Suchergebnisse
Filter
14 Ergebnisse
Sortierung:
Qualitative educational research in developing countries: current perspectives
In: Reference books in international education Volume 35
In: Garland reference library of social science Volume 927
Commonwealth Small States, Education and Environmental Uncertainty: Learning from the Sharp End
In: The round table: the Commonwealth journal of international affairs, Band 108, Heft 4, S. 459-471
ISSN: 1474-029X
International education policy transfer - borrowing both ways:the Hong Kong and England experience
In: Forestier , K & Crossley , M 2015 , ' International education policy transfer - borrowing both ways : the Hong Kong and England experience ' , Compare: A Journal of Comparative and International Education , vol. 45 , no. 5 , pp. 664-685 . https://doi.org/10.1080/03057925.2014.928508
This paper analyses how the impact of international student achievement studies and the recent economic crisis in Europe are influencing the development of educational policy transfer and borrowing, from East to West. This is contrasted with education reform movements in East Asia, which have long legacies of borrowing from so-called 'progressive' discourses in the West. England and Hong Kong are used as case studies. Since 2010, England's coalition government has prioritised its determination to look to jurisdictions like Hong Kong to inspire and justify reforms that emphasise traditional didactic approaches to teaching and learning. In contrast, Hong Kong's reforms have sought to implement practices related to less pressured, more student-centred lifelong learning, without losing sight of strengths derived from its Confucian heritage culture. Conclusions highlight factors that underpin English interest in Hong Kong education policy, values and practice and point to the need for further attention to be given to these multidirectional and often contradictory processes by researchers concerned with the study of policy transfer.
BASE
Revisiting insider-outsider research in comparative and international education
In: Bristol papers in education Number 6
Changing educational contexts, issues, and identities: 40 years of Comparative Education
In: Education heritage series
A two-neuron system for adaptive goal-directed decision-making in Lymnaea
During goal-directed decision-making, animals must integrate information from the external environment and their internal state to maximize resource localization while minimizing energy expenditure. How this complex problem is solved by the nervous system remains poorly understood. Here, using a combined behavioural and neurophysiological approach, we demonstrate that the mollusc Lymnaea performs a sophisticated form of decision-making during food-searching behaviour, using a core system consisting of just two neuron types. The first reports the presence of food and the second encodes motivational state acting as a gain controller for adaptive behaviour in the absence of food. Using an in vitro analogue of the decision-making process, we show that the system employs an energy management strategy, switching between a low- and high-use mode depending on the outcome of the decision. Our study reveals a parsimonious mechanism that drives a complex decision-making process via regulation of levels of tonic inhibition and phasic excitation.
BASE
Education in the Small States of the Commonwealth: Towards and Beyond Global Goals and Targets
In: The round table: the Commonwealth journal of international affairs, Band 98, Heft 405, S. 731-751
ISSN: 1474-029X
Education in Australia, New Zealand and the Pacific
In: Education around the world
"This book provides an up-to-date and well-grounded analysis of education in Australia, New Zealand and the Pacific, including Cook Islands, Federated States of Micronesia, Fiji, Kiribati, Marshall Islands, Papua New Guinea, Samoa, Solomon Islands, Tonga, Tuvalu, and Vanuatu. Leading writers from throughout this region identify contemporary educational challenges, issues, and priorities while drawing upon their own ongoing empirical research. Key themes include the impact of international trends and developments; educational reform and the quality of education; indigenous learning; inclusivity; aid and development co-operation; and the changing role and place of tertiary education. Detailed studies of specific educational systems and developments are considered in the light of broader analyses that run throughout the volume"--
Possibilities and priorities for IJED in times of uncertainty: A 40th anniversary analysis
This article reflects upon the history of the Journal, its evolving nature and rationale and upon possibilities and priorities for the future in what are uncertain times for all.
