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This article draws from primary and secondary historical sources such as public policy documents, speeches, and media reports to trace attempts made by the Kentucky legislature to ban controversial topics in public school curriculum—evolution in 1922 and critical race theory in 2022. Kingdon's multiple streams framework (MSF) serves as the model for this historical and contemporary comparative education policy analysis. [ABSTRACT FROM AUTHOR]

Despite its political and strategic importance, the Middle East and North Africa (MENA) region has been largely absent from cross-regional comparative treatments of industrial and labor relations. This special issue builds on a rich, multidisciplinary, and methodologically diverse body of research on labor and employment in the MENA, bringing together a collection of cutting-edge work in this field. The goal is to bring the study of the MENA into conversation with international and comparative scholarship on industrial and labor relations and to encourage more systematic inclusion of the MENA in comparative work. Drawing on research on Egypt, Jordan, Morocco, Tunisia, Israel, and the Gulf states, contributors to this special issue advance comparative scholarship on migration, labor market outcomes, worker agency, and the relationship between unions and precarious workers. This introductory essay situates these contributions in the context of three bodies of research in the study of labor in the MENA: resistance and contentious activism, labor market challenges, and migration. [ABSTRACT FROM AUTHOR]

In the context of economic globalization, cultural exchanges are becoming more and more frequent, and more and more international teachers come to China to teach. Using qualitative data collected from a university in Beijing, this study explored the international teachers' roles perceived by school administrators, students, and international teachers in the internationalization of Chinese higher education. Results indicate that international teachers play an important role in promoting higher education internationalization in China by serving as the backbones of the teaching process. They also act as walking billboards of internationalization and bridges facilitating communication with international students. However, the cognitive differences between international teachers and students regarding teaching, coupled with administrators' lack of understanding of international teachers' professional needs, hinder the teachers from fulfilling their roles and seeking continuing development. This study provides a new analytical perspective on the role of international teachers, exploring their role from the perspectives of students, school administrators and international teachers themselves, presenting practical recommendations to enhance international teachers' roles and providing suggestions such as cooperation model between international teachers and domestic teachers for future research, which may help managers of high education institutions to find the reason why they should introduce many international teachers and what kind of kind of teachers they should introduce to develop education internationalization. Plain language summary: Using qualitative data collected from a university in Beijing, this study explored the international teachers' roles perceived by school administrators, students, and international teachers in the internationalization of Chinese higher education. Results indicate that international teachers play an important role in promoting higher education internationalization in China by serving as the backbones of the teaching process. They also act as walking billboards of internationalization and bridges facilitating communication with international students. However, the cognitive differences between international teachers and students regarding teaching, coupled with administrators' lack of understanding of international teachers' professional needs, hinder the teachers from fulfilling their roles and seeking continuing development. This study presents practical recommendations to enhance international teachers' roles and provides suggestions for future research. [ABSTRACT FROM AUTHOR]

The study's primary objective is to analyse cultural integration into the professional courses 'International Business' and 'Business English'. A survey was conducted using a specially designed questionnaire, which included two groups of students of 42 people each from the International Business College, Qingdao Huanghai University, and School of Business Administration, Moscow State University named after Lomonosov. For all items of the questionnaire, a higher assessment by Chinese students of various parameters of cultural integration was found. The importance of cultural integration was equally appreciated by the students of both countries, as well as the importance of knowledge and the development of interest in national culture. Chinese students demonstrated a higher assessment of the material support of the cultural integration process and significantly higher assessments of elements of the culture of other countries integrated into the learning environment and the learning process. The present findings can be used for further research and the introduction of the created programme into the educational process to expand intercultural communication between universities in different countries. [ABSTRACT FROM AUTHOR]

This study provides a comprehensive global snapshot of wealth-based inequalities in higher education attendance. We draw on data from 117 countries to describe cross-national patterns in higher education attendance rates, disaggregated by wealth quintile and country income group. We then calculate four different indicators to quantify the size of wealth-based inequality in higher education attendance and completion for each country. Our findings point to large wealth-based inequalities in higher education attendance cross-nationally, which are: substantially larger than inequalities in secondary completion, larger in low- and middle-income countries than high-income countries, and negatively associated with national wealth. The results serve as a foundation for future studies on how country-level factors and policies exacerbate or reduce wealth-based inequalities. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to answer the following questions: (1) Why have attempts to transplant Western vocational education models failed? (2) Is there anything we can learn from the experiences of Eastern Asian countries when developing their own vocational education models? Design/Approach/Methods: This study reviews the history of transplanting Western skill formation schemes into developing countries, an often-failed die-hard practice supported by both bilateral and multilateral donors. Findings: Our findings suggest that developing countries should design their technical and vocational education and training systems based on their unique cultural, sociological, and economic contexts. It offers two alternative pathways based on the experiences of the People's Republic of China and the Republic of Korea. Originality/Value: These East Asian examples could broaden the perspectives of policymakers in developing countries aspiring to develop functional skill formation schemes. [ABSTRACT FROM AUTHOR]

