Comparative Education - Science topic

I have come across many comparative studies on teachers' identity parameters. Some studies also give a thick description of teachers identities in two settings. I am wondering what rules or minimum requirements there have to be to compare teachers' identities in two differently functioning organizations. What aspects of identity should I focus on- formation (as done in medical field research), experiential or something else?

Dear Researchers,

I am seeking peers for do Educational Researches. Currently, I´m starting as Professor Research at Universidad Internacional Antonio de Valdivieso-Nicaragua (https://www.uniav.edu.ni/) in the deparment of Education. I working in a program of a Initial Training Teacher on level of pre-grade an grade.

The construction of the Brazilian and Argentine Education system in the 19th century. I need to know why Brazil emphasized Higher Education, and Argentina emphasized Basic Education?

What were the pedagogical influences in both countries?

Thanks for your help.

Currently working on comparative education studies, the educational policy area. The question above will help me understand the decision - making educational policy factors.

Appreciate your contributions.

How do education policies reflect the state's concerns about multicultural dynamics in school and in what ways is multilingualism a component of national education strategies? As the school is a microcosm where social realities are experienced by the school community, the issue of multiculturalism can relate to multilingualism and have immediate reflections on learning or learning poverty. In this sense, what strategies have been taken by governments and what has been studied on this topic? I appreciate suggestions for publications that might be of interest in a study on this topic. Best regards, Rooney Pinto.

Hello! I am a phD student of Zhejiang University from China, Majoring in Comparative Education, and my research topic is “Early Career Teachers Professional Development of England from the Evidence-based Perspective”.

As I know, Department of Education are put forward a Early Career Framework to promote the retention and development of early career teachers, Is it possible for you to help me clear about something on ECF, because there are some information that I cannot find from the released materials, many thanks!

1.Before publishing the ECF, I notice that DfE has organized the consultation on the NQT Draft ECF. Later，DfE published Early Career CPD: exploratory research. What’s the relationship between these 2 researches? Is the first one the basis for making the draft? and then make adjustment based on second report? And Except for these 2 research report? Do DfE or other organizations do some evidence-based researches to decide what should be included with the framework?

2.As I notice from the ECF, the appendix are references that be arranged according to each standards, and some of the references are meta-analysis. Why do you choose these references, do you based on any principles or do you have other aim?

3.ECF has rolled out from September 2020, and will be implemented in September 2021 nationally. I guess that the DfE want to trail and test about the effectiveness of the Early Roll-out(ERO). so, before National Roll-out in September 2021, will DfE do some studies or researches on the results of the ERO? And what kind of research will the DfE or other research organizations do?

4.During the ERO period, Will be any channel for monitoring? Will there be any reflect and advise platform for ECTs, mentors, leaders and the 4 core induction programme providers when they confront with difficulties or needs supports? Will these advises be collected and analyzed and do some modifications accordingly before national roll-out.

5. I am not sure that will the ECF replace the statutory induction(2016)? Is the ECF totally another different support programme compared with statutory induction. As I notice that the core induction programme released recently by 4 providers, the programmes and modules are different with the previous induction process. So will the ECF core induction programme replace the induction process(include make CEPD, action plan, do class observation, make assessment and progress review, ect.)

or will ECF and statutory induction together to support NQTs? ECF is non-statutory for NQTs and just be an addition support for ECTs, and ECTs in England will receive these two types different of content and process assess and support separately.

6.DfE will extend induction from one year to two years，so  the statutory induction period for all NQTs in England will also extended to 2 years, am I right? and the content and procedures of induction(include CEPD, action plan, class observation, assessment and progress review, ect.) be extended to 2 years, which means all these procedures will be finished from one year(three terms) to 2 years(six terms)?

Many thanks for your help!

Best regards

Shirley(Xueli)

I’m conducting a literature review on the use of TAs and LSAs, especially in relation to inclusive education in Africa and other non-Western contexts. One project I’m looking at it in Rwanda is using community volunteers to promote enrolment and retention, and provide in-lesson support.

This occurs in government schools in Ethiopia, and I'm very keen to find out if this occurs anywhere else in the world? (I'm not concerned with universities - only schools). Many thanks!

I'd be grateful if anyone could share experiences of these entities, or of School Management Committees in the Sierra Leonean context. What is their relationship with government? What is their remit, capacity, authority, autonomy? Is there any research in this area?

I am using visual seminars to address functional illiteracy at both an undergraduate down to a middle school level. I have found that images have the ability to undercut illiteracy. Visual metaphors seem to be one of the most effective tools for doing this.

