Current Issues in Comparative Education最新文献

Postcolonial Critiques on Globalization and Privatization of Education in Pakistan 全球化与巴基斯坦教育私有化的后殖民批判

Current Issues in Comparative Education Pub Date : 2023-05-18 DOI: 10.52214/cice.v25i1.10017

G. Rind

引用次数: 1

Teachers' perceptions of parents in rural African communities 非洲农村社区教师对家长的看法

Current Issues in Comparative Education Pub Date : 2023-05-18 DOI: 10.52214/cice.v25i1.10247

Bukola Oyinloye

{"title":"Teachers' perceptions of parents in rural African communities","authors":"Bukola Oyinloye","doi":"10.52214/cice.v25i1.10247","DOIUrl":"https://doi.org/10.52214/cice.v25i1.10247","url":null,"abstract":"Teachers’ perspectives of their pupils’ parents are a critical element of the relationship between schools, families, and communities. However, in various rural African communities, teachers’ views of parents’ perspectives and practices around schooling are primarily ones of deficit rather than strength. This paper deepens this literature by offering insight into teachers’ perspectives in two rural communities in Nigeria. Using an ethnographic approach and applying concepts from the capability approach, this paper explores teachers’ perceptions of parents’ values in relation to their children’s schooling (parental functionings) and their views of the extent to which parents are able to pursue these functionings. The findings resonate with the existing deficit perspectives in the literature. In addition, the findings expand the literature by revealing an empathetic dimension to these deficit perspectives, suggesting that current evidence around teachers’ uniformly deficit perspectives of parents offers only a partial view. Illuminating the empathy that underpins teachers’ perspectives offers the possibility of finding common ground between schools and families which may widen opportunities for forging or deepening positive parent-teacher relationships which support children’s social, emotional, and academic development.","PeriodicalId":172586,"journal":{"name":"Current Issues in Comparative Education","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124133894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Beyond Demographic Identifiers and Classification: A Search for Alternative Approaches to Quantitatively Evaluating Equity 超越人口统计标识和分类:寻找定量评估公平的替代方法

Current Issues in Comparative Education Pub Date : 2023-05-18 DOI: 10.52214/cice.v25i1.10248

G. Pai

引用次数: 0

A transnational comparative study of teachers’ experiences of remote teaching and learning during COVID-19 pandemic 新冠肺炎大流行期间教师远程教学经验的跨国比较研究

Current Issues in Comparative Education Pub Date : 2023-05-18 DOI: 10.52214/cice.v25i1.10221

Satu-Maarit Korte, Minna Körkkö, Outi Kyrö-Ämmälä, Miia Hast, Sanna Mommo, Merja Paksuniemi, Gregor Maxwell, M. Beaton

{"title":"A transnational comparative study of teachers’ experiences of remote teaching and learning during COVID-19 pandemic","authors":"Satu-Maarit Korte, Minna Körkkö, Outi Kyrö-Ämmälä, Miia Hast, Sanna Mommo, Merja Paksuniemi, Gregor Maxwell, M. Beaton","doi":"10.52214/cice.v25i1.10221","DOIUrl":"https://doi.org/10.52214/cice.v25i1.10221","url":null,"abstract":"This article presents the findings of an international comparative multiple-case study that examined the sudden change from classroom to remote online teaching during the COVID-19 pandemic. The study specifically explored the experiences of teachers in Northern Finland, England, and Norway to provide new information about the education situation and to guide the description of the areas that should guide the education of future teachers. \u0000The data were collected in three different ways in three different contexts: via an online survey of in-service teachers in Lapland, Finland (N = 164), and through different semi-structured interviews with teachers in England (N = 20) and Northern Norway (N = 30). The data analysis was conducted in two phases. The first phase focused on teachers’ experiences in teaching and learning and the second phase on teachers’ challenges. \u0000The results voice the teachers’ desire for more education on online pedagogy and practicals, the pedagogical use of technology, and the significance of teacher collaboration. \u0000The findings can be used for the development of teacher education to ensure the dynamic digitalization of future teacher education programmes and policies. \u0000Keywords: online pedagogy, remote teaching, teacher education \u0000 ","PeriodicalId":172586,"journal":{"name":"Current Issues in Comparative Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129822193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Integrating Technology in English Language Arts Teacher Education A Book Review 科技融入英语语言艺术教师教育述评

