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The purpose of this article is to compare institutions of higher learning in Poland and universities in Canada using an information technology conceptual framework consisting of three parts: participation, feedback and partnership. (Contains 15 notes.)

A framework is presented for use by the Board on International Comparative Studies in Education (BICSE) in advising the National Center for Education Statistics and the National Science Foundation on United States participation in international comparative studies of education. The framework may also be helpful in identifying areas of research that are neglected. Also presented are principles recommended by the board for appraisal of proposals to conduct international education studies. The framework considers the value of United States participation in international studies and the kinds of studies that can be conducted. The measurement of educational achievement is reviewed, with attention to the many complications of international research. The long-term needs for United States participation and the timing and focus of proposed studies are considered. The recommended principles for appraisal of international studies apply to both explanatory and descriptive studies, whether of a qualitative or quantitative approach. Principles to be reviewed include considerations of relevance, design, analysis, and application. These principles have been adopted to guide the BICSE's appraisal of planned activities and for consideration by those interested in international comparative studies. Biographical summaries of 18 BICSE members are provided. (SLD)

This paper argues that, despite the increasingly espoused centrality of culture and context to the field of comparative and international education, the voices from within the context remain silent and absent from the literature on comparative and international education. This paper explores the various spaces in which an Oceanic researcher may operate. It draws on Epeli Hau'ofa's Oceanic philosophy and Homi Bhabha's theory of hybridity to begin shaping possible actionable and ethical spaces for Oceanic researchers to explore the future of comparative and international education research for the Pacific.

This report is divided into five parts. Part One entitled "Science Education for Contemporary Society: Problems, Issues and Dilemmas," explores the contemporary relationship between science and society and studies how current practices in science teaching are based on a number of myths or assumptions that are not always justified. It also examines existing obstacles to change and ends with suggesting some elements of remediation. Part Two and Part Three address "Current Trends and Main Concerns as Regards Science Curriculum Development Implementation in Selected States in Asia and in Europe." Each case study focuses first on the status of teaching science and technology in the country, secondly on the main problems in teaching science and technology, thirdly on recent reform, and fourth on innovative use of non-school resources. Part Four, "New Approaches in Science and Technology Education," presents four contributions focusing on key issues for science teaching. Part Five contains an overview of "The Challenges to Be Faced in Order to Progress towards a Greater Coherence and Relevance of Science and Technology Teaching." (SAH)

Academic education plays an important role in the development of professionalism of adult educators. Given the interconnectedness of adult education with global and international developments, this international and comparative study illustrates the need for a systematic and comprehensive internationalisation of adult education programmes and the relevance of international teaching and learning settings for the development of professionalism in adult education. Based on focus group and graduate interviews of three master’s programmes with a focus on adult education at the Universities of Würzburg, Belgrade and Florence, similarities and differences in the internationalisation of the programmes are revealed and supporting factors for the development of professionalism are highlighted.

The purpose of this research was to explore and describe early childhood educators' perceptions of academic aspects and social and emotional aspects of inclusion practices. In this comparative international quantitative research an attitudinal demographic survey was distributed to 300 early childhood educators in mandated kindergartens and primary public schools in urban areas of Amman/Jordan, Sharjah and northern areas/United Arab Emirates, and Southwestern/U.S.A. The main highlighted themes included: teachers' attitudes toward academic aspects of inclusion practices, teachers' attitudes toward social and emotional aspects that affect inclusive practices in different contexts. (Contains 3 tables.)

The purpose of this research was to explore and describe early childhood educators' perceptions of academic aspects and social and emotional aspects of inclusion practices. In this comparative international quantitative research an attitudinal demographic survey was distributed to 300 early childhood educators in mandated kindergartens and primary public schools in urban areas of Amman/Jordan, Sharjah and northern areas/United Arab Emirates, and Southwestern/U.S.A. The main highlighted themes included: teachers' attitudes toward academic aspects of inclusion practices, teachers' attitudes toward social and emotional aspects that affect inclusive practices in different contexts. (Contains 3 tables.)

The purpose of this research was to explore and describe early childhood educators' perceptions of academic aspects and social and emotional aspects of inclusion practices. In this comparative international quantitative research an attitudinal demographic survey was distributed to 300 early childhood educators in mandated kindergartens and primary public schools in urban areas of Amman/Jordan, Sharjah and northern areas/United Arab Emirates, and Southwestern/U.S.A. The main highlighted themes included: teachers' attitudes toward academic aspects of inclusion practices, teachers' attitudes toward social and emotional aspects that affect inclusive practices in different contexts. (Contains 3 tables.)

The abstract is an important part of a research article; it is a research summary that must be attached, presented together with the research article. Therefore, the quality of an abstract is explicitly significant. This article aims to determine the similarities and differences of the rhetorical moves and linguistic features of abstracts of local, national, and international journals by Indonesian authors in the field of English language teaching. The method used is descriptive, quantitative, and qualitative methods or mix-methods, by analyzing the communicative objectives and linguistic features of the abstract parts of research articles. The results show that the majority of Ijal abstracts have five moves while the majority of Edu-Ling abstracts have only three moves. In general, active sentences are used more dominantly used than passive sentences in all moves of all three groups of abstracts, and present tense is far more frequently used in Ijal and Teflin abstracts but past tense is more frequently used in Edu-Ling abstracts while that complement clause in Move-4 of Ijal abstracts is the most frequently used among the three groups of abstracts. It can also be concluded that Teflin article abstracts are more similar to those of Ijal articles than to Edu-Ling articles in all aspects. This is probably because Teflin authors are more experienced in writing journal articles than those of Edu-Ling articles.

