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This chapter examines the trends in published comparative and international education research from 2014 to 2019 with a special focus on 2019 publication in open access journals and by authors situated in the Global South. In particular, two trends from 2019 are (1) the increasing number of research publications in the field of comparative and international education that are being published in online, open access journals and (2) the representation among these research publications between authors situated in Global North versus Global South contexts. Evidence from the six years of data collection suggests that single country studies and qualitative methods continue to dominate published research in comparative and international education journals. 2019 data also show that there are significant different in the publication trends in subscription versus open access journals in the field, and that authors from the Global South are more likely to publish in open access journals, especially if they are female.

Purpose: Vascular targeted photodynamic therapy (VTP) is a nonsurgical tumor ablation approach used to treat early-stage prostate cancer and may also be effective for upper tract urothelial cancer (UTUC) based on preclinical data. Toward increasing response rates to VTP, we evaluated its efficacy in combination with concurrent PD-1 inhibitor/OX40 agonist immunotherapy in a urothelial tumor-bearing model. Experimental design: In mice allografted with MB-49 UTUC cells, we compared the effects of combined VTP with PD-1 inhibitor/OX40 agonist with those of the component treatments on tumor growth, survival, lung metastasis, and antitumor immune responses. Results: The combination of VTP with both PD-1 inhibitor and OX40 agonist inhibited tumor growth and prolonged survival to a greater degree than VTP with either immunotherapeutic individually. These effects result from increased tumor infiltration and intratumoral proliferation of cytotoxic and helper T cells, depletion of Treg cells, and suppression of myeloid-derived suppressor cells. Conclusions: Our findings suggest that VTP synergizes with PD-1 blockade and OX40 agonist to promote strong antitumor immune responses, yielding therapeutic efficacy in an animal model of urothelial cancer.

Since the 1970s, gender has been a research focus in the field of comparative and international education (CIE) (Unterhalter, 2014). The extensive work on the issue of gender and access to education by academics and practitioners has proven instrumental in elevating the issue to the forefront of global educational policies (Assie-Lumumba, N. & Sutton, M. (2004). Global trends in comparative research on gender and education. Comparative Education Review, 48(4), 345–352). More recently with the goal of increased enrollment achieved and global improvements in gender parity, the focus has shifted from access to agency and empowerment (Assie-Lumumba, N. & Sutton, M. (2004). Global trends in comparative research on gender and education. Comparative Education Review, 48(4), 345–352). From policy to practice, CIE appears to advocate for inclusiveness, interdisciplinarity, and contextualization in research and practice. This chapter interrogates the assumption that CIE promotes these same concepts of gender equality, empowerment, and inclusiveness in the field itself. Through the use of data published in leading CIE journals, the following questions are addressed: How are issues of gender and power manifested and addressed within CIE-related research? Is research published in the field of CIE shifting and adjusting to changing societal gender norms? A critical examination of the role of gender in CIE scholarship and practice challenges the assumption that CIE professionals and researchers lead by example. In other words, although CIE professionals and researchers “talk the talk”, do they really “walk the walk” when it comes to gender and education?

Increasingly, groups external to educational systems are offering time, expertise and products, creating an intricate web of educational governance where entities outside of formal education contribute to state-funded education systems. While this involvement and its motivations have been considered in the literature, it has been less common to explore these interactions between school systems and outside organizations as they relate to the transition from the knowledge economy to the intelligent economy. Such research is important to understand the numerous inputs to education, which can then inform future decision-making. This study traces scripts around the commodification of knowledge, which connects education to individual employability or the economy and cyborg dialectic, or the mutual relationship between humans and technology. These scripts intersect to contribute to the perpetuation of data creation and usage as part of the educational intelligent economy. The scripts traced here originate from Battelle, a primarily a Ohio-based research and development organization, also focused on classroom teaching and learning, specifically in STEM (Science, Technology, Engineering and Mathematics) education. Mapping scripts related to the commodification of knowledge and the cyborg dialectic indicates promotion of the intelligent economy broadly and individually for Battelle itself across Ohio and beyond, through investments in educators, students and policy-makers but also Battelle’s potential employees and collaborators. This data-focus creates an educational intelligence not only in students, teachers and policy-makers but also in Battelle itself, legitimating it as an actor in education.

Osmosis is the movement of particles across a boundary until the saturation of particles has been equalized on both sides of the boundary. Although this term is most often used in biology, it is a relevant metaphor for comparative and international education (CIE), as the boundaries which define the field are permeable, with few limitations on what is and is not considered CIE. Previous introductory chapters to the Annual Review of Comparative and International Education have examined the professionalization of the field through the characteristics of articles published in prominent CIE journals. While drawing on a similar framework, this chapter, rather than examining CIE from the inside, examines the development of the field from the outside by considering what, where, and why CIE-related articles appear in journals outside of the field. In addition to data on articles from CIE journals for 2017, education-related articles from domestic and international journals with the highest impact factor from the fields of sociology, political science, economics, anthropology, psychology, and education are also included. These components will provide multiple points of comparison and discussion to examine how non-CIE journals include CIE related topics to identify which themes permeate the CIE boundary.

e17004 Background: In patients with low-grade, small upper tract urothelial carcinomas (UTUC), as well as those in whom preservation of kidney function is critical, local ablative therapies such as vascular targeted photodynamic (VTP) therapy have emerged as a means of reducing treatment-related morbidity. Toward increasing response rates to VTP, we evaluated its efficacy in combination with concurrent PD-1 inhibitor/OX40 agonist immunotherapy in a urothelial tumor-bearing model. Methods: In mice allografted with MB-49 UTUC cells, we compared the effects of combined VTP with PD-1 inhibitor/OX40 agonist with those of the component treatments on tumor growth, survival, lung metastasis, and antitumor immune responses. Results: The combination of VTP with both PD-1 inhibitor and OX40 agonist inhibited tumor growth and metastasis and prolonged survival to a much greater degree than VTP with either immunotherapeutic individually. These effects result from increased tumor infiltration and intratumoral proliferation of cytotoxic and helper T cells, depletion of Treg cells, and suppression of myeloid-derived suppressor cells. Conclusions: Our findings suggest that VTP synergizes with PD-1 blockade and OX40 agonist to promote strong antitumor immune responses, yielding therapeutic efficacy in an animal model of urothelial cancer.

