Relevant bibliographies by topics / Comparative education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Comparative education'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Comparative education"

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Singh, R. P. "Comparative education." Prospects 20, no. 1 (March 1990): 79–84. http://dx.doi.org/10.1007/bf02195430.

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Pretorius, Fanie. "Comparative education." Prospects 22, no. 1 (March 1992): 102–10. http://dx.doi.org/10.1007/bf02196523.

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Yoo, Jae-Bong. "Comparative Education and Philosophy of Education: Toward a Philosophical Comparative Education." Korean Comparative Education Society 28, no. 1 (March 23, 2018): 117–33. http://dx.doi.org/10.20306/kces.2018.28.1.117.

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Phillips, David. "Comparative Education: Method." Research in Comparative and International Education 1, no. 4 (December 2006): 304–19. http://dx.doi.org/10.2304/rcie.2006.1.4.304.

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Cowen, Robert. "Embodied comparative education." Comparative Education 54, no. 1 (December 15, 2017): 10–25. http://dx.doi.org/10.1080/03050068.2017.1409554.

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Reischmann, Jost. "Comparative Adult Education." Hessische Blätter für Volksbildung 59 (June 1, 2009): 140–51. http://dx.doi.org/10.3278/hbv0902w140.

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Wolhuter, Charl. "Should Comparative education be superseded by Comparative and international education?" New Educational Review 44, no. 2 (June 30, 2016): 30–39. http://dx.doi.org/10.15804/tner.2016.44.2.02.

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Lepherd, Laurence. "Comparative Music Education: Bicultural Music Education." International Journal of Music Education os-7, no. 1 (May 1986): 23. http://dx.doi.org/10.1177/025576148600700105.

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Sumida Huaman, Elizabeth. "Comparative Indigenous education research (CIER): Indigenous epistemologies and comparative education methodologies." International Review of Education 65, no. 1 (January 7, 2019): 163–84. http://dx.doi.org/10.1007/s11159-018-09761-2.

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Jean-Francois, Emmanuel. "Influence of Comparative Education on Comparative Adult Education Research and Practice." Hessische Blätter für Volksbildung 70 (June 16, 2020): 41–54. http://dx.doi.org/10.3278/hbv2002w004.

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Dissertations / Theses on the topic "Comparative education"

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Österman, Marcus. "Education, Stratification and Reform : Educational Institutions in Comparative Perspective." Doctoral thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-332622.

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The main argument of this thesis is that research has to take the institutional character of education seriously. Educational institutions carry considerable weight for outcomes of education and their design is a matter of intense political debate. This work focuses in particular on the institution of tracking that has wide-reaching consequences for the structure of education. The thesis consists of an introductory essay, together with three empirical essays. The empirical essays all acknowledge the main argument but study different outcomes and relationships connected to education. Essay I studies how the institutions of political economy and education together affect equality of income and equality of educational opportunity. This essay contributes to the literature by distinguishing the effects of the different institutions of political economy and education, as well as how they interact to affect the two contrasting conceptions of equality. The results reveal that tracking hinders equality of educational opportunity but is also related to better incomes for vocational education graduates in certain institutional settings. Wage bargaining coordination reinforces the more equal educational opportunities of weakly tracked contexts and improves the relative income of vocational graduates in these contexts. Essay II explores how education and tracking affect social trust. It makes two contributions. First, the empirical approach provides strong support for causal inference. Second, it is the first study to consider how tracking affects social trust. The empirical evidence finds no general effect of educational attainment on social trust, but decreasing tracking has a positive effect on social trust for individuals who come from weakly educated backgrounds. Essay III aims to explain cross-country differences in tracking by focusing on the impact of government partisanship. The study contributes to the literature by being the first comparative study to explore how partisan politics may explain differences in tracking and being one of few comparative studies there are on the topic at all. The results show that tracking is strongly related to a dominance of Christian democratic governments, whereas detracking reforms have mainly been carried out by social democratic governments.
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Coursey, Donna Annetta. "Differential patterns in comparative education discourse." [S.l. : s.n.], 2004. http://deposit.ddb.de/cgi-bin/dokserv?idn=972051759.

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Manzon, Maria. "Comparative education the construction of a field /." Thesis, Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B41897134.

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Cajic-Seigneur, Magdalena. "The role of alternative educational provision for young people disaffected with mainstream education." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021702/.