The purpose of this paper is to provide an account of how Information and Communication Technology (ICT) has evolved as a key topic and research area at the Comparative and International Education Society (CIES) conference. The past five years' CIES conference papers with an ICT component are reviewed for common development trends, opportunities, and challenges. The findings include: 1) ICT has a strong presence at CIES; 2) Countries from Asia, Africa and Northern America regions have been the major contributors to CIES; 3) Educational institutions, private and professional organizations and companies have been the key ICT4D players at CIES; 4) The interaction between ICT and other areas has been established; 5) ICT4D SIG is suggested to further claim its role of connecting, building, and strengthening ICT4D community of practice at CIES. Recommendations are also made for the development of a broad research agenda for the field to grow and mature in this connected global ICT context.

The purpose of this paper is to provide an account of how Information and Communication Technology (ICT) has evolved as a key topic and research area at the Comparative and International Education Society (CIES) conference. The past five years' CIES conference papers with an ICT component are reviewed for common development trends, opportunities, and challenges. The findings include: 1) ICT has a strong presence at CIES; 2) Countries from Asia, Africa and Northern America regions have been the major contributors to CIES; 3) Educational institutions, private and professional organizations and companies have been the key ICT4D players at CIES; 4) The interaction between ICT and other areas has been established; 5) ICT4D SIG is suggested to further claim its role of connecting, building, and strengthening ICT4D community of practice at CIES. Recommendations are also made for the development of a broad research agenda for the field to grow and mature in this connected global ICT context.

In the context of globalization, teacher education has to respond to the global imperative by helping preservice teachers develop global consciousness and awareness (Apple, 2011; Zhao, 2010). This paper addresses this imperative by first identifying the spaces for global competencies in teacher education standards at the national, regional, state, and institutional levels. Next, we analyze two universities' attempts to internationalize teacher education programs and demonstrate how the lack of specificity in teacher education standards emerge as gaps in the curriculum and in pre-service teacher learning. We argue that re-fashioned comparative and international education courses could address these gaps by developing students' conceptual understandings of global processes and their impact on education. The ultimate purpose of such courses will be to challenge pre-service teachers' ethnocentric assumptions about education and to foster a planetary relational view necessary for the development of a more just modernity on the global scale.

The original self-declared brief of this conference, at its inception in 2002, was to be an International Conference on Comparative Education in Teacher Training. This remained the title of the conference, even after the creation of related thematic sections since 2005. The first thematic section, the direct descendant of the conference in its original form, has since evolved to assume the general name of Comparative Education and History of Education, but the author, as the chairperson of that thematic section since its founding, still thinks of this section and the conference as stemming from the mission of "Comparative Education in Teacher Training", as a central component of that, the teaching of Comparative Education at universities. The aim of this paper is to take stock of and to reflect on the current state of published literature on the teaching of Comparative Education, as part of the run-up to the planned book volume on the teaching of Comparative Education. [For the complete Volume 12 proceedings, see ED597979.]

This book contains a collection of papers written by students involved in the Educational Management Project for South Africa. The project was established to introduce selected South Africans to theories and practices in educational management in an international comparative context. The papers focus on priorities for educational change and restructuring in South Africa. In particular, the themes include issues in the management of education, policy formation, and educational improvement. Following the foreword by the Norwegian ambassador to the United Nations, Martin Huslid, and the introduction by David Johnson, the papers are as follows: (1) "Educational Decentralisation and Participation" (Yusef Sayed and Debbie Fletcher); (2) "Policy Perspectives on Educational Governance--A Critique" (Fred Barron and Michael Crossley); (3) "The Efficacy of Paired Reading in South African Primary Schools" (Dickie Smith and David Johnson); (4) "Teacher Involvement in Decision Making" (Baatile Poo and Eric Hoyle); (5) "Integrating the Schools: A View from the Classroom" (Sivan Pather and David Johnson); (6) "Management Development Support for Head Teachers of Secondary Schools" (Phuti Tsukudu and Peter Taylor); (7) "Approaches to Head Teacher Training" (Cindy Mashinini and Bob Smith); (8) "The Technikon in a Democratic South Africa" (Redvers Miller); and (9) "An Annotated Bibliography of Educational Research on South Africa, 1980-1993" (John Chalufu and David Johnson). Each article contains references. (LMI)

The authors contend that the impact of the Cold War on multilateral organizations (especially UNESCO) as well as on the academic programs in Comparative and International Education or Development Studies in Education has been largely understudied. Both world-systems (USA and its allies, Soviet Union and its allies) laid claim on the project of world peace that UNESCO was meant to pursue. Furthermore, the boom in area, language and development studies in the 1960s was closely associated with the international race between the two world-systems over the patronage of those postcolonial countries that were viewed as "non-aligned" or neutralist. The salutary effects upon education policy in the United States are described, along with the portrayal of education as an inferior aspect of the capitalist system, behind the "iron curtain." The authors note the new research field of post-Cold War studies that emerged in U.S. academe over the past decade, and find that such studies are surprisingly scarce in comparative and international education which, by virtue of analyzing other educational systems, was at the center of the dichotomy.

