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The SAGE Handbook of Comparative Studies in Education
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The SAGE Handbook of Comparative Studies in Education

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682 pages | SAGE Publications Ltd

Educational practices have rapidly changed in the last few decades, especially in how exchanges of information and learning are delivered and processed. Yet, while the field of international comparative studies has grown, there has not been an extensive study on the relationship between educational practices, students, and how practitioners are prepared and trained. This handbook explores international educational practices and behaviours through new research and a review of existing research, with chapters spread across six parts:

Part I: Introduction to Research Practices in Comparative Studies of Education
Part II: Research Methods
Part III: Policy Transfer Research through International Comparisons
Part IV: Use of Student time in Formal and Informal Settings
Part V: School Practices from Early Childhood through Secondary School
Part VI: Conclusion - Lessons from Large Scale Studies

 


Larry E. Suter
Preface
Larry E. Suter, Emma Smith and Brian Denman
Methods and Practice in Comparative Education Research: Models, Ontologies and Epistemologies
 
Part 1: The Status of Comparative Education Research
Larry E. Suter
Chapter 1: The Status of Comparative Education Research in the 21st Century: An Empiricists View
Brian D. Denman
Chapter 2: Critical Challenges in Approaches and Experience in Comparative Education Research
Wing On Lee
Chapter 3: Enduring Issues in Education: Comparative Perspectives
Rui Yang
Chapter 4: Riddled with Gaping Wounds: A Methodological Critique of Comparative and International Studies in Education: Views of a Professor
 
Part 2: Measurement Methods in Comparative Education Research
Fons J. R. van de Vijver, Nina Jude, Susanne Kuger
Chapter 5: Challenges in International Large-Scale Educational Surveys
Mary Ainley and John Ainley
Chapter 6: Non-Cognitive Attributes: Measurement and Meaning
Leslie Rutkowski and David Rutkowski
Chapter 7: Methodological Challenges to Measuring Heterogeneous Populations Internationally
Guirimo Solano-Flores
Chapter 8: The Participation of Latin American Countries in International Assessments: Assessment Capacity, Validity, and Fairness
Jae Park
Chapter 9: Validity Issues in Qualitative and Quantitative Research of Cross-National Studies
David A. Turner
Chapter 10: Mixed Methods in Education: Visualising the Quality of Quantitative Data
 
Part 3: Research Practices in Comparative Studies of Education
Larry E. Suter
Chapter 11: Growth and Development of Large-scale International Comparative Studies and their Influence on Comparative Education Thinking
Ming-Te Wang, Jessica L. Degol, Jiesi Guo
Chapter 12: The Meaning of Motivation to Learn in Cross-National Comparisons: A Review of Recent International Research on Ability, Self-concept, and Interest
Christine Salzer and Manfred Prenzel
Chapter 13: Examining Change over Time in International Large-Scale Assessments: Lessons Learned from PISA
Michele Schweisfurth
Chapter 14: Qualitative Comparative Education Research: Perennial Issues, New Approaches and Good Practice
Anna-Katharina Praetorius, Wida Rogh, Courtney Bell and Eckhard Klieme
Chapter 15: Methodological Challenges in Conducting International Research on Teaching Quality Using Standardized Observations
J. Douglas Willlms & Lucia Tramonte
Chapter 16: The Measurement and Use of Socioeconomic Status in Educational Research
 
Part 4: Lessons from International Comparisons of Student Behaviors
Abbie Raikes, Dawn Davis and Anna Burton
Chapter 17: Early Childhood Care and Education in the Era of Sustainable Development: Balancing Local and Global Priorities
Gerard Ferrer-Esteban, Larry Suter and Monica Mincu
Chapter 18: Equity of Access to Pre-Primary Education and Long-Term Benefits: A Cross- Country Analysis
Dominic Wyse & Jacob Anders
Chapter 19: Primary Education Curricula across the World: Qualitative and Quantitative Methodology in International Comparison
Siyuan Feng & Mark Bray
Chapter 20: Outside-School-Time Activities and Shadow Education
Leland S. Cogan and William H. Schmidt
Chapter 21: Measuring Opportunity: Two Perspectives on the “Black Box” of School Learning
Larry E. Suter and Emma Smith
Chapter 22: What Can International Comparative Tests Tell Us about the Future Supply of Highly Skilled STEM Workers?
 
Part 5: International comparisons of Instruction
Motoko Akiba, Cassandra Howard and Guodong Liang
Chapter 23: Comparative Research on Teacher Learning Communities in a Global Context
Tanya Hathaway
Chapter 24: Teaching Instructional Practices: Play-Based Learning – Supporting the Transition from Early Years to Primary Education
Laura O’Dwyer and Catherine Paolucci
Chapter 25: Challenges in Practice: A Critical Examination of Efforts to Link Teacher Practices and Student Achievement
Christopher C. Blakesley, Donna J. Menke and W. James Jacob
Chapter 26: Global Higher Education Trends: Implications for Policy and Practice
Nancy Law and Leming Liang
Chapter 27: Digital Technologies and Educational Transformation
Gustavo E. Fischman, Pasi Sahlberg, Iveta Silova and Amelia Marcetti Topper
Chapter 28: International Large-scale Student Assessments and Their Impact on National School Reforms
 
Part 6: Influence of Large-Scale Assessments on Policy
Larry E. Suter
Chapter 29: Changes in the World-wide Distribution of Large-Scale International Assessments
Martin Carnoy
Chapter 30: The Uneasy Relation Between International Testing and Comparative Education Research
Colin Power
Chapter 31:Global and Local Dissonance when Comparing Nation-States and Educational Performance
Adriana Viteri and Pablo Zoido
Chapter 32: Building Learning Assessment Systems in Latin America and the Caribbean

Larry Suter, Emma Smith, and Brian Denman have done a great service to the field of comparative educational research with this excellent volume.  The breadth of content spanning theory, methodology, and policy is truly amazing, and the outstanding authors that agreed to write chapters for the volume guarantees that this book will become a standard source on comparative educational research in the years to come. 

David Kaplan
Professor of Quantitative Methods, University of Wisconsin

A handbook on comparative studies in education needs to be international in its sources, contemporary in its outlook, but at the same time acknowledging the very long historical trajectory of such work.  It also needs to be eclectic in the methodologies represented and critical in its approach.  This volume succeeds in meeting all of these requirements and will provide enormous support to scholars around the world for many years to come.

Ian Menter
Emeritus Professor of Teacher Education, University of Oxford

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