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Over the last thirty years there has been considerable debate on the organisation and structure of the 14-19 education system in England. Although the proposals for a unified system have dominated academic research, successive government policies have failed to fully integrate the 14-19 phase in education. Instead, academic and vocational education remain divided and the number of young people aged 16-19 in the NEET category unchanged. This study of an alternative educational programme (AEP) for students who experience social, emotional and behavioural difficulties (SEBD) delves deeply into the problems that these young people are facing in an attempt to find solutions to motivate and engage them. This becomes particularly pressing in the wake of the raising of the participation age to 18 in 2015. The study employs Bronfenbrenner’s ecosystems theory which concentrates on the examination of the impact of different ecosystems on young people’s development and progression in education. The case study incorporates a multi-method research strategy, which sought to gain the perspectives of different stakeholders on the effectiveness of the AEP and to examine its outcomes for students in terms of their academic, social and behavioural progress as well as their progression into the post-16 phase. The findings indicate that this type of provision within an FE college provides positive outcomes for disengaged students but they also emphasise the importance that these young people place on the well recognised curriculum offered in mainstream schools. The findings suggest that the English education system, which remains segregationist and divided, contributes to the widening of the socio-economic gap particularly in times of economic downturns and unstable employment opportunities. The study recommends changes in different ecosystems, starting with 14-19 education which should offer a unified qualification structure that caters for all learners thus preventing these young people becoming NEET and socially excluded in their adulthood.
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Zangmo, Zinpai. "Educational policy borrowing in the Bhutanese education system." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122873/1/Zinpai_Zangmo_Thesis.pdf.

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This study focussed on analysing educational policy documents to understand the history and discourse of educational policy borrowing practice in Bhutan's K-12 education system. The conceptual framework drew on theories of globalisation and the theory of discourse. An interpretivist methodology drawing on James Paul Gee's discourse analysis was employed to comprehend the education policy borrowing and policy learning practices within the K-12 education policies of Bhutan. The findings revealed that while there is a complex system of policy borrowing influenced by the phenomenon of globalisation, there are discourses that stress the importance of Gross National Happiness and local themes. The study concludes by stating that policy borrowing and policy learning are important aspects of Bhutanese education policy.
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Agbemabiese, Padmore Godwin Enyo. "Emerging themes in educational reforms in Ghana as seen through education reforms in the United States." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1173366013.

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Heredia-Ortiz, Eunice. "The impact of education decentralization on education output a cross-country study /." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-12072006-132254/.

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Thesis (Ph. D.)--Georgia State University, 2006.
Jorge L. Martinez-Vazquez, committee chair; Robert M. McNab, David L. Sjoquist, Mary Beth Walker, committee members. Electronic text (163 p.) : digital, PDF file. Description based on contents viewed Aug. 6, 2007. Includes bibliographical references (p. 156-162).
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Lathroum, John A. "A comparative analysis of graduate management education." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1998. http://handle.dtic.mil/100.2/ADA343578.

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Thesis (M.S. in Management) Naval Postgraduate School, March 1998.
"March 1998." Thesis advisor(s): Gail Fann Thomas, Nancy C. Roberts. Includes bibliographical references (p. 243). Also available online.
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Kap, Hrvoje. "Comparative Studies of Vocational Education and Training." Doctoral thesis, Stockholms universitet, Sociologiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-119482.

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The thesis consists of an introduction and three studies, which are comparative sociological and institutional analyses of a number of countries' publicly regulated vocational education and training systems at upper secondary and post-secondary level. Official regulation of programme content and curricula - the main empirical material - is interpreted, and focus is directed on aspects which distinguish between, among others, general and vocational elements of teaching, learning and training. The analyses employ concepts from educational studies, historical sociology and institutional sociology with the aim of conceptual elaboration and illumination of similarities and differences between cases. Study I compares upper secondary vocational education and training programmes in Denmark, Finland, Norway and Sweden. The programmes are analysed and compared with respect to scope, sequence and selection of curricular units of subject matter and periods of training. Programmes combine general and vocational elements in various ways, thereby offering choices for obtaining both the occupation-related qualification, as well as higher education eligibility. The combination of curricular units with additional subject matter seems to, in some cases, lead to emerging learning aims. Study II focuses on vocational education and training systems at upper secondary level in Denmark, Norway and Sweden, and seeks to identify differences and similarities by conceptualising features of ideal types along different dimensions. It furthermore develops a method of analysis and visualisation which enables more accurate understanding of how various learning aims are designed within educational programmes. Some of the results indicate that the resources necessary for attaining the full, intended educational qualification are not guaranteed in any of the three cases; however, this applies particularly to apprenticeship-based programmes, where it can be attained only after training contracts with status-like features, resembling parts of occupational jurisdictions, are seized within sheltered circumstances. In the school-based programmes, a larger proportion of resources are guaranteed, but training is shorter and less vocationally oriented. Vocational education and training programmes in all three systems orient learning not only towards vocational, but also general learning aims. Study III compares admission criteria to post-secondary vocational education and training programmes in Denmark and Sweden, focusing on the Danish erhvervsakademi and the Swedish yrkeshögskola. Options, as elements of life chances, for individuals holding upper secondary vocational education qualifications who wish to apply for admission to these programmes, differ in terms of scope between the two cases. In the Swedish case, options are wide and mostly structured by course-based admission criteria; while in the Danish case, options are more narrow and structured by qualification-based admission criteria.

