比较教育研究前沿
比较教育研究前沿
1.Schooling and Its Supplements: Changing Global Patterns and Implications for Comparative Education
Author: Mark Bray
Source: Comparative Education Review ( June 06, 2017): 469–491
Abstract:
Schooling has become a standard component in the daily lives of families, and education is typically the largest item in government budgets. Many scholars have documented the spread of schooling and have analyzed the implications of that spread. Recent decades have brought great expansion of supplementary education alongside schooling. Some of this supplementary education mimics schooling as a shadow, and some complements schooling with elaborate and/or different curricula. The supplementary education is commonly a substantial component of household budgets. This essay examines the nature of changing patterns of schooling and supplementary education around the world. It views the topic through the lenses of (in)equalities, remarking on bidirectional influences between schooling and its supplements. Among major intensifying forces in supplementary education have been governmental achievements in expansion of schooling and in reductions of inequalities. Supplementary education then to some extent resists reforms by restoring and maintaining inequalities. The essay concludes with remarks about the implications for comparative analysis of both schooling and supplementary education.
2.The Diffusion of Educational Ideas among International Organizations: An Event History Analysis of Lifelong Learning, 1990–2013
Author: Mike Zapp, Clarissa Dahmen
Source: Comparative Education Review (June 23, 2017): 492–518
Abstract:
This article investigates the precipitants of the diffusion of lifelong learning among 88 governmental and nongovernmental international organizations from 1990 to 2013 within an event history framework. Research on the diffusion of educational ideas among and within international organizations usually uses small-n approaches. This work looks at the large-scale interorganizational diffusion of lifelong learning, an important concept that has until now only been analyzed at the national level where worldwide adoption has occurred around the millennium. This study identifies astonishingly rapid and wide contagious diffusion of lifelong learning originating in core large, global, and Northern organizations with a long history before spreading to smaller, regional, more peripheral and younger ones. Recently, established organizations enter a world rife with legitimized educational models ready to be adopted. This article argues that the massive interest in lifelong learning needs to be explained by the highly institutionalized character of education and the hierarchical organization of the field around core and peripheral knowledge producers.
3.Observing the “Local Globalness” of Policy Transfer in Education
Author: Sigrid Hartong, Rita Nikolai
Source: Comparative Education Review (June 19, 2017): 519–537
Abstract:
This article contributes to a growing body of research on global policy transfer and flows in education, arguing that a large number of such research has too often viewed nation-states as uniform policy containers, focusing mainly on national-level policy changes or using binary understandings of reform adaptation versus reform resistance. Consequently, it often neglected the internal complexities of nation-states, which include ambiguous modes of ongoing global-local “recontextualization,” local meanings of reforms, but also (changing) influence of national and local actors who may operate as policy “brokers.” Using data from an empirical case study on the German state Bremen, we illustrate how global-local policy dynamics played out locally in sequences of school structural reforms between 2002 and 2010. Hereby, we combine the theory of path dependency with the conceptualization of policy fields to better understand the various complexities and dynamics within a multilevel educational reform movement.
4.Theocracy and Pedagogy: Public Education in a “Postsecular” Israel
Author: Yotam Hotam
Source: Comparative Education Review (June 16, 2017): 538–557
Abstract:
The return of religion and religiosity, on almost all social, cultural, and political fronts, has informed the academic agenda of the last decade. It is marked by a growing scholarly use of the concept of the “postsecular.” Against this background, this article brings the concept of the postsecular to bear on the transformation of contemporary Jewish national education in Israel. Its main argument is that the arrangements currently on display between secular and sacral notions in national Jewish education illustrate the rise of a new theocratic vision for Israel. This neoreligious thrust challenges the former interplay between secular and religious notions, which has served as the basis for Jewish national (i.e., Zionist) education. The article also places the notion of a postsecular emergent society within a particular social and political context, pointing to a broader and much richer phenomenon than hitherto suggested.
5.Deconstruction and Reconstruction of Legal Education in China: Legitimacy and Diffusion of an Academic Discipline from 1949 to 2012
Author: Zixi Liu, Kwok-Fai Ting
Source: Comparative Education Review ( June 20, 2017): 558–580
Abstract:
Using documentary data, we investigate the evolution of legal education in China from 1949 to 2012. During this period, legal education evolved from an illegitimate practice to a legitimate practice over three distinct periods of nullification, reconstruction, and rationalization. Textual data suggest that the legitimization of legal education has been constituted and driven by three social forces: organizational ecology, the domestic institutional environment, and world culture. Their functioning and interplay have shaped the institutionalization of legal education in China. Our analysis indicates that the legitimacy granted to legal education by the state is the key force in driving institutionalization, that the world society provides models for imitation, and that the influence of organizational ecology is derived largely from state initiatives. The findings point to a more holistic picture of the diffusion of educational practices operating at multiple levels in a socialist society.
6.More Than Words: Expressed and Revealed Preferences of Top College Graduates Entering Teaching in Argentina
Author: Alejandro J. Ganimian, Mariana Alfonso, Ana Santiago
Source: Comparative Education Review ( June 14, 2017): 581–606
Abstract:
School systems are trying to attract top college graduates into teaching, but we know little about what dissuades this group from entering the profession. We provided college graduates who applied to a selective alternative pathway into teaching in Argentina with information on what their working conditions and pay would be if they were admitted into the program. Then we observed whether they reported that they wanted to go into teaching and whether they did so. We found that individuals who received information about working conditions or pay were more likely to report that they no longer wanted to pursue their application to the alternative pathway but no more likely to drop out of the program’s selection process. This could be due to prominence effects. Students with higher GPAs were more likely to drop out if they received information on working conditions but not if they received information on pay.
7. Academic Momentum and Undergraduate Student Attrition: Comparative Analysis in US and Russian Universities
Author: Olga Kondratjeva, Elena V. Gorbunova, Joshua D. Hawley
Source: Comparative Education Review ( July 06, 2017): 607–633
Abstract:
Student attrition in postsecondary education is a significant public policy problem. Nations invest substantial resources in college systems, and when students leave, this investment is lost. To understand the factors that influence student attrition in US and Russian public universities, we use the perspective of academic momentum, defined empirically as measures representing student enrollment and study progress. Using a discrete-time event history analysis of samples of eight US and two Russian universities, we provide support for the central claims of the academic momentum theory that undergraduate students who progress through college more rapidly have a lower likelihood of attrition. However, a more detailed analysis reveals variability in the relationship between several academic momentum measures and student attrition, depending on a university’s selectivity and the student’s chosen academic field and gender.