As children with refugee backgrounds continue to enroll in schools worldwide, attention to their educational needs and experiences has increased. In this study, we analyze the extent that schools and classrooms provide refugee students with equitable educational opportunities compared to students who are not refugees, and whether their teachers feel prepared for and engaged in culturally responsive instructional practices. Using survey data on 130,803 teachers and 8,054 schools sampled from 41 predominantly distant resettlement host countries in the 2018 Teaching and Learning International Survey, we find lower levels of resources, safety, and social inclusion for refugee students but higher levels of preparation and instructional practices in multicultural education among their teachers. The results have policy implications for supporting students with refugee backgrounds in different school contexts. [ABSTRACT FROM AUTHOR]

The greater insight and deeper understanding generated by slow comparative international research is beyond doubt. However, there are times when researchers need to 'quicken up', most notably when engaged in 'real-time' social science that is directly responsive to policy initiatives by the (supranational) state and/or new business strategies and employment practices developed by (multi-national) employers. This is a particular challenge for scholars working with European trade union federations, especially when they are drawn into political campaigns and/or European policy debates. Such engagement often calls for a (quick) step from slow (typically qualitative) to fast (predominantly quantitative) research, using statistics for activism in order to build evidence for representation that can pass the test of science as well as the test of action. The evidence is necessarily 'thin' but nonetheless sufficient, on occasion, to warrant collective action. [ABSTRACT FROM AUTHOR]

This article examines how leaders in public, private, and hybrid educational systems manage competing pressures in their institutional environments. Across all systems, leaders responded to system-specific puzzles by (re)building systemwide educational infrastructures to support instructional coherence and framed these efforts as rooted in concerns about pragmatic organizational legitimacy. These efforts surfaced several challenges related to educational equity; leaders framed their responses to these challenges as tied to both pragmatic and moral organizational legitimacy. To address these challenges, leaders turned to an array of disparate government and nongovernment organizations in their institutional environments to procure and coordinate essential resources. Thus, the press for instructional coherence reinforced their reliance on an incoherent institutional environment. [ABSTRACT FROM AUTHOR]

We build on neo-institutional theory to examine the manner in which nation-level institutions systematically affect domestic acquisitions—that is, acquisitions involving acquirers and targets from the same country. Specifically, we study in what way premiums are influenced through a set of cognitive, normative, and regulatory forces. In terms of cognitive pressures, we theorize that prior premium decisions of industry peers in the same country influence focal acquisition premiums, since prior premium decisions serve as reference frames for firms. In addition, we posit that normative forces in the form of the national cultural values of uncertainty avoidance, future orientation, and in-group collectivism affect bid premiums, as these factors influence the manner in which firms deal with the uncertainty, payoff time, and merger of groups inherent to acquisitions. Furthermore, we propose that a country's regulatory pressures through its disclosure requirements influence premiums, since they reduce information asymmetries and affect a firm's confidence in assessing its potential gains from acquisitions. Using a sample of domestic acquisitions, we find support for several of the hypotheses. Our work offers a cross-country comparative study of how nation-level institutions affect domestic bid premiums and makes theoretical contributions to acquisition premium research and institutional theory. [ABSTRACT FROM AUTHOR]

In comparison with [5] review of I HRDR i 's 10 years of publication, the two articles give us informed trends of I HRDR i articles to envision the future. Celebrating Human Resource Development Review 's 20 Years of Growth Two articles show the current state and the trends of I HRDR i articles published 2002-2021: Yoon and Chae's bibliometrics (as a refereed article) and Park's citation frequency analysis (as an Instructor's Corner article). Keywords: HRDR; 20 years of growth; reflections EN HRDR 20 years of growth reflections 3 14 12 03/09/22 20220301 NES 220301 The mission of I Human Resource Development Review (HRDR i ) is "to be the catalyst for creating more robust theory in HRD and related fields" ([8], p. 6) and aims to accomplish its mission by publishing four basic types of articles: theory and conceptual articles, theory building research method articles, foundations of HRD articles, and integrative literature reviews ([6]). [Extracted from the article]

The article reviews a family of multilevel models that can be used to build general theories of the nonprofit sector that are still sensitive to variations in context. The comparative study of the nonprofit (or nongovernmental) sector presents formidable challenges to social scientists who are attempting to advance theory on the sector. Ostensibly, the goal is to model and test theories that are generalizable. Yet, as scholars study topics such as volunteerism, donations, governance, management, advocacy, accountability, and the like in different political, economic, and cultural contexts, they often find different patterns across cases. After reviewing the issues and introducing the idea that time (or more specifically events) can be thought of as context as well, we present an analytical approach for doing comparative research using the framework of hierarchical linear modeling. [ABSTRACT FROM AUTHOR]