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Manuscript. Paper 3: Manuscript.

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Akapelwa, Emma Ziweyi Mwangala. "Problems of music education : a comparative study." Thesis, Queen's University Belfast, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336035.

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Books on the topic "Comparative education"

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Bray, Mark, ed. Comparative Education. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-007-1094-8.

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Manzon, Maria. Comparative Education. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1930-9.

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Chaube, S. P. Comparative education. New Delhi: Vikas, 1993.

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Bray, Mark, Bob Adamson, and Mark Mason, eds. Comparative Education Research. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05594-7.

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Bray, Mark, Bob Adamson, and Mark Mason, eds. Comparative Education Research. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-6189-9.

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1933-, Beauchamp Edward R., ed. Comparative education reader. New York: Routledge Falmer, 2003.

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Bezuidenhout, J. J. Comparative education statistics. Pretoria: Human Sciences Research Council, 1986.

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Xu, Xiaozhou, ed. Comparative Entrepreneurship Education. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-1835-5.

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Chuka, Okonkwo, ed. Comparative education and educational decision-making. Owerri: International Universities Press, 1998.

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Vos, A. J. Comparative education and national education systems. Durban: Butterworths, 1990.

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Book chapters on the topic "Comparative education"

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Manzon, Maria. "Reconstructing Comparative Education." In Comparative Education, 217–29. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1930-9_6.

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Bray, Mark. "Editorial Introduction." In Comparative Education, 1–13. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-007-1094-8_1.

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Kim, Meesook. "Cultural and School-Grade Differences in Korean and White American Children’s Narrative Skills." In Comparative Education, 177–90. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-007-1094-8_10.

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Hoffman, Diane M. "Childhood Ideology in the United States: A Comparative Cultural View." In Comparative Education, 191–211. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-007-1094-8_11.

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Schulte, Barbara. "Social Hierarchy and Group Solidarity: The Meanings of Work and Vocation/Profession in the Chinese Context and their Implications for Vocational Education." In Comparative Education, 213–39. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-007-1094-8_12.

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Numata, Hiroyuki. "What Children have Lost by the Modernisation of Education: A Comparison of Experiences in Western Europe and Eastern Asia." In Comparative Education, 241–63. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-007-1094-8_13.

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Wilson, David N. "The Future of Comparative and International Education in a Globalised World." In Comparative Education, 15–33. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-007-1094-8_2.

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Morgan, Douglas L. "Appropriation, Appreciation, Accommodation: Indigenous Wisdoms and Knowledges in Higher Education." In Comparative Education, 35–49. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-007-1094-8_3.

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Bray, Mark, and Yoko Yamato. "Comparative Education in a Microcosm: Methodological Insights from the International Schools Sector in Hong Kong." In Comparative Education, 51–73. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-007-1094-8_4.

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Mitter, Wolfgang. "A Decade of Transformation: Educational Policies in Central and Eastern Europe." In Comparative Education, 75–96. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-007-1094-8_5.

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Conference papers on the topic "Comparative education"

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Maldonado, Edgar A. "Comparative IT education." In the 2006 ACM SIGMIS CPR conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1125170.1125253.

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Glushko, Oksana. "Competences in education in the context of modern educational reforms." In Comparative and International Education – 2021: Education Innovations in the context of European Integration and Globalisation. Krok, 2021. http://dx.doi.org/10.32405/978-966-97763-9-6-2021-165-167.

