Search

This paper discusses the strengths of using ethnographic research methods in cross-national comparative research. It focuses particularly on the potential of applying such methods to the study of migrants and minority ethnic youth in education, where large-scale quantitative studies or single-sited ethnographies are currently dominant. By linking findings and methodological reflections from a research study into the schooling experiences and life projects of migrants and minority ethnic youth in England and Spain, the paper shows how cross-national comparative ethnographies enable researchers to (1) contextualise and compare topics identified by research participants in the course of the fieldwork, (2) analyse topics, which only appear in one research setting and (3) explore and challenge how concepts and categories are employed by research participants in different settings. This, it is argued, makes such research methods particularly well placed to identify issues, which young people themselves find important to their schooling, and explore how these interlink with local practice. [ABSTRACT FROM PUBLISHER]

Much comparative research into education-related beliefs has exploited questionnaires developed in one culture for use in another. This has been particularly the case in mathematics education, the focus of this paper. In so doing, researchers have tended to assume that translation alone is sufficient to warrant a reliable and valid instrument for cross-cultural research, prompting concerns that a number of necessary equivalences are unlikely to have been addressed. In this paper, we consider the nature of these equivalences before examining the literature of a different field, healthcare research, to synthesise an approach to instrument adaptation that is pragmatic but rigorous. Finally, we demonstrate how this pragmatic approach, incorporating extensive cognitive interviews, enabled us to adapt and refine a mathematics-related beliefs questionnaire, developed in Flanders, for use with students aged 14–15 in England and Spain. Analyses indicate that the instrument so developed is multidimensional, reliable and cross-culturally valid. Some implications are discussed. [ABSTRACT FROM PUBLISHER]

This paper investigates the prevalence of incapacity in performing daily activities and the associations between household composition and availability of family members and receipt of care among older adults with functioning problems in Spain, England and the United States of America (USA). We examine how living arrangements, marital status, child availability, limitations in functioning ability, age and gender affect the probability of receiving formal care and informal care from household members and from others in three countries with different family structures, living arrangements and policies supporting care of the incapacitated. Data sources include the 2006 Survey of Health, Ageing and Retirement in Europe for Spain, the third wave of the English Longitudinal Study of Ageing (2006), and the eighth wave of the USA Health and Retirement Study (2006). Logistic and multinomial logistic regressions are used to estimate the probability of receiving care and the sources of care among persons age 50 and older. The percentage of people with functional limitations receiving care is higher in Spain. More care comes from outside the household in the USA and England than in Spain. The use of formal care among the incapacitated is lowest in the USA and highest in Spain. [ABSTRACT FROM PUBLISHER]

This paper addresses four questions concerning the influence of culture on mathematics teachers' professional practice. Firstly, drawing on categorical data yielded by the application of low inference coding schedule to video recordings of sequences of lessons taught by case study teachers on four common topics in England, Flanders, Hungary and Spain, we undertook an exploratory factor analysis to examine the ways in which such coded variables interact. This process yielded five factors, each of which was interpretable against the literature and highlighted the extent to which dichotomisations of mathematics teaching as reform or traditional are not necessarily helpful, not least because all project teachers exhibited characteristics of both. Secondly, factors scores were analysed by nationality to reveal culturally located practices resonant with the available literature. Thirdly, cluster analyses yielded four well-defined cross-cultural clusters of episodes, each indicative of particular didactical perspectives that appeared to challenge the exclusivity of these culturally located practices. Finally, the key methodological finding was that the manner in which data are analysed influences greatly the outcomes of comparative mathematics research. [ABSTRACT FROM AUTHOR]