This article unpacks the ideology of "cosmopolitan leadership," a leadership theory that has surfaced from a qualitative study that examines the comparative analysis of global citizenship education (GCE) in two primary schools: one international school in Singapore and an independent school in Australia. This article unpacks the idea of "cosmopolitan leadership" and the features of this distinctive form of leadership in institutionalizing GCE in the respective contexts and schools. School leaders in both contexts, took an active role in driving GCE in the school, through the introduction of the international curricular model and by keeping themselves abreast with global curriculum initiatives and through curriculum innovation. These curricula initiatives assisted in the take-up of GCE that enabled the schools to attain their vision of developing global citizens. These were aligned to the schools' as well as national policies and evidenced innovative approaches to address the complexity of contemporary diversity, as well as the demands of the global world. This response was situated in multiple influential contexts, which included the national contexts of the two schools, encompassing the nature and geopolitical positioning of each society, the provision of schooling, the nature of schools and the specific policies governing the two schools, and their market contexts, which have influenced their approaches towards GCE. [ABSTRACT FROM AUTHOR]

This article studies the preferences of middle-class residents for old or new neighborhoods in two Israeli cities, and describes the ways local social space mediates the translation of the habitus into generative preferences. Most sociological studies either ignore questions of place or explicitly reject the role of place in shaping class tastes. While a number of recent studies have demonstrated the role of place in shaping class tastes, the mechanisms underlying the role of place have yet to be investigated and conceptualized. This study addresses this lacuna. Based on a mixed-methods comparative design, the article first presents the relationship between spatial and class processes underlying the particular social space of each of the two cities – that is, the local association between old/new neighborhoods and different populations, symbolic boundaries, and expectations regarding the future of different neighborhoods. It then shows how local social space is reflected in local narratives and patterns of distinction, which are interwoven with residents' accounts of their choices and preferences. The study argues that middle-class tastes are formed locally by a process of "emplacement," in which social actors find their socially designated place in specific urban settings and develop the tastes and dispositions associated with these areas. [ABSTRACT FROM AUTHOR]

The article presents two key concepts of sociological systems theory – externalisation and structural coupling – and applies them to explain (a) the exponential growth of international large-scale student assessments and (b) the rise of 'policy-relevant' educational research. The author concludes with a comparison between key concepts used in systems theory and those used in comparative policy studies. She identifies resemblances with concepts of pathways in historical institutionalism, the multiple-streams approach and the notion of punctuated equilibrium advanced in the advocacy coalition framework. [ABSTRACT FROM AUTHOR]

Purpose: Despite an explosion of professional development to help educators discuss issues of race and equity, expectations for addressing racial disparities outstrip current leadership practices, and scant empirical research exists on the organizational changes that emerge from the work of equity teams. This study examined equity teams' theories of organizational change for equity and how those theories related to their efforts to change school policies and practices. Research Methods/Approach: Drawing on institutional logics from organizational theory, this comparative case study examined transcripts and fieldnotes from 22 meetings and 27 interviews with two school equity teams in diverse contexts in the Pacific Northwest. Findings: Despite differences in the principals, team conversations, and organizational contexts, we found that both teams' discussions asserted a primary theory of change for shifting schools toward greater equity. According to this "commonsense" notion, efforts to become more equitable as a school first require shifts in individuals' understandings, beliefs, and attitudes—changes to "hearts and minds"— prior to engaging in other actions to address organizational change. Ultimately, our findings suggest that the dominance of a hearts-and-minds-first theory of change constrained changes to organizational policies, structures and practices. Conclusions: Alternative theories of change to catalyze equity-focused organizational shifts hold promise for fostering educational justice. Future participatory design research with schools may yield knowledge of multiyear organizational change. [ABSTRACT FROM AUTHOR]

A recurring set of questions in the multidisciplinary literature on interorganizational collaboration concerns the relationships between collaboration structures, processes, activities, and outcomes for the coalition as well the societal problem(s) the coalition seeks to address. These questions apply to counter-human trafficking coalitions as well. This mixed-method study helps address several gaps in extant scholarship via a comparative analysis of three nationally-scoped, counter-human trafficking coalitions comprised of nonprofit organizations operating in Global South countries. The key finding is that constructive leadership practices explain positive outcomes in ways that structures and activities do not. Implications are articulated for coalition leaders. [ABSTRACT FROM AUTHOR]

