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1.
Mark Bray Yoko Yamato 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,38(4):51-73
Many studies in the field of comparative education take national education systems as the basic unit of analysis. The present paper has been conceived within this tradition, but has a different angle of approach. It focuses on 47 international schools in a small territory. Some of the international schools were grouped into larger systems but others were free-standing institutions. The focus of the paper thus lies at an intersection between cross-national and intra-national comparisons. It makes methodological observations on the nature of comparisons that are possible within such a microcosm, and on the conceptual lessons that can be derived from such analysis. 相似文献
2.
Inclusive rather than segregated schooling has been advocated in several significant international declarations during the past two decades. Even so children with significant intellectual disabilities are at greater risk of being excluded from mainstream education, unless particular efforts are made to support them in such settings. These children and young people are more likely to be educated in special schools or in special classes within mainstream schools. In the decade from 2003 to 2013, the Republic of Ireland enacted legislation and provided additional financial resources for pupils with special educational needs, although these were more constrained during the financial crisis that Ireland experienced from 2008 onwards. A national database, updated annually, is maintained of children receiving services from specialist intellectual disability services and this enabled comparisons to be made for the enrolments of over 8000 children aged 4–19 in mainstream and special schools following the introduction of legislation and availability of additional resources. The data showed a steady increase in children with significant intellectual disabilities attending mainstream classes and a decrease in the proportion attending special schools along with a much smaller but decreasing proportion in special classes. The profile of pupils with intellectual disabilities in mainstream and special schools also changed over the 10 years with higher proportions of males, of pupils with moderate disabilities and those of primary age attending mainstream schools, whereas special schools now tend to have higher proportions of females and those of secondary school age. However, there was marked regional variation in the proportions of pupils in mainstream schools which was attributed to the availability of special schools across the State. This study demonstrates how a national data-set can be used to track the impact that policy changes and legislation designed to enhance the development of inclusive learning environments had on the number of pupils availing of mainstream opportunities. It was also possible to identify prevailing trends in types of support provided within schools and the changing pattern of provision for pupils with different levels of intellectual disability. At the broader level of international trends in policy and provision aimed at establishing inclusive learning environments, this study demonstrates the need for a common frame of reference around which the national and international conversations on educational systems can take place. 相似文献
3.
This paper reports research that evaluated the efficacy of training for education assistants and its impact upon changing practices in a group of private international schools in Hong Kong, China. Two cohorts of education assistants received training through an education institute. The focus was on supporting and fostering inclusive practices in schools. The expectations and perceptions of the education assistants regarding the training was recorded through survey and focus group interviews and discussed alongside international literature in the area of classroom support and inclusive schooling. The paper concludes that the provision of training was successful in meeting education assistants’ expectations and in increasing personal confidence and raising self‐esteem, but that they face many challenges if their learning is to be applied. The research further reveals that education assistants within Hong Kong schools lack clarity in their role and a narrow understanding of how they may be most appropriately utilised within schools has led to a limiting of their deployment. Implications for training providers and the teaching profession are discussed. 相似文献
4.
5.
There are increasing numbers of children living with life-limiting illnesses in mainstream schools. The aim of this literature-based study was to evaluate the current provision of educational support for teachers who are teaching these children in schools. An international literature search produced 23 papers published between 2005 and July 2010 that concerned children with life-limiting illness in relation to education in mainstream schools. The analysis identified that the needs of children with life-limiting illnesses are not being well met, and there appears to be little evidence of educational support for teachers. The paper concludes that schools need to work with both the medical and social models of health/disability in order to meet the needs of children with life-limiting illness. There is some consensus that the way forward needs to include multidisciplinary working within an ecological approach that supports home, schools and the health services working together. Only one paper reported an evaluation of such an intervention. There is a need for more research, evaluation and dissemination about the experience of living with a life-limiting illness in mainstream schools and related interventions, and for this to inform professional education and the coordination of education, health and home systems. 相似文献
6.
Christine Mayer 《Paedagogica Historica: International Journal of the History of Education》2014,50(5):580-598
In the context of the international exchange of school reform ideas and concepts, the new schools in Hamburg were recognised as exemplary instances of a revolutionary and forceful reform in the public elementary school systems. Based on studies of transfer and their premise that the transnational transfer of ideas, practices and objects does not occur spontaneously, but requires specific mechanisms of transmission, this contribution explores the circulation and exchange of pedagogical practices and concepts within the discourse of New Education by looking at the example of the Hamburg experimental and community schools (Hamburger Versuchs- und Gemeinschaftsschulen). A key question in this process is how the Hamburg schools could acquire the great international importance they held. The analysis includes both personal and institutional communication networks of the experimental schoolteachers, the international journals and conferences of the New Education Fellowship, school visits and various reports and documentations of the schools produced by foreign visitors. It shows not only the key role that transnational exchange played in the education reform debates of the 1920s, but also offers clues to the cultural patterns and beliefs that influenced the circulation and reception of ideas. 相似文献
7.
