Comparative Education Review
ISSN / EISSN : 0010-4086 / 1545-701X
Published by: University of Chicago Press (10.1086)
Total articles ≅ 4,809
Latest articles in this journal
Comparative Education Review, Volume 65, pp 493-512; https://doi.org/10.1086/714869
This study examines a new profession in China and those who inhabit it—admissions counselors who advise Chinese students on how to apply to colleges in the United States. This study was conducted in the international divisions of eight Chinese public high schools in five cities in China and aims to fill the void in our knowledge of the vital role of counselors in bridging the Chinese and American education systems, in a context of expanded college choice for the children of elites. The findings highlight the duality and dilemma of the positional advantages among elite parents in China in choosing international education while lacking the cultural capital to navigate the higher education system in the West. Elite parents transmit their dilemma and the associated anxieties to those positioned to help them—their counselors. Although the international education segment is still a small portion of the Chinese education system, it is part and parcel of neoliberal education reforms that are increasingly privatizing the education sector and emphasizing the service aspect of education administrators.
Comparative Education Review, Volume 65, pp 399-418; https://doi.org/10.1086/714606
This article analyzes education activists’ resilience in emergencies, building on life story interviews with Syrians who engaged in civil society initiatives for schooling in the aftermath of the 2011 uprising. It investigates the meaning that education acquires under extreme adversity and how it inspires individuals to act. Finding that these activists think of education as a means to resist authoritarianism and transform society, the article brings the change agendas of local education actors to the fore. It concludes that resilience can be the extension of political purpose. The article conceptualizes education as a vehicle of resistance, foregrounding how temporal projections enable individuals to maintain belief in their capability to enact changes. The activists make connections between their own experiences in school, thoughts about the future, and the reasons they mobilize for education. Working with time is a potent enabler when, objectively, the situation is deteriorating.
Comparative Education Review, Volume 65, pp 467-492; https://doi.org/10.1086/714962
Vietnam has achieved near-universal access to compulsory schooling over the past two decades. However, inequalities between ethnic majority and minority students are stark at post-compulsory levels, where progression is selective based on academic criteria and ability to pay. In this article, we adopt a mixed-methods approach to examine quality and equity for ethnic minority students in upper secondary education. Across five provinces, we find that ethnic minority students attend “less effective” upper secondary schools than ethnic majority students. However, an in-depth case study of an ethnic minority boarding school in Lao Cai province provides an example of positive deviance. Guided by a targeted affirmative action policy, the provincial government invests a relatively high level of resources to provide fee-free, high-quality schooling for gifted ethnic minority students. We consider the extent to which such policies can redress socioeconomic inequalities in Vietnam, and wider lessons for creating more equitable education systems.
Comparative Education Review, Volume 65; https://doi.org/10.1086/716657
Comparative Education Review, Volume 65, pp 573-575; https://doi.org/10.1086/714991
Comparative Education Review, Volume 65; https://doi.org/10.1086/716658
Comparative Education Review, Volume 65, pp 445-466; https://doi.org/10.1086/714963
In 2015, a new performance-related pay scheme was introduced for schoolteachers in Italy as part of education accountability policies aimed at improving their performance. Beginning in that year, all Italian state school principals were offered the opportunity to distribute wage bonuses to deserving teachers. During the first year of implementation, 82 percent of the schools appointed ad hoc internal committees and distributed the bonuses, on average to one teacher out of three. A large majority of schools distributed the funds internally, choosing their own criteria for defining what merit was and how much it should be prized. Results suggest that merit pay was mostly uncorrelated to students’ achievements, although more than one round of application would be required for more rigorous tests. However, the article argues that the 2015 reform aligned the Italian system of evaluation and assessment with other international accountability policies.
College behind Bars, part 1, “No One Ever Taught Me Any of That”; part 2, “I’m Trying to Get Home to My Family, Too”; part 3, “Every Single Word Matters”; part 4, “Home Is a Work in Progress” directed by Lynn Novick, produced by Sarah Botstein, and executive produced by Ken Burns. Skiff Mountain Films, 2019. 57 minutes (part 1), 56 minutes (part 2), 57 minutes (part 3), 57 minutes (part 4).
Comparative Education Review, Volume 65, pp 581-582; https://doi.org/10.1086/715017
Comparative Education Review, Volume 65, pp 583-585; https://doi.org/10.1086/715057
Comparative Education Review, Volume 65, pp 419-444; https://doi.org/10.1086/714773
For the past several decades there has been a solid research and policy consensus that school level leadership is an important lever for school improvement and is an integral component of the policy implementation process. Although broadly concerned with both improvement and policy implementation, the field of comparative education has engaged questions of school level leadership and administration in peer reviewed research unevenly at best. This article is a systematic review of the articles published about school level leadership and administration in 11 comparative education journals from 1995 to 2018. A conceptual organizer developed inductively from analysis of 109 articles is described. This organizer reveals the emphases and omissions of these journals’ engagement of the topic. We conclude by identifying avenues for and benefits to linking comparative education and educational administration research traditions more explicitly, in part by using our conceptual organizer as a potential starting point.