Annual Review of Comparative and International Education 2018.

Intro -- Annual Review ofComparative andInternational Education 2018 -- Annual Review of Comparative and International Education 2018 -- Contents -- About the Authors -- About the Volume Editor -- Preface -- Acknowledgments -- Introduction: The Osmosis of Comparative and International Education: What, How, and Why CIE Research Appears in Non-CIE Journals -- Introduction -- What Is CIE? -- Section 1: Current Status of the Field -- Methodology -- Coding Procedures -- Findings -- Authorship -- Level or Unit of Analysis -- Methodological Approach -- Keywords -- Trends in CIE: Analysis of 2014-2017 Data -- Authorship -- Level or Unit of Analysis -- Methodological Approach -- Keywords -- Reflection on the Current Status of the Field -- Section 2: Measuring Osmosis of CIE -- The Osmosis of CIE -- Permeability -- Boundary Crossing -- Methodology -- Non-CIE Journals -- What Constitutes CIE Articles? -- MEAsurINg osMosIs of thE FIELD-FINDINGS -- Single Versus Co-authored Articles -- Co-author Location -- Author Location Compared to Article Context -- Keywords Comparison for CIE and non-CIE Journals -- Limitations -- Discussion -- Conclusion - Current Status and Implications for Osmosis -- References -- Part I: Comparative Education Trends and Directions -- Chapter 1: One Indicator to Rule Them All: How SDG 4.1.1 Dominates the Conversation and What It Means for the Most Marginalized -- Narrowing of the SDG for Education -- Large Numbers Still Without Access -- The Future for Individuals with Less Education -- Conclusion -- References -- Chapter 2: Comparative and International Inclusive Education: Trends, Dilemmas, and Future Directions -- Inclusive Education on the International Human Rights Agenda -- What Does It Mean to Compare Inclusive Education? -- Future Directions -- Notes -- References.

Chapter 3: The "R-Word" Today: Understanding Religion in Secular and Religious Formal and Non-Formal Educational Spaces -- Introduction -- Trends and Shifts from 2013 to 2018 -- Research and Practice -- Conclusion -- References -- Chapter 4: Teacher Education and the Ghost of the Nation State: How Comparative and International Education Matters for Teacher Development -- Introduction -- Part I. A Broad Concept Relevant for a Wide Field of Actors -- Part II. An Explanation for Shifts in CIE -- Part III. The Relationship of Research to Practice -- Conclusion -- References -- Chapter 5: Widening the Lens: Going Global in Mathematics Education Research -- References -- Chapter 6: Comparative and International Education: A Field Fraught with Contradictions -- The Shift in the Primary Responsibility for Education from the Nation-State to Non-State Actors in Our Globalized World -- The Unsettled Ontological Assumptions of the Field -- The Lack of Theory -- Conclusion -- References -- Chapter 7: Research and Practice in Comparative and International Higher Education -- Defining CIHE -- Trends and Shifts Over the Past Five Years -- Internationalization -- Regional Integration and Mobility -- Competition, Rankings, and Status -- Partnerships -- Quality and Accountability -- Equity, Access, and Affordability -- Conclusion and Recommendations -- References -- Chapter 8: International Education Assistance in the Kyrgyz Republic: Partnership and the Role of Expertise in International Education Interventions -- References -- Chapter 9: Advancing the Teaching of Comparative and International Education -- Introduction -- The Teaching (and Learning) of CIE -- Advancements in the Scholarship of Teaching CIE -- Toward a Community of CIE Educators -- Conclusion -- Note -- References -- Part II: Conceptual and MethodologicalDevelopments.

Chapter 10: What Is Comparative Education? -- Introduction -- Debates Over Content -- Debates Over Method -- Understanding Our Debates -- Engaging in Our Debates -- Conclusion -- References -- Part III: Research-to-Practice -- Chapter 11: Transformation of the Public School in Latin America: Summary of Findings Following Educando by Worldfund Educational Interventions -- Education in Latin America -- Literature Review -- Mexico -- Brazil -- Building Capacity with Public School Educators -- Leadership -- Educando By Worldfund: An Overview of Programs -- IAPE -- LISTO -- STEM Brasil and STEM Mexico -- Monitoring Process -- Findings -- Discussion -- Acknowledgments -- Note -- References -- Chapter 12: ICT4D, Policy Landscapes, and Practice Arenas: A Review of and Reflection on ICT Actors and Applications in African Higher Education -- Introduction -- Higher Education in Africa -- ICT4D: A Framing Focus for Applications in Higher Education -- Conceptualizing ICT4D Applications in Higher Education -- ICT4D in Higher Education in Africa: Discourses, Strata, and Applications -- Policy Landscapes -- IOs and Continental Initiatives -- Research and Education Networks -- Practice Arenas -- Universities -- Faculty -- Critiques of ICT4D and ICT Applications in African Higher Education -- Technopositivism -- Suitability -- Sustainability -- Future Directions -- Note -- References -- Part IV: Area Studies and Regional Developments -- Chapter 13: Is Engineering Harder to Crack Than Science? A Cross-National Analysis of Women's Participation in Male-Dominated Fields of Study in Higher Education -- Introduction -- The Global Rise in the Status of Women -- Women in Stem -- Explaining Women's Participation in Stem in Higher Education -- Data and Sample -- Variables -- Dependent Variable -- Independent Variables -- Additional Control Variables -- Methods -- Results.