James Cambridge 《Compare》2004,34(2):161-175
A problem with the construction of an inclusive definition of international education is that the word ‘international’ has a variety of connotations. It is proposed that the term ‘international education’ is ambiguous because it appears to refer to contrasting usages in educational studies. International education is frequently discussed in the context of the related field of comparative education, but a different sense of the term has also developed in the context of the theory and practice of education in international schools and other institutions. This paper compares and contrasts the different usages of the term ‘international education’. It also discusses internationalism and globalization as contexts for international education, as practised in international schools and other institutions, particularly with reference to the history and programmes of the International Baccalaureate Organization (IBO). 相似文献
8.
Hyejin Kim 《Globalisation, Societies & Education》2019,17(3):310-323
Across Asia, the international school scene has experienced marketisation and corporatisation. A consequence is that many wealthier families – outside of expatriate communities – view international schools as a desirable choice, and they seek ways to enrol their children in international schools. States have responded to this situation through policies that manage the boundaries between public or national school systems and international schools. States have made compromises in their international school policies – compromises that allow markets to creep into the broader education systems. This mode of market creation is subtle: Neither families nor state agents advocate for ‘choice’ as a value, nor are there public discourses around international schools in the region celebrating ‘choice’ in education. The compromises made in international school policy relate to whole education systems and have implications for inequality, citizenship, and national identity. 相似文献
9.
This paper is a comparative analysis of global citizenship education (GCE) in two primary schools, an international school in Singapore and an independent school in Australia, focusing on the implementation of GCE practices through the adoption of international education models - the International Primary Curriculum (IPC) and the International Baccalaureate Programme (IB) respectively, to create hybrid curricula. The research findings indicate that the curriculum and resources, school culture, school leaders’ and teachers’ values, as well as the utilisation of human and financial resources all influence how the schools engage with GCE in their quest towards internationalisation. A key overarching finding of the research relates to the tensions between critical democratic and educational domains and neo-liberal market rationales, which had significantly affected the schools’ decisions in curricula and GCE enactment within both schools. Despite their commitment to GCE ideals, both schools were equally mindful about being distinctive and remaining competitive within their educational markets. 相似文献
10.
Stephen Gorard 《比较教育学》2001,37(3):279-296
Schools and students in Britain have been compared unfavourably with those elsewhere for many years now. International comparisons of school effectiveness and outcomes have been used to suggest that British schools are underperforming, and consequently that British students are underachieving. This has led to repeated calls by researchers and politicians for policy borrowing from countries with more 'successful' educational systems. In the same way, the growth of 'home- international' comparisons has suggested marked differences between the increasingly devolved regions within Britain. This view of the relative ineffectiveness of schools has permeated both official publications and regional attainment targets in the 1990s. This article considers some of these findings from the perspective of England, and the associated problems in studies involving international comparisons. It concludes that, viewed proportionately and in the light of background factors, there is little evidence of either failing or falling standards. Although, as always, absence of evidence should not be taken as evidence of absence there is certainly little reason to agree with the 'crisis account' of English schooling. The implications for the role of international league tables are discussed briefly. Cross-national comparisons, seen in this light, are open to misinterpretation and are therefore potentially dangerous. 相似文献
11.
Teachers’ attitudes and beliefs about students in a particular grouping hierarchy are shaped by their ideological views. Within education systems that have high international profiles, such as Singapore, what has been less explored is how teachers think about and interact with students who are seemingly positioned as being ‘low-ability’ or ‘low achieving’ within disadvantaged education contexts. This paper accordingly examines teachers’ perceptions of ‘Normal Technical’ students in Singapore. The findings underscore the need to understand teachers’ interpretations and thinking about teaching and learning processes that influence classroom practice. This is a necessary starting point for pedagogical innovation and change in schools. 相似文献
12.
This paper adds to the broad literature on education and socio-political change by presenting the distinctive case of the
international schools sector in Hong Kong. It examines the growth of the sector and changing roles of the institutions within
it. The sector was initially created to serve various foreign populations, but has increasingly served the local population
too. Much of the evolution has been caused by social and political transition. The sector is not large, but is an instructive
barometer of wider changes.
The authors thank the schools and other bodies which provided data for this chapter. They also thank colleagues who commented
on drafts, particularly Bob Adamson, Sharon Eng, Mark Mason and David Post. 相似文献
13.
Nancy Biggs Berge Zane L. Berge 《International Journal of Disability, Development & Education》1988,35(2):107-117
The authors recently visited schools in Victoria, Australia, which were representative of those involved in educating students with disabilities. This paper compares beliefs and values in the US and Victorian systems as they relate tothe education of students with disabilities. It is suggested from the perspective of a practitioner how these varying beliefs are orchestrated in public policy, with comparisons being made of important differences in practice in the education of disabled students in the two systems. 相似文献
14.