BASE
'Ethnographic Dazzle' and the construction of the 'Other':revisiting dimensions of insider and outsider research for international and comparative education
In: McNess , E M , Arthur , L & Crossley , M W 2015 , ' 'Ethnographic Dazzle' and the construction of the 'Other' : revisiting dimensions of insider and outsider research for international and comparative education ' , Compare: A Journal of Comparative and International Education , vol. 45 , no. 2 , pp. 295-316 . https://doi.org/10.1080/03057925.2013.854616
This paper presents some initial ideas on how the theoretical concepts of the 'insider' and the 'outsider' might be re-examined in an era where advances in comparative, qualitative research methodologies seek to be more inclusive, collaborative, participatory, reflexive and nuanced. Earlier essentialist definitions of the outsider as detached and objective, and the insider as culturally embedded and subjective, are re-examined and set within an international research and teaching context that recognises the increased migration of people, ideas and educational policies. It is argued that, in the context of such change, it has become more difficult to categorise and label groups and individuals as being 'inside' or 'outside' systems, professional communities or research environments. Such essentialist notions, which often underpin the production of large-scale, international datasets of pupil achievement, need to be challenged so that more complex understandings can inform not only new methods of research design, research ethics, data collection and analysis, but also the creation of new knowledge, giving more validity to related education policy making. We recognise that individual and group identities can be multiple, flexible and changing such that the boundary between the inside and the outside is permeable, less stable and less easy to draw. The concept of a 'third', liminal space may have the potential to encourage new meaning which is constructed on the boundary between worlds where historical, social, cultural, political, ethical and individual understandings meet.
BASE
Evaluating Educational Reform in a Small State: A Case Study of Belize, Central America
In: Evaluation: the international journal of theory, research and practice, Band 1, Heft 1, S. 33-44
ISSN: 1461-7153
Drawing on their experience of managing and evaluating a major international education project in Belize, Central America (as well as other international projects) the authors seek to draw attention to potential conflicts that arise when western assumptions are presumed in evaluating major educational reform programs in small states. In particular, they draw attention to the political dimensions that underlie such projects; to the issues of State vs Church; to cultural differences and to the issue of absorptive capacity. In doing so, they question whether characteristics which have been attributed uniquely to small states are, in fact, not more generally to be found in all societies where resources are scarce. They conclude with a checklist of approaches that seek to address these issues.
Quality education and the role of the teacher in Fiji: mobilising global and local values
This article reports on the findings of original field research carried out in the small island developing state of Fiji, in the South Pacific. A North-South research partnership was built upon previous collaboration between team members and, in so doing, pioneered the blending of Pacific and Western research approaches sensitive to a postcolonial positioning. The study interrogates practitioner perspectives on the nature and quality of teachers and teaching in Fiji; the challenges of teachers' work and lives; priorities for successful qualitative reform; and theoretical implications for the processes of education policy transfer and qualitative improvement. The analysis draws upon work on the politics of aid and international development, revealing tensions between existing learner-centred policy frameworks and emergent neoliberal and performativity oriented initiatives influenced by international surveys of student achievement, related league tables and the experience of the regional reference societies of Australia, New Zealand and India.
BASE
Quality education and the role of the teacher in Fiji: mobilising global and local values
In: Crossley , M , Koya Vaka'uta , C F , Lagi , R , McGrath , S , Thaman , K H & Waqailiti , L 2017 , ' Quality education and the role of the teacher in Fiji: mobilising global and local values ' , Compare: A Journal of Comparative and International Education , vol. 47 , no. 6 , pp. 872-890 . https://doi.org/10.1080/03057925.2017.1338938
This article reports on the findings of original field research carried out in the small island developing state of Fiji, in the South Pacific. A North-South research partnership was built upon previous collaboration between team members and, in so doing, pioneered the blending of Pacific and Western research approaches sensitive to a postcolonial positioning. The study interrogates practitioner perspectives on: the nature and quality of teachers and teaching in Fiji; the challenges of teachers' work and lives; priorities for successful qualitative reform; and theoretical implications for the processes of education policy transfer and qualitative improvement. The analysis draws upon work on the politics of aid and international development, revealing tensions between existing learner-centred policy frameworks and emergent neoliberal and performativity oriented initiatives influenced by international surveys of student achievement, related league tables and the experience of the regional reference societies of Australia, New Zealand and India.
BASE