Psychological literacy has attracted considerable attention globally. However, no study has focused on this concept in China, where interest in psychology is growing.The present study aimed to investigate perceptions of psychological literacy in a sample of undergraduate psychology majors from Chinese public universities, and compare findings with previously reported data from the United Kingdom.Participants completed a survey in which they rated eight core attributes of psychological literacy across the dimensions of awareness, development, confidence in explaining, and importance in their future career.Students gave the highest ratings to the importance of psychological core attributes in their future careers and understanding the application of theory, but the lowest to the development of attributes and understanding the role of theory in research. Comparisons with the United Kingdom sample revealed culturally specific differences of potential interest.Findings from this work can inform the refinement of undergraduate psychology programs in China, and help calibrate standards in support of international mobility of Chinese students for postgraduate study outside of the home country.Psychology educators in China should consider providing more opportunities for students to gain awareness of their own development and engage in research firsthand. [ABSTRACT FROM AUTHOR]

In my Reviewing Policy section of this journal I have often analyzed a number of significant books that focus on other nations. Such an international agenda is important. Analytically such a wider perspective provides fresh insights into the lenses we employ to understand crucial sets of social relations that are created by and create educational and larger dynamics. This international view has now taken a very interesting turn with the publication of Paul Willis's newest book, Being Modern in China: A Western Cultural Analysis of Modernity, Tradition and Schooling in China Today. At the center of his analysis is the public school and especially the power of the national examinations in China as both structures that divide populations but also as powerful devices that embody identities both now and in the future. But it is much more than this. With its primary focus on both commodified and lived youth cultures, the book constitutes a substantive contribution to the questioning of the orthodox view of economic determinism within the political economy of education. Given this, it is definitely worth reading the book, but it is important to remember that this is indeed a "western" analysis. [ABSTRACT FROM AUTHOR]

National high-stakes exams are a fundamental structural feature of education systems around the world. Despite their importance in shaping educational stratification, little is known about the social processes that influence how and why national high-stakes exams are used at early ages on a global basis. I argue that global trends in the use of primary-level high-stakes exams during the postwar period are shaped by competing international and historical pressures. On one hand, Western colonialism instigated path-dependent processes that led former French and British colonies to continue to use high-stakes exams at the primary level, even after gaining independence. On the other hand, a worldwide cultural shift toward universalistic conceptions of education as a human right has led other countries to abandon high-stakes exams at early ages. Drawing on a newly constructed panel data set of 138 countries from 1960 to 2010, I show that national high-stakes exams have declined over time at early ages of schooling. Evidence from a series of panel regression models supports arguments about the importance of Western colonialism and universalistic conceptions of education in world society in shaping the use of high-stakes exams at the primary level. [ABSTRACT FROM AUTHOR]

The advent of mass schooling played a pivotal role in European societies of the later nineteenth century, transforming rural peasants into national citizens. The late-twentieth-century global expansion of higher education ushered in new transformations, propelling societal rationalization and organizing, and knitting the world into a more integrated society and economy. We address four key dynamics: (1) Higher education sustains the modern professions and contributes to the rationalization of society and state. (2) The supranational and universalistic orientation of higher education provides elites with shared global cultural frames and identities, facilitating globalization. (3) Consequently, tertiary education provides a foundation for major global movements and sociopolitical change around diverse issues, such as human rights and environmental protection as well as potentially contentious religious and cultural solidarities. (4) Higher education contributes to the reorganization of the economy, creating new monetarized activities and facilitating the reconceptualization of activities distant from material production as economic. In short, many features of the contemporary world arise from the growing legions of people steeped in common forms of higher education. Panel regression models of contemporary cross-national longitudinal data examine these relationships. We find higher-education enrollments are associated with key dimensions of rationalization, globalization, societal mobilization, and expansion of the service economy. Central features of modern society, often seen as natural, in fact hinge on the distinctive form of higher education that has become institutionalized worldwide. [ABSTRACT FROM AUTHOR]

Every society faces a dilemma of instilling a shared vision of citizenship, on the one hand, and accommodating specific identities, on the other. This Special Issue addresses the problems of citizenship and democratic education in pluralistic societies that face a challenge of accommodating diversity and maintaining social cohesion. This volume is the result of comprehensive joint efforts of scholars from different countries and regions, who are at various stages of their careers, all working in the field of citizenship studies in education. The papers featured in this collection were presented at the symposium Citizenship, Identity, and Education at the 2018 Comparative and International Education Society conference in Mexico City. We hope that the publication of this Special Issue will contribute to the dialogue about the interplay of citizenship and identity and the role of citizenship and democratic education in identity construction, negotiation, and development. [ABSTRACT FROM AUTHOR]