Internationalisation is no longer a well-recognised feature unique to higher education. It has permeated K-12 education. However, little research has been done on internationalisation at the K-12 level, particularly on offshore schools. This study examines how Canadian and Chinese policies regarding offshore schools have developed over the years, what values and objectives underlie such policies, and how they affect present and future development of Canadian offshore schools in China. The study identifies in/consistencies and priorities in policy-making and implementation and uncovers the trend of policy development through comparing stipulations on international cooperation of both countries. It shows that both countries are making policies and action plans based on their national interest in the international context without giving adequate attention to the legal, political, and social cultures of the other country. This leads to inconsistencies and confusions in their international educational cooperation and creates potential hindrance to its further development. 相似文献
15.
David Raffe 《教育政策杂志》2013,28(5):591-602
Overseas comparisons have been increasingly influential in UK policy making for education and training, but they have limitations as a source of policy lessons. ‘Home international’ comparisons of the four home countries of the UK have been advocated as a more fruitful source of practical policy lessons. This paper examines the extent to which policy‐making processes in the four UK territories facilitate policy learning from such comparisons, drawing on interviews with senior policy makers. The policy makers agreed that home international comparisons were potentially valuable, but their actual use in policy making was occasional and unsystematic. The paper discusses the features of the policy‐making process which account for this conclusion. 相似文献
16.
义务教育阶段公立学校的教育质量一直是包括美国在内的许多国家的问题，美国实施教育券改革带来的外部竞争促使公立学校进行改革，同时也发展了私立学校，是教育领域的双赢政策。 相似文献
17.
In the academic literature, private supplementary tutoring is widely known as shadow education, in part because it is commonly indistinct and because much of its content mimics that in mainstream schooling. Around the world, shadow education has become an important part of students' lives and in some places it diminishes the body that it mimics. This paper builds on studies that have focused on relationships between schooling and shadow education. The paper uses the conceptual lens of privatisation-by-default, and employs qualitative methods to understand the roles of both government and private schools in promoting tutoring in West Bengal, India. It finds that substantial proportions of shadow education emanate from and are fostered by school systems. On the one hand private tutoring as a form of privatisation-by-default gives freedom of choice, but on the other hand it limits choice. Further, school-bred tutoring can have a negative backwash on school systems. As such, private supplementary tutoring is not just a neutral shadow but affects the body that it imitates. The study recommends researchers to look back at schools to gain a deeper understanding of private supplementary tutoring. 相似文献
18.
The differences among the four education systems of the UK are often perceived as a nuisance by comparative researchers. This paper argues that they are also an opportunity. It describes the four systems and summarises their similarities and differences. It then presents five reasons for giving 'home international' comparisons a more prominent role in comparative research. These are, respectively: their potential contribution to theoretical debates; specific differences among the four systems, which touch on core problems of educational research; the practical value of home international comparisons; their potential for policy learning; and the relative ease of conducting them. 相似文献
19.
Henry M. Levin 《Prospects》2012,42(3):269-284
Around the world we hear considerable talk about creating world-class schools. Usually the term refers to schools whose students get very high scores on the international comparisons of student achievement such as PISA or TIMSS. The practice of restricting the meaning of exemplary schools to the narrow criterion of achievement scores is usually premised on the view that test scores are closely linked to the provision of a capable labour force and competitive economy. In fact, the measured relationships between test scores and earnings or productivity are modest and explain a relatively small share of the larger link between educational attainment and economic outcomes. What has been omitted from such narrow assessments are the effects that education has on the development of interpersonal and intrapersonal skills and capabilities that affect the quality and productivity of the labour force. This article provides evidence on some of these relationships, on the degree to which the non-cognitive effects of schooling contribute to adult performance, and on the evidence that deliberate school interventions can influence non-cognitive outcomes. It concludes with the view that the quest for world-class schools must encompass a range of human development characteristics that extend considerably beyond test scores. 相似文献
20.
Education reform in England is increasingly portrayed as a quest to create ‘world class’ schools through the transfer of features of ‘high performing’ school systems. The demand for evidence to support policy borrowing has been serviced by an influential intermediary network, which uses international data banks to compare education systems, and to identify and promote evidence of ‘what works’. The approach to comparisons has been portrayed as a ‘New Paradigm’ by its advocates, and whilst the network has been extensively critiqued, this has largely focused on its deviation from the norms of academic comparative education. This article explores how the ‘New Paradigm’ operates, identifying its inherent features and the strategies used to overcome the methodological issues associated with policy borrowing. This is pursued through an analysis of the rationale; assumptions; underlying ideology; methodology; omissions and silences; dealing with critics; and language and presentation of four of its influential publications. 相似文献