The aim of this paper is to map this place of economics in the field of study of Comparative and International Education. Interrelationship between economy and education is concerned, two broad lines of enquiry lie within the scope of Comparative and International Education: economy as shaping force of education systems and the effect of education on the economy. In the interwar "factors and forces" stage of Comparative Education, the economy as a shaping force of national education systems came to the fore. In the social science phase of the 1960s the focus shifted to a study of the effect of education on the economy. This was reversed again in the 1970s, when socio-economic reproduction theories assigned a deterministic place to socio-economic stratification of society. In recent years neo-liberal economics dictated the research agenda of Comparative Education. In conclusion recommendations for a future research agenda in the field are made. [For the complete Volume 15 proceedings, see ED574185.]

The aim of this paper is to conduct such an appraisal of Jullien's ideas and vision, as a guiding light for the future development of the field in the twenty-first century world. The paper commences with a brief biographical sketch of the life of Jullien, followed by his vision for the field. This vision is then placed within the context of the pre-history and history of the field up to today. After Jullien the field of Comparative Education was at first side-tracked by the rise of nation-states, and the field tended to serve rather narrow national interests. However, a series of wide-changing societal changes are taking place in the twenty-first century globalised world. A global education expansion and reform project is taking-off as a response to these changes. The field of Comparative Education is superseded by Comparative and International Education, and with the vision of Jullien, this field has the promise to inform that international project in pursuing its objective of creating a more humane world. [For the complete Volume 14, Number 1 proceedings, see ED568088.]

This bibliography, compiled primarily for instructors and students of comparative and international education courses at the university level, is organized by topic and geographic area. Topics covered include: (1) general materials in the field of comparative and international education, including references and sources of data; (2) standard texts and works on methodology; (3) Third World educational themes and problems, including colonialism and modernization; and (4) international education, including education for international understanding, exchange programs, the "brain drain," and area studies programs. The geographic area lists include Europe, Africa, Latin America, Asia, and the Middle East. Further subclassifications are made in this section under: (1) general, including multi-national studies, (2) history, (3) philosophy, (4) politics, (5) sociology, (6) economics, and (7) psychology. The majority of entries have been published since 1965. (Author/RL)

This article contributes to a growing appreciation and understanding of both the ways to include exposure to Comparative and International Education (CIE) in undergraduate teacher education as well as to how students take up and respond creatively to opportunities for comparative exploration. In order to make space for comparative education in the already oversubscribed pre-service teacher's program of study, we (1) explore a strategy to use a required undergraduate social foundations' class for pre-service teachers at a large public university as a platform for comparative education, and (2) share the lessons learned from creating space for students to express their international and comparative curiosities. We open the article by introducing the "grafting" strategy to make space for the comparative; we then turn to the ways we employed a pedagogical tool we call "drawing out" to allow students to make comparative connections by responding to our deliberate, comparative prompts. We found that by embracing the grafting approach we created opportunities for students to make their own conclusions about the value of comparative considerations and to express their organic interest in the international to better understand domestic developments and options.

This article provides a brief history of the Comparative and International Education Society (CIES). The CIES, initially the Comparative Education Society (CES), evolved from annual conferences at New York University begun in 1954 by William W. Brickman. CES was founded at the close of a subsequent conference (April 27, 1956), with Brickman as President and Gerald Read of Kent State University, Secretary-Treasurer. During the first six years of its existence, the CES led study tours on five continents and in twenty-four countries. It also inaugurated a new journal, "Comparative Education Review," and it drafted and ratified a Constitution calling for annual elections and a nine member Board of Directors. From the beginning it courted an international membership. In addition to Americans, scholars from Canada, England, France, Germany, Switzerland, Chile and the Netherlands served on its Board of Directors or on the Editorial Board of its journal. During the years that followed, CIES established societal markers that reflected an emerging maturity. The modern era has given rise to particularly contentious issues, both epistemological and practical. A significant recent development is a trend toward decentralization through committees and Special Interest Groups. (Contains 1 note.)

The aim of this paper is to tease out the caveats in the much vogue exercise of drawing lessons from foreign systems of education -- the theme of this book, with the final objective that this will point to the parameters appropriate for the discourse and for the reader when reflecting on the topics touched upon in this book. The paper commences with a survey of the historical evolution of the field of Comparative and International Education, demonstrating how the motivation for extracting "lessons" from other education systems has been a key feature of the field, and increasingly so in contemporary times. The caveats to exercise, related to the salience and complexity of context, to the nature of the act of education, and to the undermining of the professional autonomy of the teacher are then pointed out. These parameters should be respected in any discourse on taking education lessons from around the world. At the same time, these parameters present scholars of Comparative and International Education an opportunity to prove their value in the twenty-first century world. [For the complete Volume 19 proceedings, see ED613922.]