Institutional theory, an important research tradition in analysis of schooling, has examined the development of mass schooling in the United States and worldwide. But research in this tradition has given little attention to the internal working of mass school systems, to problems of inequality and the quality of instruction, or to relating those problems to the organization and management of mass school systems. Building on the first three articles, which document how education system building has become a key instrument in efforts to improve the quality and equality of educational opportunity for students, we argue for a program of comparative research on education system building cross-nationally. We outline a program of research that would extend our comparative approach to studying school systems' efforts to build, use and manage educational infrastructure as they attempt to transition to education systems in the United States by including such efforts in several other nations. [ABSTRACT FROM AUTHOR]

Recognizing that there are many different sorts of school systems in the United States and noting the absence of comparative research on these systems, we sampled six such systems—two public, one not, and three at various places on the border between public and private—for a comparative study of educational system in the United States. In this introduction, we motivate the research and discuss our research questions in order to situated the four papers in this special issue. The first three papers capture how different systems inhabit their environments similarly and differently, exploring the relationship between environments on one hand and the system–instruction connection on the other. The fourth paper sketches a comparative research agenda that would include more school systems, in and outside the United States, as they try to improve instruction. [ABSTRACT FROM AUTHOR]

Debates about the inclusion of students with disabilities in general education classrooms often overlook its impact on teachers. In this study, I analyze the concern that teachers may spend less time teaching in classrooms with children with special needs using survey data on 121,173 teachers from 38 participating countries and partners of the Teaching and Learning International Survey (TALIS) 2013. I further examine teacher, classroom, and school factors that may explain disparities in time spent teaching in classrooms with and without students with special needs. The findings indicate teachers, on average, spend marginally less class time on teaching in classrooms that include more students with special needs. The disparity in teaching time is mostly removed when accounting for students with behavioral problems in classrooms. [ABSTRACT FROM AUTHOR]

Objective We compared the 1997 update of the 1982 American College of Rheumatology (ACR-97) and the 2012 Systemic Lupus International Collaborating Clinics (SLICC-12) criteria, for earlier classification of systemic lupus erythematosus (SLE) in a multiethnic urban Asian SLE population. Methods Patients from a retrospective, nested case-control study of the influence of lupus nephritis on mortality in SLE were studied. For each patient, dates of first manifestations of each criteria (both ACR-97 and SLICC-12) were recorded, and the date of disease classification using ACR-97 or SLICC-12 criteria was compared to determine which criteria resulted in earlier classification. Results Among 182 SLE patients (74.2% Chinese, 18.1% Malay, 4.4% Indian and 3.3% Other ethnicities), 10 (5.5%) did not fulfill the ACR-97 criteria and 2 (1.1%) did not fulfill the SLICC-12 criteria. Using the SLICC-12 criteria, 18% of subjects showed earlier classification, whereas 7% of subjects showed earlier classification using the ACR-97 criteria. The SLICC hematologic criteria of "Leukopenia or lymphopenia" contributed most significantly to earlier diagnosis by SLICC-12. "Leukopenia or lymphopenia'' was present in 59% (19/32) of patients where SLICC-12 criteria allowed for earlier classification than ACR-97, compared with 15.4% (2/13) of patients where ACR-97 allowed earlier classification than SLICC-12 (p = 0.02). The immunologic criterion that is considered a strength of the SLICC-12 criteria did not appear to contribute significantly to earlier diagnosis in this study. Conclusion SLICC-12 criteria allow for earlier classification of SLE in a multiethnic cohort of Asian patients, supporting the validity of the SLICC-12 criteria and its use in clinical care and research. [ABSTRACT FROM AUTHOR]

Although substantial evidence from the United States suggests that more qualified teachers are disproportionately concentrated in the schools and classrooms of academically and socioeconomically advantaged children, it is not clear whether the problem of teacher sorting is global in scope. This study uses data from the 2013 Teaching and Learning International Survey to examine whether and how school- and classroom-level teacher distribution patterns vary across 32 education systems with diverse national contexts and education policies. We find that cross- and within-school teacher sorting is common in most countries but within-school sorting is more pronounced in higher income countries. We also identify several national policy variables that are significantly related to both cross-school and cross-classroom sorting of teachers. [ABSTRACT FROM AUTHOR]

Worldwide, teacher educators and policy makers have called for teacher preparation that is more deeply linked to practice. Yet we know little about how such linkages are achieved within different international programs. We examine the degree to which programs provide opportunities to learn that are grounded in practice, during university coursework. We report on observation data (N = 104 hr) from the methods courses in six programs in Finland, Norway, and California. Using an analytical framework decomposing the conception of “grounding in practice” in teacher education, this article provides evidence regarding the successes and challenges of incorporating practice in teacher education. [ABSTRACT FROM AUTHOR]

