Comparative Education Research Approaches and Methods 1st Edition by Mark Bray, Bob Adamson, Mark Mason 1402061889 9781402061882

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ISBN 10: 1402061889

ISBN 13: 9781402061882

Author:  Mark Bray, Bob Adamson, Mark Mason

Approaches and methods in comparative education research are of obvious importance, but do not always receive adequate attention. This book contributes new insights within the longstanding traditions of the field. A particular feature is the focus on different units of analysis. Individual chapters compare places, systems, times, cultures, values, policies, curricula and other units. These chapters are contextualised within broader analytical frameworks which identify the purposes and strengths of the field. The book includes a focus on intra-national as well as cross-national comparisons, and highlights the value of approaching themes from different angles. The book will be of great value not only to producers of comparative education research but also to consumers who wish to understand more thoroughly the parameters and value of the field.

Comparative Education Research Approaches and Methods 1st Table of contents:

I: Directions

1 Actors and Purposes in Comparative Education

Different Actors, Different Purposes

Policy Makers and Comparative Education

International Agencies and Comparative Education

UNESCO

The World Bank

The OECD

Academics and Comparative Education

Conclusions

References

2 Scholarly Enquiry and the Field of Comparative Education

Defining Tribes and Mapping Territories

Education, and Comparative Education, in Relation to Other Domains of Enquiry

Methodology and Focus in Comparative Education

Geomorphic Shifts

Conclusions

References

3 Quantitative and Qualitative Approaches to Comparative Education

Quantitative and Qualitative Research Methods in Education

Quantitative Approaches

Qualitative Approaches

Considerations for Comparative Education

Quantitative and Qualitative Research on Literacy

How can Literacy be Accurately Defined and Depicted?

Where do Variations in Literacy Lie?

What Leads to Literacy?

What are the Consequences of Literacy?

Conclusions

References

II: Units of Comparison

4 Comparing Places

General Approaches and Tools for Comparative Education Analyses

The Bray and Thomas Framework for Comparative Education Analyses

Geographic Entities as Units of Analysis

Level 1: World Regions/Continents

Level 2: Countries

Level 3: States/Provinces

Level 4: Districts

Level 5: Schools

Level 6: Classrooms

Level 7: Individuals

Comparison across Levels

Conclusions: Methodological Issues in Comparing Places

References

5 Comparing Systems

Familiar Approaches but Loose Usages

Defining and Identifying Education Systems

Why Compare Systems?

A Set of Examples: China

The Education Systems of Hong Kong

The Education Systems of Macao

Another Set of Examples: United Kingdom

Conclusions

References

6 Comparing Times

Time

Historical Approaches to Comparative Education

Histories of Education

Prevailing Forms of Histories of Education

Prevailing Theoretical Perspectives

Characteristics of Modern Historical Analysis

Strategies for Comparing Times

Units of Comparison

Structures for Comparing Times

Problems when Comparing Times

Problems of Sources

Problems of Interpretation

Problems of Periodisation

Conclusions

References

7 Comparing Race, Class and Gender

Race

Race and Ethnicity: Fluid Conceptions

Race, Ethnicity, and Comparative Education Research

Class

What is Class?

Class and Comparative Education Research

Gender

Final Thoughts on Race, Class and Gender

References

8 Comparing Cultures

Defining and Describing Cultures

A genealogy of culture

‘National culture’ in modern societies

‘National culture’ in an increasingly globalised world

Comparing Education across Cultures

Methodological approaches to comparing education across cultures

Conclusion: Values and Interests in Comparing Education across Cultures

References

9 Comparing Values

Category A: Size, Scale and Complexity of the Research Construct

Case One: Large Scale, Multiple Researchers, and Multiple Dimensions and Instruments – The Interna

Case Two: Small Scale, Multiple Researchers, and Simple Instruments – A Study of Teachers’ Perce

Case Three: Large Scale, Single Researcher, Multiple Dimensions and Instruments – A Study of Polit

Case Four: Small Scale, Multiple Researchers and Secondary Quantitative Analysis – A Study of Stud