The International Association for the Evaluation of Educational Achievement (IEA), an independent cooperative of research centers from about 45 countries, performs the type of research that provides data which can be used by policymakers as a basis for decision making about educational improvements. This paper describes: (1) IEA's mission and history; (2) the design and structure of a typical IEA achievement study, using the Second International Mathematics Study as an illustration (including discussions of the conceptual framework on which the study is built, the process by which populations and samples are selected, and the development of achievement tests); (3) some exemplary results of IEA studies which compare total test scores internationally, illustrate the relationship between achievement and other variables, and analyze a national educational system; and (4) IEA's organization, relationship to other national and international organizations, and future plans. Four recent IEA studies are cited and references are provided for forthcoming publications. (24 references) (GL)

The International Association for the Evaluation of Educational Achievement (IEA), an independent cooperative of research centers from about 45 countries, performs the type of research that provides data which can be used by policymakers as a basis for decision making about educational improvements. This paper describes: (1) IEA's mission and history; (2) the design and structure of a typical IEA achievement study, using the Second International Mathematics Study as an illustration (including discussions of the conceptual framework on which the study is built, the process by which populations and samples are selected, and the development of achievement tests); (3) some exemplary results of IEA studies which compare total test scores internationally, illustrate the relationship between achievement and other variables, and analyze a national educational system; and (4) IEA's organization, relationship to other national and international organizations, and future plans. Four recent IEA studies are cited and references are provided for forthcoming publications. (24 references) (GL)

The aim of this paper is to map the tide of education reforms worldwide and to spell out the implications thereof for the field of Comparative and International Education -- the field of scholarship tasked with assessing and guiding the global education project. In the field the notion of the Global Education Reform Movement (GERM) has gained currency. In this paper the deficiencies of that concept are identified. These include its non-exhaustiveness, its lack of a theoretical underpinning, and its lack of a normative dimension. It is argued that the field of Comparative and International Education, with its theoretical construct of the education system, its basic theorem of education systems being shaped by societal contextual forces, and the comparative method for approaching education issues and challenges, appears most promising in providing a theory as well as a method for a scholarly as well as a public discourse about education. The most salient societal trends of the twenty-first century world are enumerated, as well as how these have precipitated in changed education objectives, educational management and administration, teachers and students, and curricula.

This is the first in a series of reports from the Center on International Education Benchmarking (CIEB) exploring the leading vocational and technical education systems from around the world to draw out what makes these systems great and what other countries can learn from them. This first report was based on a visit of several days to Singapore made by Betsy Brown Ruzzi, Vivien Stewart and Marc S, Tucker in May-June 2012. The remarkable Singaporean achievement in vocational education and training stands as a powerhouse at the intersection between East and West. This report concentrates on the policies and structures that define the vocational educational and training (VET) system of Singapore. It describes not only what it looks like now, but also how it developed, stage by stage, in relation to Singapore's economic development program and its unfolding general education system.

For decades, scholars have claimed the importance of implementing comparative and international education courses in teacher education programs. Although there are countless benefits of doing so, information or evidence about offering comparative and international education in the teacher education curricula, is negligible. To date, it is uncertain how many teacher education programs include such a course. The current article aims to describe how and why CIE became a required graduate level course within a teacher education program in Chicago. It also discusses the various pedagogical approaches, theories, themes, and content that were selected for the framework of this course. Lastly, the article brings forth teachers' comments and views regarding the benefits of incorporating comparative and international education in teacher education programs and how after completing the class, they perceived themselves to be more effective and globally competent teachers.

Through special funding by the Ministry of Education and Science in 2008, the Research Institute for Higher Education (RIHE) at Hiroshima University has been able to implement a new research project on the reform of higher education in the knowledge-based society of the 21st century. RIHE hosted the third International Workshop on the Higher Education System under the theme of "Diversifying Higher Education Systems in the International and Comparative Perspectives," which was followed by the 38th Annual Study Meeting on the same topic. The following papers are presented at the conference: (1) Higher Educational Diversification in the United States (D. Bruce Johnstone); (2) Functional Differentiation or Hierarchical Differentiation?: The Case of Japan (Aya Yoshida); (3) The Diversification of China's Higher Education and Its Challenges (Weihe Xie); (4) Higher Education Diversification in Europe (Peter Maassen); and (5) Massification and the Growing Diversity of Higher Education (Futao Huang). Appended are: (1) Conference Program; and (2) List of Participants. Individual papers contain figures, tables, references and footnotes.

Through special funding by the Ministry of Education and Science in 2008, the Research Institute for Higher Education (RIHE) at Hiroshima University has been able to implement a new research project on the reform of higher education in the knowledge-based society of the 21st century. RIHE hosted the third International Workshop on the Higher Education System under the theme of "Diversifying Higher Education Systems in the International and Comparative Perspectives," which was followed by the 38th Annual Study Meeting on the same topic. The following papers are presented at the conference: (1) Higher Educational Diversification in the United States (D. Bruce Johnstone); (2) Functional Differentiation or Hierarchical Differentiation?: The Case of Japan (Aya Yoshida); (3) The Diversification of China's Higher Education and Its Challenges (Weihe Xie); (4) Higher Education Diversification in Europe (Peter Maassen); and (5) Massification and the Growing Diversity of Higher Education (Futao Huang). Appended are: (1) Conference Program; and (2) List of Participants. Individual papers contain figures, tables, references and footnotes.