The aim of this paper is to identify and discuss similarities and differences between the curricula for physical education (PE) in secondary schools in Sweden, France and the canton of Geneva (Switzerland) in the light of PE teaching traditions (PETTs). Teaching traditions concern ideas about the goals of school disciplines and therefore about the kind of learning pupils are expected to acquire. The paper focuses more specifically on two subjects, gymnastics and fitness training, because these physical activities are liable to highlight the similarities and differences across contexts in terms of didactic transposition. A content analysis of current curriculum materials of the three countries was conducted taking the following dimensions into account: (a) the general structure of the curriculum texts; (b) the general recommendations; and (c) the learning outcomes expected from the pupils in terms of knowledge and values, with examples of contents in gymnastics and fitness training. The results show the entanglement of various PETTs in each country: PETT as Sport-Techniques primarily shapes French and Swiss-Genevan curricula, PETT as Health Education is more present in Sweden and, to a lesser extent, in Switzerland, while PETT as Physical Culture Education tends to be more visible in France. [ABSTRACT FROM AUTHOR]

Classroom actions rely, among other things, on teaching habits and traditions. Previous research has clarified three different teaching traditions in science education: the academic tradition builds on the idea that simply the products and methods of science are worth teaching; the applied tradition focuses on students’ ability to use scientific knowledge and skills in their everyday life; and the moral tradition opens up a relationship between science and society, focusing on students’ decision making concerning socio scientific issues. The aim of this paper is to identify and discuss similarities and differences between the science curricula in Sweden, France and Western Switzerland in terms of teaching traditions. The study considers the following dimensions in the analysis: (1) the goals of science education as presented in the initial recommendations of the curricula; (2) the organization and division of the core contents; and (3) the learning outcomes expected from the students in terms of concepts, skills and/or scientific literacy requirements. Although the three traditions are taken into account within the various initial recommendations, the place they occupy in the content to be taught is different in each case. In the Swedish curriculum, our analyses show that the three traditions are embedded in the initial recommendations and in the expected outcomes. On the other hand, in the Western-Swiss and French curricula, the three traditions are embedded in the initial recommendations but only academic tradition can be found in the expected outcomes. Therefore, the Swedish curriculum seems to be more consistent regarding teaching traditions. This may have some consequences on teaching and learning practices, which will be discussed in the article. Moreover, our analyses enable us to put forward definitions of teaching tradition. [ABSTRACT FROM AUTHOR]

This historical study explores how educators in the United States responded to the rise of fascism between the World Wars. By considering and then ultimately rejecting the fascist approach to education and philosophy, American educators defined democratic education in contrast to fascist/totalitarian approaches to education by rejecting indoctrination and propaganda. The author argues that fascism provided a catalyst for pushing epistemological issues surrounding propaganda, indoctrination, relativity, and absolutism to the center of their collective consciousness in ways that parallel the controversies of today over “fake news” and “alternative facts.” [ABSTRACT FROM AUTHOR]

This study identifies pathways to educational success among refugees. Data are from an original online survey of Somali diaspora and in-depth qualitative interviews with Somali refugee students educated in the Dadaab refugee camps of Kenya. This research builds on Bronfenbrenner’s ecological model to consider both the locally and globally situated nature of resources across refugees’ ecosystems. Analysis examines the nature and content of student-identified supports and their perceived influence on access to and persistence in school as well as the mediating role of technology. The findings suggest consideration of both locally situated relationships and globally situated relationships as critical educational supports. Implications include leveraging naturally occurring virtual relationships to support educational success of refugees and other young people who are physically isolated from access to needed supports in their local region. [ABSTRACT FROM AUTHOR]

We examine the distinction between teaching and teachers as it relates to instructional improvement. Drawing from work outside of education on improvement systems and from analyzing the Japanese system of lesson study, we contend that a focus on teaching can shape a coordinated system for improvement whereas a focus on teachers, common in the United States, leads to elements that are uncoordinated and often work against the continuous, steady improvement of classroom teaching. We propose that the concept of systems for improvement and its instantiation in Japanese K–8 education offer opportunities to reexamine U.S. efforts to improve teaching and shift these efforts toward a more promising direction. [ABSTRACT FROM AUTHOR]

We have observed a global focus on improving teacher quality through reforming teacher education, certification, recruitment, and evaluation during the past two decades. Previous single country studies have documented the focus, design, and implementation of teacher reforms in various national contexts, yet few studies systematically analyzed what explains the cross-national difference in how a national, federal, or state government develops and implements a teacher reform influenced by global dynamics. This article presents a conceptual framework to understand how this cross-national divergence emerges within a global convergence on reforming teachers and their work to guide the future research. The author argues that this divergence is a result of collective sensemaking, negotiation, and contestation over a “teacher quality” problem and the solution among policy actors at national and local levels, which are influenced by global dynamics but occur within nation-specific teaching and policy environments. [ABSTRACT FROM AUTHOR]