Descriptive Trends -- Multivariate Analyses: Women's Participation in STEM -- Women's Participation in Subfields of STEM (Natural Science vs Engineering) -- Robustness Check -- Discussion -- Notes -- References -- Chapter 14: The Teacher Supply in Latin America: A Review of Research -- The Teacher Labor Market and the Supply of Teachers -- Methodology -- Evidence on the Teacher Supply in Latin America -- Teacher Shortages -- The Teacher Distribution -- The Teacher Pipeline -- Conclusions -- Acknowledgments -- Notes -- References -- Chapter 15: Play and/or Learning: Comparative Analysis of Dominant Concepts in National Curriculum Guidelines for Early Childhood Education in Norway, Finland, China, and Hong Kong -- Introduction and Background -- Brief Introduction to ECE and Curriculum Guidelines in the Four Cultures -- Analytical/Conceptual Framework -- Educational Aims -- Play, Learning, and ECE and Child Development -- Method -- Comparison of the Guidelines and Discussion -- Learning Being the Dominant Concept Across the Curriculum Guidelines -- Similarities -- Common Aims Shared Across Cultural Boundaries -- Learning Being the Dominant Concept Across the Curriculum Guidelines -- Multifaceted Learning in All Curriculum Guidelines -- Play as a Means for Learning in All Curriculum Guidelines -- Distinctive Features of the Guidelines of Each Culture -- Different Aims of the Four Systems -- The Importance Given to Play -- The Weight Given to Learning -- Conclusion and Implications -- Notes -- References -- Chapter 16: Education in Sub-Saharan Africa -- Societal Context -- Geography -- Demography -- Economy -- Social System -- Politics -- Religion and Life and World Philosophy -- Historical Evolution of Education -- Missionary Education -- Colonial Education -- Independence.

1961 Blueprint for Education Development in Post-independent Africa: The Addis Ababa Plan -- The Post-Independence Education Expansion and Reform Drive -- Linear/Quantitative Expansion -- Unconventional Modes of Expanding Supply of Education -- Adult Literacy -- Lifelong Education/Learning -- Curriculum -- Methods of Teaching and Learning -- Language of Learning and Teaching -- Assessment and Examination Systems -- Aligning World of Education With World of Work -- Teacher Education -- Assessment -- Assessment Model -- Quantitative Dimension -- Qualitative Dimension -- Equality Dimension -- Conclusion -- References -- Chapter 17: A Review of the Main Trends in the Reforms of School Structures in Europe -- Introduction -- Main Trends in the Reforms of School Structures in Europe -- Trend 1: Decreasing the School Entrance Age -- Trend 2: Expanding Compulsory Preschool Education -- Trend 3: Increasing the Duration of Compulsory School Education -- Trend 4: Increasing the Duration of Primary Education -- Trend 5: Eliminating Primary Education as a Separate Level by Providing Single Basic Education -- Trend 6: Continuing the Diversity of School Structures -- Conclusion -- References -- Chapter 18: Internationalization and Academic Mobility: Trends and Prospects in Georgian Higher Education -- Introduction -- Background and Context -- Internationalization and Faculty Mobility: A Review of Relevant Literature -- Contested Meaning of Internationalization -- Faculty Mobility as a Dimension of Internationalization -- Internationalization Policies in Europe -- Internationalization and Faculty Mobility in Georgia -- New Wave of Reforms -- Strategic and Regulatory Framework for Internationalization -- Research on Internationalization and Academic Mobility -- Conclusion -- References -- Part V: Comparative Education Trends and Directions.

Chapter 19: Mapping Changes in Legislation and Implementation for Special Needs Education in India.

This year's edition brings together research and essays on comparative education trends and directions written by professional and scholarly leaders in the field. Topics covered include theoretical and methodological developments, reports on research-to-practice, area studies and the diversification of comparative and international education.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.