This volume gives theoretical and practical insights in international and comparative research in the field of adult and continuing education. The 16 contributions of this volume give three perspectives on international and comparative adult education. The first perspective focuses on the question how internationalisation and comparative adult and continuing education can be taught. The second perspective gives insights into the results of comparative research that has been conducted throughout a two-week Winter School that took place in February 2019 in Würzburg. The third perspective complements the two perspectives with insights into international projects and practices in adult and continuing education. The authors of this volume are contributing to the transnational Winter School International and comparative studies in adult and continuing education in Würzburg, Germany since 2014.

In today's world, higher education faces important opportunities and challenges, many of which are new and unexpected. The increased complexity of higher education institutions themselves is reflected in the expansion of their roles and responsibilities. These roles and responsibilities include: greater demands for regional engagement and other service role activities (the so called Third Role), internationalisation and cross-border education, the requirement that the research component of institutions accommodate and support the emergence of new scientific fields; the need to manage multiple financial resources with an increasing level of sophistication, and the greater risk involved; compliance with the social assumption that the good professional behaviour of individuals is rooted in the quality of the teaching-learning process offered in higher education institutions; responding to the calls for corporate social responsibility as applicable to higher education institutions. In addition, institutions are subject to increased scrutiny and calls for transparency, accountability and dialogue from internal and external stakeholders. This paper provides a review of some relevant experiences and approaches in different parts of the world and a preliminary analysis of the usefulness of taking an international approach in developing, and implementing guidelines or codes of ethics or of conduct in the management of higher education institutions. Appended are: (1) Corporate Social Responsibility in Higher Education; and (2) Useful Resources and Documents. (Contains 10 endnotes.)

This article seeks to develop research involving a macro-level critical comparative analysis of reference documents produced by international organisations (UNDP, OECD, UNESCO, the World Bank and the European Union) which guide world education policy decisions. The primary objective was to consider the key guidelines currently defined for education in terms of major millennium goals. In other words, to what extent do education policy evaluation and monitoring indicators incorporate the new paradigm of lifelong learning as a human development model, and meet the millennium development goals in a context of globalisation? (Contains 1 table and 4 footnotes.)

The nineteenth century has been recognized as the most formative era in the development of a systematic study of international comparative education. This development carried into the twentieth century, where monographs, yearbooks, textbooks, statistical data, research undertakings, professional conferences, and efforts toward methodology concerning comparative education appeared rapidly. One of the objectives of the Comparative Education Society was to improve the teaching of comparative education in colleges and universities. The Comparative Education Society "Review" is also aimed at teachers of comparative education by giving attention to: (a) improving teaching methods, (b) providing bibliographic annotations, and (c) disseminating textbooks and other useful written material. With regard to methodology, the field has progressed from a process of simply gathering educational data on foreign systems to the study of comparative education as an academic discourse by itself. As far as methodology is concerned, Higson recently suggested a systematic scheme for the classification of known methodological approaches in the field, which rests on eight criteria for categorization, each with a dichotomous category. Of particular concern is that comparative and international studies not be limited to the graduate level, nor to those who make a professional commitment to the field. Comparative and international studies might benefit from being "popularized" beyond the purely career-oreinted realm. (PB)

Since its inception in 1988, the Board on International Comparative Studies in Education (BICSE) has monitored U.S. participation in those cross national comparative studies in education that are funded by its sponsors, the National Science Foundation and the National Center for Education Statistics. This set of international study descriptions represents a status report on 17 projects presented to BICSE at various times in 1994. Reports were prepared by the projects themselves and are presented without evaluation or editing. The following are described: (1) "Case Studies of U.S. Innovations in Mathematics, Science, and Technology in an International Context" (National Center for Improving Science Education and other agencies); (2) "Civics Education Study" (International Association for the Evaluation of Educational Achievement); (3) "Comparative Study of Teacher Training and Professional Development Practices in APEC (Asia Pacific Economic Co-operation) Members" (Asia Pacific Economic Co-operation Ministerial); (4) "Computers in Education Study" (International Association for the Evaluation of Educational Achievement [IEA]); (5) "Cross-national Studies of Adult Understanding of Science" (Chicago Academy of Sciences); (6) "Education Indicators Project (INES)" (Organization for Economic Cooperation and Development); (7) "International Adult Literacy Study" (Statistics Canada); (8) "International Assessment of Educational Progress" (Educational Testing Service); (9) "International Comparative Study of Mathematics and Science Tests" (National Center for Improving Science Education); (10) "International Study of Teachers' Attitudes toward Reform and Teacher Preparation for Implementing Reform" (George Washington University Institute for Curriculum Standards and Technology); (11) "Language Education Study" (IEA); (12) "New Standards Project (benchmark activities)" (Learning Research and Development Center at the University of Pittsburgh and National Center on Education and the Economy); (13) "Preprimary Project" (IEA); (14) "Reading Literacy Study" (IEA); (15) "Study on Performance Standards in Education" (U.S. Department of Education); (16) "Survey of Mathematics and Science Opportunity" (Michigan State University); and (17) "Third International Mathematics and Science Study (TIMSS) (including special U.S. TIMSS activities)" (IEA). (SLD)