The movement to democratize data and the advent of virtual research teams provides a near-perfect opportunity for an explosion of comparative nonprofit research. This manuscript provides a useful framework for scholars interested in utilizing comparative nonprofit data. By documenting how the lived context of the data is influenced by governmental, institutional, and social forces, we illustrate how effective comparative data work will involve knowing both the how (data details) and the why (institutional history) of the data elements. We offer three extended examples to illustrate the complexity of comparative data: the definition of nonprofit, the concept of governance, and the definition of financial liability. This approach provides a thoughtful path of not only careful empirical work but also the route to theoretical improvements as well. Furthermore, comparative work also leads the researcher to question assumptions and document the processes which shape the data, even within their singular context. [ABSTRACT FROM AUTHOR]

In this article, I probe a question at the core of comparative education—how to realize the right to education for all and ensure opportunities to use that education for future participation in society. I do so through examination of refugee education from World War II to the present, including analysis of an original data set of documents (n = 214) and semistructured interviews (n = 208). The data illuminate how refugee children are caught between the global promise of universal human rights, the definition of citizenship rights within nation-states, and the realization of these sets of rights in everyday practices. Conceptually, I demonstrate the misalignment between normative aspirations, codes and doctrines, and mechanisms of enforcement within nation-states, which curtails refugees’ abilities to activate their rights to education, to work, and to participate in society. [ABSTRACT FROM AUTHOR]

The article discusses teaching strategies for educators of special education teachers. It states significance of globalization for the teachers, and mentions use of comparative education mas a tool of teaching. It notes the features of the Bray and Thomas teaching framework which allows authors to identify a unit of analysis, and to delineate the rationale for comparison.

The theoretical base that supports human universals served as a model for proposing special education teacher education universals. The human universals model is explained and put forth as a basis for identifying special education teacher education universals. Twenty-four English language journals from different countries representing four continents were searched for special education teacher education universals, represented by four broadly defined categories: (a) policy, (b) practice, (c) pedagogy, and (d) teacher preparation/co-curricular activities. Each journal was searched from 2004 to 2015, and articles were coded using the aforementioned categories. Results indicated an overwhelming presence of teacher preparation/co-curricular descriptions, representing 51% of the total (n = 815) articles categorized. The implications of these results are discussed in relation to defining and describing special education teacher preparation universals. [ABSTRACT FROM AUTHOR]

In this paper, student-level indicators of opportunity to learn (OTL) included in the 2012 Programme for International Student Assessment are used to explore the joint relationship of OTL and socioeconomic status (SES) to student mathematics literacy. Using multiple methods, we find consistent evidence that (a) OTL has a significant relationship to student outcomes, (b) a positive relationship exists between SES and OTL, and (c) roughly a third of the SES relationship to literacy is due to its association with OTL. These relationships hold across most countries and both within and between schools within countries. Our findings suggest that in most countries, the organization and policies defining content exposure may exacerbate educational inequalities. [ABSTRACT FROM AUTHOR]

This article contributes to the International Study of Leadership Development Network initiative to identify high-need schools around the globe by focusing on a small minority ethnic school in the country of Georgia. It will be clear in this article that the challenges the Karajala School administrator faces in this former Soviet bloc school stand as an example of the educational disadvantages common to rural minority ethnic schools in Georgia and to many small rural schools in former Soviet bloc nations. The Karajala School is populated with Azeri students and is located in an isolated agrarian village. In the Republic of Georgia, both conditions are markers of a high-need school. The national Ministry of Education struggles to develop educational resources for the educators and students in these types of schools. School principals are woefully ill-prepared to implement modern reforms in education. Even with its new facility, modernized classrooms, indoor restrooms, and a central heating system, Karajala remains a high-need school. This article provides a portrait of this school, identifies the factors that make it a high-need school, links the properties of this type of school to matters of social justice, and identifies the challenges that this school must overcome to address expectations of educational quality and justice. [ABSTRACT FROM AUTHOR]

Intentionally designing international perspectives into adult educator preparation programs is a step toward developing instructors' social and instructional cache of understandings about learning, knowledge, and facilitative methodologies that transcend their own Western cultural influences. In a class offered through an MA in adult learning and teaching program at a large Southwestern university, students examined their personal perceptions about adult education and investigated adult learning and knowing in international settings. Through symbolic convergence and narrative analyses, the research found that the use of a collaborative, comparative inquiry framework indicated an initial Western educational metanarrative. Throughout the course,the framework also provided a cognitive and emotional scaffold to underpin the social nature of transformative learning and to inspire a global educational vision. [ABSTRACT FROM AUTHOR]

