Pub Date : 2022-05-16DOI: 10.1177/17454999221103092
R. Happ, M. Pilz
Young adults around the world face many similar challenges. This also applies, among others, to the field of economic thinking. On the one hand, young adults have to make various economic decisions on a daily basis, for example, when shopping. On the other hand, they are confronted in various ways with different areas of economics in relation to their choice of career. As a result, a growing interest in teaching issues such as basic economic knowledge, financial literacy, or pre-vocational education (Pilz et al., 2014, 2016) and also a more in-depth assessments of the economic competences of young adults embedded in an international comparison are increasingly emerging (Happ et al., 2021; Happ and Zlatkin-Troitschanskaia, 2021; Siegfried and Walstad, 2014). The fact that there is an empirically valid, comparable construct is not a sufficient basis for a comprehensive international comparison. It should rather be the educational problems of the countries that provide the starting point for comparison. In particular, globalization developments in economic competences and common challenges in promoting these competences have motivated several comparative studies (Walstad et al., 2013; Wuttke et al., 2016). The eight studies in this issue combine the testing of economic competences with a detailed comparative analysis, including ideographic aspects (Hilker, 1962). This is the basis for “real” comparative analyses (Evans, 2020; Pilz, 2012). The combination of significant empirical results and an in-depth comparative analysis is the innovative core of the research. Therefore, the focus of the issue is on comparative papers on the economic competences of young adults from 14 countries. The eight papers are always ideographically embedded and the findings are discussed and compared in a profound manner. The link between all papers is the topic of economic competence. According to internationally well-recognized definition Weinert (2001), competence can be understood as the available or learnable cognitive abilities and skills required to successfully cope with economic problems and questions. This competent handling of problems also includes the motivational and volitional willingness and abilities associated with cognitive dispositions to deal with the problem. In the context of economics and thus of these issues, the focus is on the skills and abilities required to
世界各地的年轻人面临着许多类似的挑战。除其他外，这也适用于经济思维领域。一方面，年轻人每天都要做各种各样的经济决策，比如购物。另一方面，他们以各种方式面对与职业选择有关的不同经济学领域。因此，对基础经济知识、金融素养或职业前教育等教学问题的兴趣日益浓厚(Pilz等人，2014年，2016年)，以及对国际比较中年轻人经济能力的更深入评估也越来越多地出现(Happ等人，2021年;Happ and Zlatkin-Troitschanskaia, 2021;Siegfried and Walstad, 2014)。有一个经验上有效的、可比较的结构，这一事实并不是进行全面国际比较的充分基础。相反，应该是各国的教育问题提供比较的起点。特别是，经济能力的全球化发展和促进这些能力的共同挑战激发了一些比较研究(Walstad et al.， 2013;Wuttke等人，2016)。本期的八项研究将经济能力的测试与详细的比较分析结合起来，包括表意文字方面(Hilker, 1962)。这是“真正的”比较分析的基础(Evans, 2020;Pilz, 2012)。将显著的实证结果与深入的比较分析相结合是本研究的创新核心。因此，这个问题的重点是关于14个国家的年轻人经济能力的比较论文。这八篇论文总是以表意文字形式嵌入，并以深刻的方式讨论和比较研究结果。所有论文之间的联系是经济能力的主题。根据国际公认的定义Weinert(2001)，能力可以被理解为成功应对经济问题所需的可用或可学习的认知能力和技能。这种对问题的称职处理还包括与处理问题的认知倾向相关的动机和意志意愿和能力。在经济学和这些问题的背景下，重点是所需的技能和能力
{"title":"Economic competences of young adults around the world","authors":"R. Happ, M. Pilz","doi":"10.1177/17454999221103092","DOIUrl":"https://doi.org/10.1177/17454999221103092","url":null,"abstract":"Young adults around the world face many similar challenges. This also applies, among others, to the field of economic thinking. On the one hand, young adults have to make various economic decisions on a daily basis, for example, when shopping. On the other hand, they are confronted in various ways with different areas of economics in relation to their choice of career. As a result, a growing interest in teaching issues such as basic economic knowledge, financial literacy, or pre-vocational education (Pilz et al., 2014, 2016) and also a more in-depth assessments of the economic competences of young adults embedded in an international comparison are increasingly emerging (Happ et al., 2021; Happ and Zlatkin-Troitschanskaia, 2021; Siegfried and Walstad, 2014). The fact that there is an empirically valid, comparable construct is not a sufficient basis for a comprehensive international comparison. It should rather be the educational problems of the countries that provide the starting point for comparison. In particular, globalization developments in economic competences and common challenges in promoting these competences have motivated several comparative studies (Walstad et al., 2013; Wuttke et al., 2016). The eight studies in this issue combine the testing of economic competences with a detailed comparative analysis, including ideographic aspects (Hilker, 1962). This is the basis for “real” comparative analyses (Evans, 2020; Pilz, 2012). The combination