This article examines COVID-19 and residential care for older people during the first wave of the pandemic in 2020, comparing a range of countries – Denmark, England, Germany, Italy and Spain – to identify the policy approaches taken to the virus in care homes and set these in institutional and policy context. Pandemic policies towards care homes are compared in terms of lockdown, testing and the supply of personal protective equipment. The comparative analysis shows a clear cross-national clustering: Denmark and Germany group together by virtue of the proactive approach adopted, whereas England, Italy and Spain had major weaknesses resulting in delayed and generally inadequate responses. The article goes on to show that these outcomes and country clustering are embedded in particular long-term care (LTC) policy systems. The factors that we highlight as especially important in differentiating the countries are the resourcing of the sector, the regulation of LTC and care homes, and the degree of vertical (and to a lesser extent horizontal) coordination in the sector and between it and the health sector. [ABSTRACT FROM AUTHOR]

The past decade has been a dynamic one for biodiversity offsetting policy. Efforts to incorporate offsetting into the Convention on Biological Diversity as a compliance mechanism did not succeed. The expansion of offsetting outside of the Natura 2000 network in the European Union (EU), which looked all but inevitable in the early 2010s, was withdrawn in the face of unexpectedly strong opposition from environmental groups and the business sector. Highly publicised offsetting programmes in some EU countries have had mixed outcomes, and many observers describe offsetting as a failed policy. And yet four years of interviews and policy analysis in Brussels, Spain, and England suggest that reports of offsetting's death may be exaggerated. While the possibility of an overarching EU Directive aimed at harmonising offsetting policy and practice across the region's countries seems unlikely, in Spain, offsetting has returned to the national policy arena via adoption as an implementation tool within the national Green Infrastructure Strategy. Offsetting in England persists in a handful of counties as a locally situated development strategy, and seems to have returned at the national level despite its spectacular flame‐out in 2014. This is not, after all, a high‐profile failure of neoliberal environmental policy. Rather, we see offsetting's persistence as a result of policy refugia: the retreat to small but amenable jurisdictions where offsetting policies can wait out inclement policy conditions and then emerge to recolonise the policy landscape when conditions improve. Highly publicised offsetting programmes in some EU countries have had mixed outcomes, and many observers describe offsetting as a failed policy. However, our analysis of offset policy development in the EU, Spain, and England suggests that offsetting has not failed but persists as a result of policy refugia: it has retreated to small but amenable jurisdictions from which it can emerge to recolonise the policy landscape as conditions improve. [ABSTRACT FROM AUTHOR]

Copyright of Encounters in Theory & History of Education / Rencontres en Theorie et Histoire de l'Educacion is the property of Queen's University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Universitaria de Historia Militar (RUHM) is the property of Centro de Estudios de la Guerra and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article investigates the role of sociodemographic characteristics, educational and economic variables on sports participation in a comparative way in two European countries: Spain and England. Adopting a broad concept of sport, as in the common European approach, we analyse the determinants of sports participation in 40 different professional and nonprofessional sports and recreational activities in both countries. The research involves a comparative analysis between the data of England and Spain based on two logistic regressions. The regression equation of every country tests the effect of 17 binary explanatory variables on a dependent binary variable for participation. Higher education level, professional occupation, younger age and being male are all factors associated with more sports participation. Although there is no difference in the direction of the factor effects on participation between England and Spain, there is considerable variation in their relative strength, which has sport policy implications in the two nations. [ABSTRACT FROM AUTHOR]

This article explores the restructuring of education in England and Spain. Against a presumably homogeneous global streamlining of educational systems according to competition-driven goals, the comparison of teachers' work-lives and professional knowledge evidences a variety of experiences under-represented in discourses on global restructuring. Our argument highlights how in England political reforms have worked their way deep into the working lives of professionals, giving rise to a 'managerial' model of professionalism, whereas in Spain reforms are more loosely coupled with teachers' work, favoring a 'social service'-oriented model. However, despite the different professional ideals, teachers uniformly stressed the challenges they face were predominantly due to broader social transformations for which policy reforms provided few if any remedies. Our study emphasizes the variety of educational reforms and teachers' experiences in the European context and argues further educational change should be bound to the historical trajectory and the concrete needs of the professionals in question. [ABSTRACT FROM AUTHOR]