This research documents long-run trends in between-country education inequality and proposes a method for doing so that accounts for the ways in which most education variables differ from continuous variables such as income. Historical, national-level estimates of primary schooling enrollment rates and years of completed primary, secondary, and total schooling are used to identify several problems that arise when formal measures of inequality are used to estimate intercountry education convergence, including violation of the welfare, scale invariance, and anonymity principles. An alternate measurement strategy shows that the intercountry trend in the dispersion of education has followed an approximately normal curve over the past 140 years, but with considerable variation across measures of education. These results are in contradiction to previous education inequality studies, which have reported either monotonically rising or falling intercountry inequality. [ABSTRACT FROM PUBLISHER]

In this work, we explored the relationship of the Common Core State Standards in Mathematics (CCSSM) to student achievement. Building on techniques developed for the Third International Mathematics and Science Study (TIMSS), we found a very high degree of similarity between CCSSM and the standards of the highest-achieving nations on the 1995 TIMSS. A similar analysis revealed wide variation in the proximity of state standards in effect in 2009 to the CCSSM. Finally, we used regression and analysis of covariance techniques to assess the relationship between the proximity of a state’s standards to the CCSSM and performance on the 2009 National Assessment of Educational Progress (NAEP). After adjusting for cut-points on state assessments and controlling for state demographics related to socioeconomic status and poverty, we found that states with standards more like the CCSSM, on average, had higher NAEP scores. [ABSTRACT FROM PUBLISHER]

Purpose: In this study the authors focus on different (configurations of) leadership or management styles in schools for general and vocational education. Findings: Using multilevel (students and schools) analyses, strong differences in effective management styles between schools with different student populations were observed. Conclusions: The authors present a description of relevant management factors in different educational contexts. [ABSTRACT FROM PUBLISHER]

The United States and Norway represent two distinctively different attempts to equalize educational opportunity. Whereas the United States has focused on expansion and the proliferation of lower-tier open-access institutions, Norway has emphasized institutional streamlining and the equalization of living conditions. At the same time, the two countries have similar levels of educational attainment among young adults. Is one model more successful than the other in providing equality of educational opportunity among youth from different socioeconomic backgrounds? Using longitudinal data and multinomial regression analysis, the findings reveal that there are more similarities than differences in the relationship between family background and college degree attainment in the two countries. The relatively moderate differences between the two countries primarily emerge in the patterning of selection at different transition points rather than in the overall relationship between socioeconomic background and college degree attainment. [ABSTRACT FROM PUBLISHER]

This article develops the idea that the sciences of the design perspective offer a more adequate solution for bridging the gap between explanations and prescriptions in educational research. This idea is developed over the following steps: first, the scope of the analysis and the problem of the relationship between explanations and prescription are expounded; second, the article examines the relevance of the science of the design perspective and the advantages compared with the traditional view in educational research; third, it considers educational research as a science of design; and finally, predictions and prescriptions are assigned a new role in the field of educational research. [ABSTRACT FROM PUBLISHER]

The Common Core standards released in 2010 for English language arts and mathematics have already been adopted by dozens of states. Just how much change do these new standards represent, and what is the nature of that change? In this article, the Common Core standards are compared with current state standards and assessments and with standards in top-performing countries, as well as with reports from a sample of teachers from across the country describing their own practices. [ABSTRACT FROM PUBLISHER]

The authors of Education, Equality and Social Cohesion: A Comparative Analysis, of Culture in Education and Development: Principles, Practice and Policy, and those anthologized in Languages and Education in Africa: A Comparative and Transdisciplinary Analysis, all approach the pressing educational issues that animate the debates among educationists, researchers and policy-makers in developed nation-states as well as in geopolitical areas of Africa and Asia, through a comparative perspective. Such a perspective allows researchers and scholars to point out and interpret the differences related to specific social contexts and histories, to political ideologies and educational philosophies and practices, but also to stress all the aspects that are common to educational institutions and projects. Globalization, with its emphasis on education as a viable economic investment that promises high returns, represents the general dimension with which these three books deal: it may translate into the real or perceived sociocultural fragmentation of developed societies that makes the concept of social cohesion and its relation to schooling once more relevant, as in Education, Equality and Social Cohesion; or it may be felt as the pressure of neocolonialism that silences endogenous knowledge and people’s ability for multilingualism in the African states which is examined in Languages and Education in Africa; or it may be the persistent disregard for local cultures and competences expressed by development programmes and donors as argued in Culture in Education and Development. The theoretical and policy recommendations that all these authors suggest, on the basis of their research practice and findings, centre around a recognition of the relevance of culture for quality education and quality life, of culture as a complex and dynamic dimension that needs to be understood in relation to the wider historical, political and economic frameworks. [ABSTRACT FROM PUBLISHER]