This chapter provides a comparative policy analysis of education for citizenship in Egypt, Nepal, and Hong Kong. Having undergone significant political transitions, these countries provide useful case studies for examining the policy borrowing process for citizenship education before and after significant regime change. Using comparative policy discourse analysis framed by Phillips and Ochs's policy borrowing model, the authors examine the intersections between international expectations with national policy around citizenship education in countries which experienced drastic political transitions. This comparative policy analysis seeks to answer the following questions: How has national level policy on education for citizenship changed before and after shifts in regime governance? How are the examples of Egypt, Nepal, and Hong Kong reflective of global trends in citizenship education?

The shift from data-informed to data-driven educational policymaking is conceptually framed by institutional and transhumanist perspectives. Examples of the shift to large-scale quantitative data driving educational decision-making suggest that data-driven educational policy will not adjust for context to the degree as done by the data-informed or data-based policymaking. Instead, the algorithmization of educational decision-making is both increasingly realizable and necessary in light of the overwhelmingly big data on education produced annually around the world. Evidence suggests that the isomorphic shift from localized data and individual decision-making about education to large-scale assessment data has changed the nature of educational decision-making and national educational policy. Big data are increasingly legitimized in educational policy communities at national and international levels, which means that algorithms are assumed to be the best way to analyze and make decisions about large volumes of complex data. There is a conceptual concern, however, that decontextualized or de-humanized educational policies may have the effect of increasing student achievement, but not necessarily the translation of knowledge into economically, socially, or politically productive behavior.

Consistent and systematic reflective practice is a key element of professionalization. Reflecting on the current status and trends highlights areas of success and areas for further examination within the field of comparative and international education (CIE). This research examines the characteristics of articles in peer-reviewed comparative and international education journals from the last three years in order to identify how the field has changed. Data explored include number of authors, author(s) institutional location(s), research methodology, content or context of analysis, and keywords. Results were compared to questions and recommendations posed by Bereday in 1964 and in the initial Annual Review in 2013. Single-country studies continued to dominate the field for the third year; however, there has been a shift in methodological approaches, with more balance between qualitative and quantitative methodologies. Collaboration, evidenced by an increase in co-authored articles, has increased across the field. Findings from keyword analysis show that although six keywords have remained at the top of the field across the three years, there are few topics which unite the field. These results indicate that although one strength of the field has been cited as its diversity, CIE lacks a common focus on methods, theories, or contents that set it apart from other education-affiliated disciplines. Scholars are encouraged to continue consistent and systematic reflection in determining future directions of the field by identifying unique approaches to distinguish CIE.

This study examines perspectives of Saudi university students regarding changing gender roles as affected by women

Research has established that reflective practice is a key to professionalization, but reflective practice requires data upon which to reflect. This research provides a two-year synthesis of data on comparative and international education scholarship, and the institutional, relational, topical, and methodological characteristics of the field producing this scholarship. By examining the scholarship published in comparative and international education journals in 2014 and 2015, analyses empirically examined the researcher characteristics, content coverage, and methodological approach of this published work. The analyses reported here find that about half of the publications in CIE in 2015 were by single authors and focused on single countries. The dominant methodology in the published scholarship continues to be overwhelmingly qualitative. This suggests that scholarship in comparative and international education over this two-year period may be characterized as single-author, single-country, qualitative case studies.

Reflecting on scholarship and professional practice is a hallmark of a developing scholarly field and its professionalization. Yet, reflection requires data or evidence to support the ideas and directions of the field as it develops. Although there is an increasing amount of data examining comparative and international education scholarship, it is neither coordinated nor systematic. This research identifies a foundation plan for creating a systematic and consistent evidence base for reflective practice. First, by examining the full-text articles in four leading comparative and international education journals published in 2014, the research reported here empirically analyzes both the content coverage in the field as well as how the research published in the field is methodologically approached. This gives an indication of where the field of comparative and international education has been and where it is going. And, by finding the answers to the “what” and “how” questions, scholars and professionals in comparative and international education are better equipped to reflect on the field and revise, expand, and develop it accordingly. This foundational research finds that single-country, qualitative research authored by single authors dominates the field of comparative and international education. But, there is also evidence that the dominant discourse in the field – represented by the most frequent title, abstract, and keywords – is incorporated into quantitative and theoretical work more than in any other. This suggests that the nature of research in comparative and international education may be characterized by a particular type (single country, single author, qualitative), but that the dominant discourse published in the comparative and international education field does not necessarily align with the most frequently used methodologies in comparative and international education research.

Evidence increasingly suggests that the use of information and communication technology (ICT) in classrooms has the potential to improve student learning and increase achievement in mathematics and science (Grinager, 2006). Education policymakers also largely assert that access to ICT-based education has the potential to prepare students for the global economy (UNESCO Institute for Statistics, 2013).