies in Colorado, and describes the critical needs of those academic areas. As intended, this survey resulted in the formulation of specific recommendations for curriculum improvement at the elementary and secondary levels. Our assessment was made in direct response to the published Report of the President's Commission on Foreign Languages and International Studies.

International Education and Language Studies: A Question and A Proposal

International Education and Language Studies: A Question and A Proposal