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Župan, Mirela. "FEASIBILITY OF MOOCS FOR LEGAL EDUCATION." In International Scientific Conference on International, EU and Comparative Law Issues “Law in the Age of Modern Technologies”. Faculty of Law, Josip Juraj Strossmayer University of Osijek, 2023. http://dx.doi.org/10.25234/eclic/28270.

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Distance learning tools are not a feature of modern times. However, COVID-19 pandemic boosted its usage and enabled its penetration into higher education. Among various e-learning features, higher education embraced model of Massive Open Online Courses (MOOCs). This paper addresses the very notion of e-learning in law. It focuses on MOOCs from the perspective of educational pedagogy, but more specifically on its usage in legal education. Pros and contras are given based on experience of MOOCs development in the framework of DIGinLaw project.
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Peñalosa, Eduardo. "COMPARATIVE DISTANCE EDUCATION IN MEXICO." In 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.0220.

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Jekabsone, Inga. "COVID-19 AND ONLINE ADULT EDUCATION: A COMPARATIVE STUDY." In 9th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2022. SGEM WORLD SCIENCE, 2022. http://dx.doi.org/10.35603/sws.iscss.2022/s08.080.

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Covid-19 had tremendously affected the way how people learn. As a general tendency, the sector of adult education has transformed towards digitization offering a wide range of online adult education programmes, including in geosciences. Due to the Covid-19 related restrictions, educational institutions offering adult education programmes were forced to develop their strategies on how to adapt to the new reality. Within this study, a comparative analysis of three adult education institutions representing Latvia, Poland and Sweden is conducted. All three case studies present different approaches to the implementation of online adult education. The paper aims to analyse the approaches of three different adult education institutions to adapt to the pandemics focusing on the concept of online adult education. Used research methods: scientific literature review, expert interviews, statistical analysis. The main findings of the research show that all three adult education institutions used different strategies to adapt to the Covid-19-related restrictions. The digital skills of adult learners are the main factor that affected the strategies of analysed adult education institutions. Low digital skills are the main factor that hinders the development of online adult education. However, at the same time, the research has demonstrated the advantages of online learning and its growing role in the future of adult education.
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Langa, Claudiu, and Liana Tausan. "INVESTIGATING ICT SHARE IN THE ENSEMBLE OF METHODS IN HIGHER EDUCATION - COMPARATIVE STUDY." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-029.

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One of the dimensions of contemporary pedagogy principles underlying the construction of current educational systems aims at using information technologies in education (computer, internet, etc.) in: teaching designing, learning direction, didactical act monitoring. Given the use of information and communication technologies in modern society, the educational environment constantly attempts to integrate the use of ICT, both in the initial and continuous training of human resources, and in the managerial act specific to the higher education field. ICT integration in the performance of the educational act in higher education and the adaptation of such technology potential to the specific nature of the instructive and educative process constitute proactive measures and desiderates of the higher education reform. The purpose of the study is to investigate the share of using the means specific to the information and communication technology in the ensemble of teaching and learning methods and means, the modalities of acquiring the possession of course materials, the bibliographic information sources indicated by teachers, the modalities of presenting seminar papers by students. The general research hypothesis of this study is: the share of using the means specific to the information and communication technology in the university environment is lower in performing the instructive and educative activities specific to philological specializations than in the case of IT and engineering specializations. Two working hypotheses resulted from this hypothesis: 1. there are significant differences between the students at the humanist specializations and those from exact science specializations as regards the presentation of seminar papers by means of computer. 2. There are significant differences between the humanist science didactical staff and the exact science teachers as regards the use of the information and communication technology in the ensemble of teaching and learning methods and means. The methodology used in this investigative approach is the questionnaire applied on a group of 85 students from the humanist and exact sciences from the "1 decembrie 1918" Alba Iulia University and the University of Pitesti. The findings and results of this study have aimed at the verification of research hypotheses. The working hypotheses have been confirmed following data processing and interpretation.
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Maksymenko, Oksana. "Education management in terms in the context of the latest educational guidelines." In Comparative and International Education – 2021: Education Innovations in the context of European Integration and Globalisation. Krok, 2021. http://dx.doi.org/10.32405/978-966-97763-9-6-2021-175-176.

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Voronina, H. "Life values in intercultural education." In Pedagogical comparative studies and international education – 2020: a globalized space of innovation. NAES of Ukraine; Institute of Pedagogy of the NAES of Ukraine, 2020. http://dx.doi.org/10.32405/978-966-97763-9-6-2020-119-121.