Since its inception in 1988, the Board on International Comparative Studies in Education (BICSE) has monitored U.S. participation in those cross national comparative studies in education that are funded by its sponsors, the National Science Foundation and the National Center for Education Statistics. This set of international study descriptions represents a status report on 17 projects presented to BICSE at various times in 1994. Reports were prepared by the projects themselves and are presented without evaluation or editing. The following are described: (1) "Case Studies of U.S. Innovations in Mathematics, Science, and Technology in an International Context" (National Center for Improving Science Education and other agencies); (2) "Civics Education Study" (International Association for the Evaluation of Educational Achievement); (3) "Comparative Study of Teacher Training and Professional Development Practices in APEC (Asia Pacific Economic Co-operation) Members" (Asia Pacific Economic Co-operation Ministerial); (4) "Computers in Education Study" (International Association for the Evaluation of Educational Achievement [IEA]); (5) "Cross-national Studies of Adult Understanding of Science" (Chicago Academy of Sciences); (6) "Education Indicators Project (INES)" (Organization for Economic Cooperation and Development); (7) "International Adult Literacy Study" (Statistics Canada); (8) "International Assessment of Educational Progress" (Educational Testing Service); (9) "International Comparative Study of Mathematics and Science Tests" (National Center for Improving Science Education); (10) "International Study of Teachers' Attitudes toward Reform and Teacher Preparation for Implementing Reform" (George Washington University Institute for Curriculum Standards and Technology); (11) "Language Education Study" (IEA); (12) "New Standards Project (benchmark activities)" (Learning Research and Development Center at the University of Pittsburgh and National Center on Education and the Economy); (13) "Preprimary Project" (IEA); (14) "Reading Literacy Study" (IEA); (15) "Study on Performance Standards in Education" (U.S. Department of Education); (16) "Survey of Mathematics and Science Opportunity" (Michigan State University); and (17) "Third International Mathematics and Science Study (TIMSS) (including special U.S. TIMSS activities)" (IEA). (SLD)

Since its inception in 1988, the Board on International Comparative Studies in Education (BICSE) has monitored U.S. participation in those cross national comparative studies in education that are funded by its sponsors, the National Science Foundation and the National Center for Education Statistics. This set of international study descriptions represents a status report on 17 projects presented to BICSE at various times in 1994. Reports were prepared by the projects themselves and are presented without evaluation or editing. The following are described: (1) "Case Studies of U.S. Innovations in Mathematics, Science, and Technology in an International Context" (National Center for Improving Science Education and other agencies); (2) "Civics Education Study" (International Association for the Evaluation of Educational Achievement); (3) "Comparative Study of Teacher Training and Professional Development Practices in APEC (Asia Pacific Economic Co-operation) Members" (Asia Pacific Economic Co-operation Ministerial); (4) "Computers in Education Study" (International Association for the Evaluation of Educational Achievement [IEA]); (5) "Cross-national Studies of Adult Understanding of Science" (Chicago Academy of Sciences); (6) "Education Indicators Project (INES)" (Organization for Economic Cooperation and Development); (7) "International Adult Literacy Study" (Statistics Canada); (8) "International Assessment of Educational Progress" (Educational Testing Service); (9) "International Comparative Study of Mathematics and Science Tests" (National Center for Improving Science Education); (10) "International Study of Teachers' Attitudes toward Reform and Teacher Preparation for Implementing Reform" (George Washington University Institute for Curriculum Standards and Technology); (11) "Language Education Study" (IEA); (12) "New Standards Project (benchmark activities)" (Learning Research and Development Center at the University of Pittsburgh and National Center on Education and the Economy); (13) "Preprimary Project" (IEA); (14) "Reading Literacy Study" (IEA); (15) "Study on Performance Standards in Education" (U.S. Department of Education); (16) "Survey of Mathematics and Science Opportunity" (Michigan State University); and (17) "Third International Mathematics and Science Study (TIMSS) (including special U.S. TIMSS activities)" (IEA). (SLD)

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 13 titles deal with the following topics: publisher and journalist attitudes toward collective bargaining; editorial support for freedom of speech and press; the need for a scholarly index to collections of black newspapers published from 1880 to 1915; the daily newspaper industry in the United States; the social organization of media news production; innovations in newspaper technology; magazine journalism education in Britain, Canada, and the United States; a comparative analysis of newspaper and television coverage of the 1976 Democratic National Convention; a Q-study of the value structures and professionalism of reporters, editors, and photographers; the new printing technology and journalism education; how advanced reporting courses are taught and what they contain; gag orders and the First Amendment; and the influence of network television news on public opinion. (FL)

The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study that measures trends in mathematics and science achievement at the 4th and 8th grades every 4 years. TIMSS is designed to align broadly with mathematics and science curricula in the participating education systems and, therefore, to reflect students' school-based learning. The United States has participated in every administration of TIMSS since its inception in 1995, and the study provides valuable information on how U.S. students compare to students around the world. As the 2019 TIMSS results show, the United States had higher average scores than most participating countries in both mathematics and science at both the 4th and 8th grades. However, in 2019, the United States had relatively large score gaps between the top- and bottom-performing students in both TIMSS subjects and grades. Looking at changes over time in mathematics at both grades 4 and 8, U.S. average scores have increased over the long term--with higher average scores in 2019 than in 1995--but show no significant changes between 2015 and 2019. The results in this web report present descriptive data on student achievement designed to provide useful information to a broad audience, including members of the general public. [The intended use of this PDF is to allow readers to easily print all report text; however, for optimal figure viewing, please view the web report. Cover title varies: "TIMSS 2019 U.S. Results." For the 2015 results, see "Highlights from TIMSS and TIMSS Advanced 2015: Mathematics and Science Achievement of U.S. Students in Grades 4 and 8 and in Advanced Courses at the End of High School in an International Context. NCES 2017-002" (ED570893).]

