Documenting major intellectual and paradigmatic changes in the field of comparative education in the light of the history and development of the journal Comparative Education, this book compiles a selection of articles from forty years of the journal’s distinguished history. It illustrates how changing times have been reflected in the nature and quality of published comparative research. Contributors explore the impact of key issues such as marketisation, accountability and globalisation upon policy and practice world-wide. They explore how new challenges faced by the social sciences have seen shifts in the contexts, issues and priorities attended to by comparatives and how different approaches to comparative education have influenced the intellectual and professional identities and positioning of those involved. Bridging theoretically oriented scholarship with empirically grounded research relating to issues of policy and practice and with chapters addressing questions of relevance throughout the world, this book is an invaluable resource of ideas and stimuli for further thinking and research.

The second edition of this popular textbook combines coverage of public policies in different countries with the conceptual and methodological frameworks for analysing them. This new edition pays particular attention to the international contexts of ideas, interests and institutions in which decision makers operate. In addition, it considers the bilateral, multilateral and transnational aspects of policy-making in today's interconnected world. This is a core text for introductory modules on undergraduate and postgraduate public policy, public management and public administration programmes. In addition, it will be useful for those courses that take a comparative approach to specific policy areas such as welfare, health and education. With a focus on enabling students to draw their own comparisons, it is the ideal choice for lecturers across the world. New to this Edition: - New and improved chapter structure places conceptual discussion before the empirical analysis, leading to a stronger emphasis on big picture questions throughout - Increased attention to contemporary relevant policy issues such as migration, climate change and security - Quantitative and descriptive data has been systematically updated

Dynamics in Education Politics: Understanding and Explaining the Finnish Case introduces a new theoretical framework characterised as Comparative Analytics of Dynamics in Education Politics (CADEP). Albeit the topicality of comparative research is obvious in the current era of global large-scale assessment, with its concomitant media visibility and political effects, comparative education is still suffering from certain methodological deficits and is in need of robust theorisation. Focusing on relational dynamics between policy threads, actors and institutions in education politics CADEP seriously considers the phenomena of complexity, contingency and trans-nationality in late-modern societies. In this book CADEP is applied and validated in analysing the "Finnish Educational Miracle" that has been attracting attention in the educational world ever since they rocketed to fame following the PISA studies during the 2000s. This book will open up opportunities for mutual understanding and learning rather than just celebrating the exceptional circumstances or sustainable leadership. Areas covered include: The analytics of dynamics in education politics The dynamics of policy making and governance The dynamics of educational family strategies The dynamics of classroom culture It is vital for humankind to be able to learn from each other’s successes and failures, and this applies in education, too. This book is thus a valuable read for anyone interested in the education system and wanting to shape the learning environment.

The Annual Review of Comparative and International Education 2021, Part B begins with several chapters exploring conceptual and methodological developments in comparative and international education, followed by studies exploring research-to-practice, and new developments in comparative and international education.

This volume recognises how many researchers across the social sciences, and in comparative and international education in particular, see themselves as insiders or outsiders or, more pertinently, shifting combinations of both, in the research process. The book revisits and problematises these concepts in an era where the global mobility of researchers and ideas has increased dramatically, and when advances in comparative, qualitative research methodologies seek to be more inclusive, collaborative, participatory, reflexive and nuanced. Collectively, the chapters argue that, in the context of such change, it has become more difficult to categorise and label groups and individuals as being ‘inside’ or ‘outside’ systems, professional communities, or research environments. In doing so, it is recognised that individual and group identities can be multiple, flexible and changing such that the boundary between the inside and the outside is permeable, less stable and less easy to draw. The book draws upon an exciting collection of original research carried out in a diversity of educational systems from British, European, Latin American, Indian Ocean, South Asian, African and Chinese contexts and cultures. This develops a deep and innovative reconsideration of key issues that must be faced by all researchers involved in the planning and conduct of in-depth field research. This is a challenging and stimulating methodological contribution, designed to advance critical and reflective thinking while providing practical and accessible guidance, insights and support for new and experienced researchers within and beyond the field of comparative and international education.

This book investigates how learners' motivations and identities are constructed in the process of learning and using multiple languages in Asian contexts. It presents examples of multilingual contexts in different parts of Asia and illustrates various achievements and challenges associated with multilingual education. Drawing on recent theoretical developments regarding learners' motivations and identities in language learning-related research, this book uncovers learners' motivations that underlie their decisions of learning multiple languages in Asian contexts. Through empirical studies, the authors offer conceptual interpretations on emerging concepts such as dual-motivation system, motivation dynamics, motivational transformation episodes, and hierarchies of identities. In addition to being highly relevant to researchers of applied linguistics, this book is a valuable reference for every university and college library that serves a faculty or school of education.

This two volume handbook provides a comprehensive examination of policy, practice, research and theory related to English Language Teaching in international contexts. More than 70 chapters highlight the research foundation for best practices, frameworks for policy decisions, and areas of consensus and controversy in second language acquisition and pedagogy. The Handbook provides a unique resource for policy makers, educational administrators, and researchers concerned with meeting the increasing demand for effective English language teaching. It offers a strongly socio-cultural view of language learning and teaching. It is comprehensive and global in perspective with a range of fresh new voices in English language teaching research.

This book highlights the issues of access, learning careers and identities in a diverse range of educational settings with diverse groups of adult students across Europe. Much of the work in this book illuminates these issues through the voices of adult students and adult educators and illustrates the rich variety of practice and context of adult education in Europe. It draws on the work of scholars from across Europe within the framework of the European Society for Research on the Education of Adults (ESREA). The chapters include examples and discussions of access, learning careers and identity in the context of higher and further education, the workplace, and prisons. The reader will see how structure and agency interplays and interacts in developing, or not, the learning careers and identities of adult students and adult educators. The book will appeal to researchers and educators in adult education, other professionals in associated fields and policy makers.

Understanding teachers’ professional identities and their development is key to unpacking teachers’ professional lives, the quality of their instruction, their motivation and commitment to teach, and their career decision-making. This book features a number of scholars from around the world who represent a variety of disciplines, scientific paradigms, and inquiry methods in researching teacher identity. By bringing these chapters together, this volume initiates active scholarly conversations and extends the boundaries of teacher identity research and practice. This collection of chapters provides significant insight into teacher identity and will be essential reading for pre-service and in-service teachers, teacher educators, school administrators, professional developers, and policy makers at various levels.

What is the main role for teachers today? Why is the Council of Europe dealing with education, and teacher education in particular? How is educational thinking guided by visions of a future society desirable for all? How, in the midst of a fierce battle for curriculum time, can education for human rights, democracy and mutual understanding be embedded in the existing curricula? What are the values underlying our educational visions? The aim of this publication is to offer a few answers to these and many other questions. Above all, its purpose is to contribute to the ongoing debate, more necessary than ever, on the role of teachers and teacher education in the broader context of teaching and learning for a sustainable democratic society.