Currently working a research on identifying teachers' cognitive abilities in mathematics as part of a general curricular development for graduate mathematics education schools

I am trying to work out a difference between these two terms and understand how to conduct them.

this is the heading in the syllabus under heading of comparative education. can any body suggest any book or any other material regarding this. and how can we categories these studies.

Myths about divorce

Dear Colleagues, I am preparing a paper about the long term Socio-political effects due to political interventions in our Public Education System. I wish to find out if  there are any similar researches from other countries especially western based democracies. (as so to enable better comparison) This could be based on intervention in curriculum, text books, funding, teacher training and posting.

One of the major topics in higher education is about quality and – in relation to access – access to what quality of higher education. This puts a focus on teaching and learning. How do different higher education systems measure the learning or knowledge added by HE teaching processes (e.g. entrance and exit exams that allow comparison, competency testing…)? I would be glad for any references or naming of any cases. Thanks.

Hello, I have 3 items in the 4 blocks, and students are only allowed to choose one item describing them best in a block. I have tried  the procedure from Brown, A., & Maydeu-Olivares, A. (2012). Fitting a Thurstonian IRT model to forced-choice data using Mplus. However, it didn't work in my data. So, I am thinking if there is any way to analyze the forced-choice item with the CFA model .

Thanks!

I am working on my Master Thesis, in Self-assessment in Higher Education. I'm focusing my second chapter in the Spanish and Italian reality. How is Self-assessment in Italian and Spanish Higher Education?

Germany is self-portraying a different imagery to the world contrasting sharply with xenophobia and nationalism that characterized  the pre-WW II period. Do you know why people are heading only to Germany and why not to other European nations? If it is due to generosity and social welfare provisions of Germany, related research would be an interesting new social dimension (perhaps the most spectacular/abrupt change since the fall of the Berlin Wall). Do you know of research done or being conducted on the ongoing European migrant crisis and German government's provision for migrant children's' welfare, education in particular?

I am on the lookout for Thomson Reuters impact factor rated journals that publish non-statistical research; that is either qualitative research or theoretical research papers in: religious education, gender studies or comparative education. Could any one give me suggestions?

I am planing a research study on the techniques of measuring Sustainable development in multilevel education

I am interested in this problem due to the conduct of comparative work on the history of non-formal adult education in rural areas since the second half of the nineteenth century to the present day. Thank you in advance for any suggestions :)

Local comparison between schools as well as global comparisons (i.e. through the OECD and other international organizations) rely heavily on standardized achievement tests as a key indicator of quality education (or, even if they account for other definitions of quality, they still use achievement/performance test scores in comparison with these other contextual variables). 

However, much research comes from the perspective that this dominant approach is highly problematic in many ways.  So, if this definition of quality (student achievement on standardized tests) was hypothetically changed, how can we define quality and compare the quality of different schools/education systems/countries? What alternative conceptions and measures of “quality” education/learning exist or are supported/being discussed (including sources by "peripheral", non-dominant research, both OECD and non-OECD countries)? 

I am wondering what is lost, neglected, omitted and/or diminished but the increasing insistence on publishing primarily or exclusively in English. Does this mean that researchers do not read in, engage with, and publish in other languages? My primary concern is the assumptions, hypotheses and contextual notions that are used, which privilege one language above all others. Similarly, I'm wondering if English-only speakers, or those doing research only in English, are willingly and unwillingly disregarding or underplaying other ways of thinking, other epistemologies, other insights, etc., simply because of the hegemony of language. Whenever I have presented in French and Spanish, I am always heartened and taken aback by the different types of questions, elaborations and approaches, and believe that the lack of engage in different languages and within different linguistic contexts may have a detrimental effect on the salience of the research. Of course, this is not a criticism of research that is produced in English, per se, but is more directly at the systemic underpinning of discounting other types of research. The socio-linguistic literature has raised some interesting concerns in this area. One specific case in point is the way that racism is discussed in different languages, including the theoretical, empirical, linguistic and vernacular expressions that frame the topic (it is quite different in English and French, for example). In sum, more engagement across linguistic, as would be the case in ethno-cultural, racial and other, lines would be a beneficial part, I believe, of any evolving social science research.

I would like to investigate students' motivation with use of the MSLQ-questionnaire, however I am not able to find a full version (81 questions) of this questionnaire in Dutch? Could you help me out?

Supplemental being more interactive and personal while recitations are more detached but cover a larger amount of material.

We might need to establish more single-sex schools as well?