The bibliography contains 187 entries and is divided into masters theses, doctoral dissertations, and miscellaneous materials. Although the majority of the entries are post-1960, entries are included from 1930 through studies currently in progress. (BD)

Over the last decade, more and more public and private stakeholders, in developed and developing countries, have been supporting 1:1 initiatives in education (i.e. every child receives her/his own personal computing device). These 1:1 initiatives represent a qualitative move forward from previous educational experiences with ICT, inasmuch as every child is equipped with ubiquitous access to a personal device (usually laptops, netbooks or handhelds). The paper tries to systematise the most salient evidence about 1:1 initiatives in education drawing on official websites, program evaluations and academic meta-reviews. Information is provided about the policy expectations, program designs and the challenges for an effective implementation of 1:1 initiatives in education. Given the limited body of evidence, the paper raises unsolved questions about the cost-effectiveness and educational impacts of 1:1 computing in education. (Contains 1 footnote.)

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This monograph deals with the many contributions of J. R. Kidd to adult learning on a world scale. In Part 1, a number of scholars, family members, and friends comment upon specific events they witnessed in Kidd's life. This anecdotal, biographical, and historical section begins with an introduction by Nancy J. Cochrane and personal accounts from Kidd's two sisters, Mary McIvor and Muriel Teager ("The Early Years"). The following chapters contain many different perceptions of Kidd's career from colleagues, students, and friends. Chapters and authors are "The Gibson's Experience" (Lester R. Peterson); "J. R. Kidd's Contribution to Film and Broadcasting in Adult Education" (Harry Campbell); "A Decade of Leadership in the Canadian Association for Adult Education (Gordon Selman);"Roby Kidd and the Move to Professional Status of Adult Education" (Gordon Selman); "Roby Kidd and the Caribbean" (Leonard Shorey and Esmond Ramesar); "International Outreach" (S. C. Dutta); "Cultural and Humanitarian Activities Leading to an International Role and Focus" (W. A. Teager); "OISE: A Provincial College with a Window on the World" (Reg Herman); "The Rajasthan Experience: Living and Learning in India" (James A. Draper); "The Growing Edge: Adult Education's Social Role" (Evelyn M. Boyd and Somsak Boonyawiroj); "Roby Kidd and UNESCO" (Malcolm Adiseshiah and John Cairns); and "The International Council for Adult Education: A Hallmark of Achievement in Communication" (Nancy J. Cochrane). Part 2, "A Cross-Cultural Comparison of J. R. Kidd's Contribution to Adult Education" (Nancy J. Cochrane), is an assessment of Kidd's impact upon the field of adult education and takes a more structured approach. Results of survey comparing Kidd's contribution to adult education in India and Canada are reported. This part represents a set of responses from colleagues, students, and close associates who assessed Kidd's work in adult education according to the issues of organization development, scope of contribution, adult learning theory, adult education practice, major aims and goals, cross-cultural approach, personal qualities/character, personal influence/impact, and overall contribution. The appendix describes the study methodology and questionnaire findings. The document concludes with a selected bibliography of Kidd's published writings from 1942-1983 and an index to monograph titles in the bibliography. (YLB)

This monograph deals with the many contributions of J. R. Kidd to adult learning on a world scale. In Part 1, a number of scholars, family members, and friends comment upon specific events they witnessed in Kidd's life. This anecdotal, biographical, and historical section begins with an introduction by Nancy J. Cochrane and personal accounts from Kidd's two sisters, Mary McIvor and Muriel Teager ("The Early Years"). The following chapters contain many different perceptions of Kidd's career from colleagues, students, and friends. Chapters and authors are "The Gibson's Experience" (Lester R. Peterson); "J. R. Kidd's Contribution to Film and Broadcasting in Adult Education" (Harry Campbell); "A Decade of Leadership in the Canadian Association for Adult Education (Gordon Selman);"Roby Kidd and the Move to Professional Status of Adult Education" (Gordon Selman); "Roby Kidd and the Caribbean" (Leonard Shorey and Esmond Ramesar); "International Outreach" (S. C. Dutta); "Cultural and Humanitarian Activities Leading to an International Role and Focus" (W. A. Teager); "OISE: A Provincial College with a Window on the World" (Reg Herman); "The Rajasthan Experience: Living and Learning in India" (James A. Draper); "The Growing Edge: Adult Education's Social Role" (Evelyn M. Boyd and Somsak Boonyawiroj); "Roby Kidd and UNESCO" (Malcolm Adiseshiah and John Cairns); and "The International Council for Adult Education: A Hallmark of Achievement in Communication" (Nancy J. Cochrane). Part 2, "A Cross-Cultural Comparison of J. R. Kidd's Contribution to Adult Education" (Nancy J. Cochrane), is an assessment of Kidd's impact upon the field of adult education and takes a more structured approach. Results of survey comparing Kidd's contribution to adult education in India and Canada are reported. This part represents a set of responses from colleagues, students, and close associates who assessed Kidd's work in adult education according to the issues of organization development, scope of contribution, adult learning theory, adult education practice, major aims and goals, cross-cultural approach, personal qualities/character, personal influence/impact, and overall contribution. The appendix describes the study methodology and questionnaire findings. The document concludes with a selected bibliography of Kidd's published writings from 1942-1983 and an index to monograph titles in the bibliography. (YLB)