of significant empirical results and an in-depth comparative analysis is the innovative core of the research. Therefore, the focus of the issue is on comparative papers on the economic competences of young adults from 14 countries. The eight papers are always ideographically embedded and the findings are discussed and compared in a profound manner. The link between all papers is the topic of economic competence. According to internationally well-recognized definition Weinert (2001), competence can be understood as the available or learnable cognitive abilities and skills required to successfully cope with economic problems and questions. This competent handling of problems also includes the motivational and volitional willingness and abilities associated with cognitive dispositions to deal with the problem. In the context of economics and thus of these issues, the focus is on the skills and abilities required to","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"17 1","pages":"149 - 152"},"PeriodicalIF":2.1,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43883124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-10DOI: 10.1177/17454999221086360
Angela Urick, Timothy G. Ford, Alison S Page Wilson, E. Consuegra
While achievement gaps have been well-established, much remains to be understood about the manner and extent to which school leadership either increases or decreases student access to opportunity to learn. The current study uses nationally representative samples of U.S. and Flemish students in Grade 4 from the 2011 Trends in International Mathematics and Science Study (TIMSS2011) to test a series of structural equation models. U.S. and Belgium have contrasting academic tracking (formal vs informal) systems and Gini Index scores (economic inequality). Flemish schools had no significant paths between student family resources, instructional leadership, and learning; however, for the U.S., we found a negative path across these measures. This current study extends the instructional leadership literature by demonstrating that school leaders can implement goals intended to close achievement gaps but instead might unintentionally exacerbate them.
{"title":"How does instructional leadership influence opportunity to learn in mathematics? A comparative study of pathways for grade 4 students in the U.S. and Belgium","authors":"Angela Urick, Timothy G. Ford, Alison S Page Wilson, E. Consuegra","doi":"10.1177/17454999221086360","DOIUrl":"https://doi.org/10.1177/17454999221086360","url":null,"abstract":"While achievement gaps have been well-established, much remains to be understood about the manner and extent to which school leadership either increases or decreases student access to opportunity to learn. The current study uses nationally representative samples of U.S. and Flemish students in Grade 4 from the 2011 Trends in International Mathematics and Science Study (TIMSS2011) to test a series of structural equation models. U.S. and Belgium have contrasting academic tracking (formal vs informal) systems and Gini Index scores (economic inequality). Flemish schools had no significant paths between student family resources, instructional leadership, and learning; however, for the U.S., we found a negative path across these measures. This current study extends the instructional leadership literature by demonstrating that school leaders can implement goals intended to close achievement gaps but instead might unintentionally exacerbate them.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"17 1","pages":"372 - 398"},"PeriodicalIF":2.1,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46944918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-09DOI: 10.1177/17454999221097026
Pablo Beneitone, M. Yarosh
If we admit that students must be prepared for life and work in increasingly culturally-diverse and ever changing contexts through core curricula which are the competences that must be prioritized? What competences are ‘strong candidates’ to be considered as trans-regional and can lead to inclusive excellence in higher education? Does, this, perhaps depend on the region where students are educated? The present article reports on a meta-study that sought to respond to these questions through looking at 40 generic competences valued by over 71,000 graduates, employers, students and academics from different disciplines in Europe, Latin America, Africa and Asia. The notion of trans-regional generic competences is introduced and four levels of trans-regionalisation are distinguished. Differences across regions and countries in relation to competence formulation and conceptualization, as well as the very presence/absence of a particular competence, are discussed with views of re-introducing further nuances in the global debates about internationalization of curriculum.