Category B: Longitudinal Studies of Textbooks

Case Five: Multiple Countries, One Researcher, Quantitative – A Longitudinal Analysis of 465 Textb

Case Six: One Country, Mixed Methods – A Longitudinal Analysis of Civic Education Textbooks

Category C: Studies of Convergent and Divergent Values

Case Seven: Studying Convergent Values – A Delphi Study on Policy Shapers in Nine Countries

Case Eight: Studying Divergent Values – A Sigma Study of Leaders in 11 Countries

Case Nine: Studying Divergence in Convergent Values – Asian Civic Values Study

Category D: Comparing Cases in Qualitative Studies

Case 10: A Study of School Cases in Six Societies

Case 11: Secondary Qualitative Case Analyses

Discussion and Conclusions

References

10 Comparing Policies

The Changing International Policy Environment

Understanding Policy: Two Perspectives

The Rational Perspective

The Conflict Perspective

Making Sense of Comparing Education Policy: Uses and Abuses

The All-important Context

The continuing dominance of Anglo-American scholarship

Divides in the policy literature

Under-estimated Cultural Factors

Conclusion

References

11 Comparing Curricula

The Nature of Curriculum

Approaching Comparisons of Curricula

Purpose and perspective

Evaluative perspective

Interpretive perspective

Critical perspective

Curriculum focus and manifestations

Research Methods in Comparing Curricula

Evaluative study

Interpretive study

Critical study

Conclusions

References

12 Comparing Pedagogical Innovations

Research on Educational Change, Reform and Innovation

Methods for Comparing Pedagogical Practices

Video-Studies of Teaching as Surveys of Instructional Practice

Linking Pedagogy with Schooland System-Level Characterisations

Revealing Diversity in Pedagogy and its Relationship with School Factors

International Comparisons of Pedagogical Innovations

SITES M2—Characterizing Classroom and School Level Typologies of ICT-enabled Pedagogical Innovatio

Research context and questions

Definition and selection of innovation cases

Methodological approach, research design and instrumentation

Analytical methods and key outcomes

Contributions and limitations of the study

SCALE CCR—Comparing Vastly Different Grain Sizes of Innovation “Cases” from Asia and Europe to

Research context and questions

Definition and selection of innovation cases

Methodological approach, research design and instrumentation

Analytical methods and key outcomes

Contributions and limitations of the study

ITL—Investigating Conditions for ICT Use to Foster Students’ 21st Century Skills from an Ecosyst

Research context and questions

Definition and selection of innovation cases

Methodological approach, research design and instrumentation

Analytical methods and key outcomes

Contributions and limitations of the study

Methodological Advances and Challenges to Comparing Pedagogy and Pedagogical Innovations

Limited Utility of Static, Decontextualised Comparisons of Pedagogy

From Contextual Mapping to Ecosystem Modelling

Building dynamic ecosystem models of pedagogical innovation

Looking ahead

References

13 Comparing Ways of Learning

Learning Approaches

Comparing Correlates of Learning Strategies

Conceptual equivalence

Reliability

Within-construct validity

The cross-cultural meta-analysis

The Paradox of the Asian Learner

Conceptions of Teaching: A Chinese Perspective

Conclusions

References

14 Comparing Educational Achievements

Why Compare Achievements?

What are the Procedures for Measuring Achievements?

How is the subject matter defined?

What kinds of summary scores are needed?

What is the blueprint like?

What kinds of items are used?

Who writes and checks the items?

How are the items translated?

How are the items trialled?

How do the final tests look?

Whom to Compare?

Age versus grade groups

Defined population

Comparing Levels and Equity of Performance

Pupils within schools

Levels of school performance

Levels of regional performance

Important information at the national level

How equitable is achievement among schools?

Conclusions

References

III: Conclusions

15 Different Models, Different Emphases, Different Insights

Models for Comparative Education Research

The number of units for comparison

Revisiting the Bray and Thomas cube

Epistemological approaches

Emphases in Comparative Education Research

Enduring Threads

References

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