Current Issues in Comparative Education Pub Date : 2023-05-18 DOI: 10.52214/cice.v25i1.10160

Honey Walrond

引用次数: 0

More girls are accessing school, but are they achieving? The factors influencing girls' mathematics achievement in Pakistan 越来越多的女孩进入学校，但她们是否取得了成就?影响巴基斯坦女孩数学成绩的因素

Current Issues in Comparative Education Pub Date : 2023-05-18 DOI: 10.52214/cice.v25i1.10235

Sumit Karn, Mia Chin, Vandita Churiwal, Chris J Henderson, Shreya Sanjeev

{"title":"More girls are accessing school, but are they achieving? The factors influencing girls' mathematics achievement in Pakistan","authors":"Sumit Karn, Mia Chin, Vandita Churiwal, Chris J Henderson, Shreya Sanjeev","doi":"10.52214/cice.v25i1.10235","DOIUrl":"https://doi.org/10.52214/cice.v25i1.10235","url":null,"abstract":"Although primary school enrollment in Pakistan has increased in the last two decades, schooling quality for girls and boys remains a central challenge. Furthermore, strides made toward gender parity are yet to address pervasive inequities in schooling outcomes. To provide insight on this matter, this paper interrogates girls' achievement in mathematics within the broader context of girls' access to quality schooling, asking: to what extent does gender influence mathematical achievement among grade four students in Pakistan? Building on Sen and Nussbaum’s 'capability approach' and 'freedom as development' frameworks, we explore the extent to which girls' educational achievement represents what Nussbaum defines as 'instrumental freedom.' We conducted an OLS regression to analyze Pakistan’s TIMSS 2019 data to examine the effect of gender on mathematical achievement. Results show that despite overall inequity in access to education for female students, girls outperform boys. However, while mathematics achievement might contribute to instrumental freedoms via the attainment of numeracy, discriminatory gender norms deny a vast majority of Pakistan's girls and young women the substantive freedoms central to their development. In Pakistan, the reality that young women are still 75 percent more likely to be disengaged from further education or employment presents a missed opportunity and significant cause for concern","PeriodicalId":172586,"journal":{"name":"Current Issues in Comparative Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131340828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Education as an international export 教育作为一种国际出口

Current Issues in Comparative Education Pub Date : 2023-05-18 DOI: 10.52214/cice.v25i1.10250

Stefano Hollis

{"title":"Education as an international export","authors":"Stefano Hollis","doi":"10.52214/cice.v25i1.10250","DOIUrl":"https://doi.org/10.52214/cice.v25i1.10250","url":null,"abstract":"A growing portion of international schools are franchised branches of schools originally founded in other countries. The first of such schools opened in 1996 and there are now almost 100 globally. Expansionist schools are primarily elite, English private schools, with concentrations of their franchises developing in the Middle East, Southeast Asia, and East Asia over the past quarter of a century—particularly in mainland China over the past decade. This study explores how such schools adapt the language and focus of their marketing and, in doing so, sustain their privilege across various contexts. A qualitative textual analysis is conducted of the websites of 11 schools run by Dulwich College and Harrow School, the first brands to expand overseas and with the most extensive networks of schools today. A lens of international schools as enclosures of privilege is used to demonstrate how schools adapt themselves and their framing. The study finds the promotional focus of the schools depends not just on whether they are the founding school or a franchise, but also on their relative ages, and on their varying locations within specific sociocultural contexts. An emergent hybrid model, catering to both local and international curricula, blends the local with the global and complicates the conventional notion of the international school. Finally, the study suggests that further research is focused on the franchising of elite education, particularly as the focal point of expansion begins to shift away from the mainland Chinese boom of the past decade.","PeriodicalId":172586,"journal":{"name":"Current Issues in Comparative Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128204674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Primary school learning in sub-Saharan Africa during COVID-19: a scoping review of responses and recovery initiatives induced during school closures COVID-19期间撒哈拉以南非洲的小学学习:对学校关闭期间的应对措施和恢复举措的范围审查