The aim of this paper is to clarify the concept and to recapture and to reassess its value to the field of Comparative and International Education at the present point in time. Despite the vision of founding father Jullien, from the interwar "factors and forces stage", the field of Comparative and International Education got a strong tradition of focusing on the past. In the social science phase of the 1960s, Modernisation Theory made a forceful appearance in the field, and became the principal theoretical framework in the field. However, this trend was reversed during the next phase in the historical evolution of the field, the phase of heterodoxy in the 1970s. In this decade and subsequent times, Modernisation Theory fell out of fashion and even became discredited, as rival paradigms such as Dependency Theory, World Systems Analysis, and Neo-Colonialism, and finally Postmodernism became vogue. In view of the momentous societal changes currently taking place globally, calling for a reconceptualization of education, a future-orientation for the field Comparative and International Education is argued for. In this scheme of things, a re-appraisal of Modernisation Theory is called for. Rather than summarily discarding this theory, or on the other hand embracing it uncritically, a more nuanced place for Modernisation Theory in a Comparative and International Education relevant to and valuable for the twenty-first century world seems to be apt. [For the complete Volume 16 proceedings, see ED586117.]

This paper examines how international education (IE) as a tool of government foreign policy is challenged in an era of new geopolitics, where China's growing ambitions have increased rivalry with the West. It compares U.S. and Canada as cases first, by examining rationales and approaches to IE in both countries, second, IE relations with China before conflict and third, current controversies and government policy responses to IE relations with China. The paper concludes identifying contextual factors that shape each country's engagement with IE, but suggests that moving forward, the future of IE in a world of new geopolitics is likely to be far more complex and conflictual.

This paper examines how international education (IE) as a tool of government foreign policy is challenged in an era of new geopolitics, where China's growing ambitions have increased rivalry with the West. It compares U.S. and Canada as cases first, by examining rationales and approaches to IE in both countries, second, IE relations with China before conflict and third, current controversies and government policy responses to IE relations with China. The paper concludes identifying contextual factors that shape each country's engagement with IE, but suggests that moving forward, the future of IE in a world of new geopolitics is likely to be far more complex and conflictual.

The Comparative and International Education Society (CIES) has, throughout its 50 years of existence, exercised leadership in the field of comparative education. It was one of the five societies that founded the World Council of Comparative Education Societies (WCCES) in 1970, an umbrella body that by 2006 brought together 35 national, sub-national, regional and language-based societies. The CIES has continued to play a major role in WCCES affairs. The relationship has had ambiguities, while it has also provided many synergies for the promotion of the field of comparative education on a global basis. This article reviews the relationship between the CIES and the WCCES throughout their intertwined histories. (Contains 3 tables and 5 notes.)

"Glocal" has become a catchword in Comparative and International Education, as the compelling force of globalization has forced the Comparative and International Education scholarly community to reconsider their field. This paper traces the strong hold that the nation-state as level of analysis has had on scholars in the field, and how that notion and attendant conceptual tools have come under pressure. The variety of theoretical or paradigmatic responses to the global versus "local" in the field is surveyed. The paper concludes that the concept of "glocal" is a rather naïve escape from a complex situation, and such a response has the potential to incur great damage to the field. In conclusion a new theoretical framework, encompassing not only both the global and the "local", but the entire hierarchy of contexts creating an evolving new global tapestry of education systems is suggested to render the field of Comparative and International Education streamlined to fulfill its mission in the twenty-first century. [For the complete Volume 17 proceedings, see ED596826.]

"Glocal" has become a catchword in Comparative and International Education, as the compelling force of globalization has forced the Comparative and International Education scholarly community to reconsider their field. This paper traces the strong hold that the nation-state as level of analysis has had on scholars in the field, and how that notion and attendant conceptual tools have come under pressure. The variety of theoretical or paradigmatic responses to the global versus "local" in the field is surveyed. The paper concludes that the concept of "glocal" is a rather naïve escape from a complex situation, and such a response has the potential to incur great damage to the field. In conclusion a new theoretical framework, encompassing not only both the global and the "local", but the entire hierarchy of contexts creating an evolving new global tapestry of education systems is suggested to render the field of Comparative and International Education streamlined to fulfill its mission in the twenty-first century. [For the complete Volume 17 proceedings, see ED596826.]

"Glocal" has become a catchword in Comparative and International Education, as the compelling force of globalization has forced the Comparative and International Education scholarly community to reconsider their field. This paper traces the strong hold that the nation-state as level of analysis has had on scholars in the field, and how that notion and attendant conceptual tools have come under pressure. The variety of theoretical or paradigmatic responses to the global versus "local" in the field is surveyed. The paper concludes that the concept of "glocal" is a rather naïve escape from a complex situation, and such a response has the potential to incur great damage to the field. In conclusion a new theoretical framework, encompassing not only both the global and the "local", but the entire hierarchy of contexts creating an evolving new global tapestry of education systems is suggested to render the field of Comparative and International Education streamlined to fulfill its mission in the twenty-first century. [For the complete Volume 17 proceedings, see ED596826.]