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Nikolska, N. "Legislative guidelines in US education." In Pedagogical comparative studies and international education – 2020: a globalized space of innovation. NAES of Ukraine; Institute of Pedagogy of the NAES of Ukraine, 2020. http://dx.doi.org/10.32405/978-966-97763-9-6-2020-300-302.

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Ovcharuk, O. "Digital citizenship education: general approaches." In Pedagogical comparative studies and international education – 2020: a globalized space of innovation. NAES of Ukraine; Institute of Pedagogy of the NAES of Ukraine, 2020. http://dx.doi.org/10.32405/978-966-97763-9-6-2020-433-435.

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Reports on the topic "Comparative education"

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Felipe,, Jesus, Aashish Mehta, and Hongyuan Jin. Education and the Evolution of Comparative Advantage. Asian Development Bank, March 2021. http://dx.doi.org/10.22617/wps210096-2.

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The paper provides the first evidence that countries with high education levels were more successful in developing comparative advantage in products unrelated to those they already export. In contrast, education appears unimportant for developing comparative advantage in products that are intrinsically complex or education intensive.
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Edwards, Sebastian, and Alvaro Garcia Marin. Constitutional Rights and Education: An International Comparative Study. Cambridge, MA: National Bureau of Economic Research, September 2014. http://dx.doi.org/10.3386/w20475.

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Heckman, James, and Xuesong Li. Selection Bias, Comparative Advantage and Heterogeneous Returns to Education. Cambridge, MA: National Bureau of Economic Research, August 2003. http://dx.doi.org/10.3386/w9877.

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Lee, Soohyung, and Anna Koh. Lessons for Latin America from a Comparative Education Approach: South Korea’s K-12 Education System. Inter-American Development Bank, April 2020. http://dx.doi.org/10.18235/0002321.

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South Korea is well known for its outstanding performance on international assessments of student achievement and learning. Both public and private investments are often considered key factors in this success. This paper describes the historical factors that gave rise to the current system. The paper also highlights certain features of the education system that might be useful for policymakers in Latin American and the Caribbean.
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Lee, Soohyung, and Anna Koh. Lessons for Latin America from Comparative Education: South Korea’s Teacher Policy. Inter-American Development Bank, April 2020. http://dx.doi.org/10.18235/0002322.

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Peterson, Dahlia, Kayla Goode, and Diana Gehlhaus. Education in China and the United States: A Comparative System Overview. Center for Security and Emerging Technology, September 2021. http://dx.doi.org/10.51593/20210051.

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A globally competitive AI workforce hinges on the education, development, and sustainment of the best and brightest AI talent. This issue brief provides an overview of the education systems in China and the United States, lending context to better understand the accompanying main report, “AI Education in China and the United States: A Comparative Assessment.”
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Peterson, Dahlia, Kayla Goode, and Diana Gehlhaus. AI Education in China and the United States: A Comparative Assessment. Center for Security and Emerging Technology, September 2021. http://dx.doi.org/10.51593/20210005.

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A globally competitive AI workforce hinges on the education, development, and sustainment of the best and brightest AI talent. This issue brief compares efforts to integrate AI education in China and the United States, and what advantages and disadvantages this entails. The authors consider key differences in system design and oversight, as well as strategic planning. They then explore implications for the U.S. national security community.
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Sheldrake, Danielle. A Comparative Study of Administrator and Special Education Teacher Perceptions of Special Education Teacher Attrition and Retention. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1498.

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Gómez-Morín, Lorenzo, Rosario Jaramillo, Hugh Starkey, Viola Espínola, Fernando Reimers, Eleonora Villegas Reimers, Cristián Cox, and Audrey Osler. Education for Citizenship and Democracy in a Globalized World: A Comparative Perspective. Inter-American Development Bank, July 2005. http://dx.doi.org/10.18235/0012265.

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The Bank identified seven areas to be included on the Dialogue and created seven specialized networks in which government officials at the Vice-Minister level from Latin America and the Caribbean, who are responsible for decision-making and public policy design, participate.
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Macharia, G., Macharia, G., Martin, A. Martin, A., Omboto, C. Omboto, C., Waziri, N. Waziri, N., Walker, H. Walker, H., and Haßler, B. Haßler, B. Comparative Summary Report of Digital Literacy Skills Frameworks. Open Development & Education, November 2023. http://dx.doi.org/10.53832/opendeved.1027.

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