Current Issues in Comparative Education Pub Date : 2023-05-18 DOI: 10.52214/cice.v25i1.9969

B. Wawire, Adrienne Barnes-Story, Elisheba W. Kiru, Sungkyum Kim

{"title":"Primary school learning in sub-Saharan Africa during COVID-19: a scoping review of responses and recovery initiatives induced during school closures","authors":"B. Wawire, Adrienne Barnes-Story, Elisheba W. Kiru, Sungkyum Kim","doi":"10.52214/cice.v25i1.9969","DOIUrl":"https://doi.org/10.52214/cice.v25i1.9969","url":null,"abstract":"Globally, the COVID-19 pandemic caused unprecedented disruptions in education. School closures quickly followed the onset of the pandemic to contain the spread of the virus, forcing millions of students out of their regular academic calendars. Countries put in place interventions aimed to reduce the deleterious effects of school closures and disruptions in learning. For instance, many countries used various mediums to provide students with distance learning. This scoping review examines the interventions that education systems in low- and middle-income Sub-Saharan African (SSA) countries (LMIC) implemented to mitigate learning loss in reading and writing skills among early grade learners (i.e., children attending primary schools) and discusses the reach of those programs. This review highlights the proportion of students reached by the targeted mitigation measures, revealing that LMIC countries in SSA provided students with remote learning opportunities through radio and television programming, provided teachers with professional development on the use of novel tools, and provided parents and families with support to help learners at home. However, these disruptions affected the traditional assessment methods. Various assessment methods were implemented to measure student progress, but there is a need for appropriate progress monitoring tools and accurate data to measure the effectiveness of the interventions. Many LMIC implemented Return-to-School policy frameworks, processes, and principles that ensured safe learning continuity.","PeriodicalId":172586,"journal":{"name":"Current Issues in Comparative Education","volume":"331 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115223816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Advancing Digital Learning in a Traditional System 在传统系统中推进数字化学习

Current Issues in Comparative Education Pub Date : 2022-07-12 DOI: 10.52214/cice.v24i2.9496

Romina Quezada-Morales

引用次数: 0

Impacts of Remote Learning Measures on Educational Access and Quality in Ecuador 厄瓜多尔远程学习措施对教育机会和质量的影响

Current Issues in Comparative Education Pub Date : 2022-07-12 DOI: 10.52214/cice.v24i2.9513

Hannah Stinson

{"title":"Impacts of Remote Learning Measures on Educational Access and Quality in Ecuador","authors":"Hannah Stinson","doi":"10.52214/cice.v24i2.9513","DOIUrl":"https://doi.org/10.52214/cice.v24i2.9513","url":null,"abstract":"This analysis explores the ways in which the digital measures taken by Ecuador’s MINEDUC affected the access and quality of education in Ecuador, as well as impacts of these changes on existing socioeconomic gaps in the country. The exploratory study was based on two semi-structured interviews, one with an educational practitioner and one with a policymaker. The first interviewee was the director and sole multi-grade teacher of a public IBE elementary school in a rural zone of Ecuador. This interview took place in December, 2020. The second interviewee had served in a high rank position in the MINEDUC during the pandemic, and this interview was carried out in August, 2021. The analysis of the data indicated that participants conceptualized academic quality as care for the holistic wellbeing of students as well as taking opportunities provided by remote learning for innovation in education. Educational policy, curriculum, and practitioners emphasized these forms of quality education during the pandemic. Another finding was the roles of technology and teachers as educational gatekeepers. Educational access was mediated by access to technology, and/or teacher responsibility to deliver other forms of remote learning. Teacher responsibility was especially high in rural areas where access to technology is scarcer. Finally, digital divide is a term used in recent decades to describe the gap between those who are able to access and effectively use new technologies, and those who cannot (Van Dijk, 2012). Social distancing highlighted the digital divide in Ecuador, but the diversity of measures offered helped to mitigate adverse effects of the digital divide. Even where technological access was limited, the wealth of digital resources developed in response to the pandemic provided professional support to teachers.","PeriodicalId":172586,"journal":{"name":"Current Issues in Comparative Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130779330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0