{"title":"Trans-regional generic competences: The core of an internationalized curriculum","authors":"Pablo Beneitone, M. Yarosh","doi":"10.1177/17454999221097026","DOIUrl":"https://doi.org/10.1177/17454999221097026","url":null,"abstract":"If we admit that students must be prepared for life and work in increasingly culturally-diverse and ever changing contexts through core curricula which are the competences that must be prioritized? What competences are ‘strong candidates’ to be considered as trans-regional and can lead to inclusive excellence in higher education? Does, this, perhaps depend on the region where students are educated? The present article reports on a meta-study that sought to respond to these questions through looking at 40 generic competences valued by over 71,000 graduates, employers, students and academics from different disciplines in Europe, Latin America, Africa and Asia. The notion of trans-regional generic competences is introduced and four levels of trans-regionalisation are distinguished. Differences across regions and countries in relation to competence formulation and conceptualization, as well as the very presence/absence of a particular competence, are discussed with views of re-introducing further nuances in the global debates about internationalization of curriculum.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"17 1","pages":"486 - 510"},"PeriodicalIF":2.1,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43529262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-09DOI: 10.1177/17454999221081333
A. Kraitzek, M. Förster, W. Walstad
Changes in the economy and society lead to a growing necessity of financial education. In this context, we investigate the approaches to financial education in secondary schools in the United States and Germany. We seek to answer the question if and how the implementation of financial education is similar and different between the two countries. We address this question for financial education by comparing the educational conditions, coursework structures, content standards, instructional resources, and assessment within each country. Additionally, we focus on differences in cognitive structure of financial knowledge and understanding among students within each country. For this exploratory analysis, we used data from the Test of Financial Literacy that was administered to students in the United States and Germany (n = 2326). The empirical results reveal differences in knowledge structures in specific content areas among students in the two countries. Possible reasons for such differences and other implications are discussed.
{"title":"Comparison of financial education and knowledge in the United States and Germany: Curriculum and assessment","authors":"A. Kraitzek, M. Förster, W. Walstad","doi":"10.1177/17454999221081333","DOIUrl":"https://doi.org/10.1177/17454999221081333","url":null,"abstract":"Changes in the economy and society lead to a growing necessity of financial education. In this context, we investigate the approaches to financial education in secondary schools in the United States and Germany. We seek to answer the question if and how the implementation of financial education is similar and different between the two countries. We address this question for financial education by comparing the educational conditions, coursework structures, content standards, instructional resources, and assessment within each country. Additionally, we focus on differences in cognitive structure of financial knowledge and understanding among students within each country. For this exploratory analysis, we used data from the Test of Financial Literacy that was administered to students in the United States and Germany (n = 2326). The empirical results reveal differences in knowledge structures in specific content areas among students in the two countries. Possible reasons for such differences and other implications are discussed.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"17 1","pages":"153 - 173"},"PeriodicalIF":2.1,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42023266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-07DOI: 10.1177/17454999221086191
Michael Jüttler, Stephan Schumann
Because of the high social relevance of an economics education, many countries now focus on the enhancement of economic competencies in schools. International results show strong deficits in basic economic knowledge, especially for students in upper secondary education, who usually enter higher education. Furthermore, it is not clear what effects these competencies have on subsequent transitions, which is primarily due to a lack of longitudinal studies. Against this background, this article systematically embeds findings from a Swiss longitudinal study in the international context. Thereby, Switzerland is systematically compared with other countries that also provide substantial research on economic education (e.g., the U.S. and Japan). Lessons learned from the Swiss case will be discussed from an international perspective, and implications for future international research will be derived.
{"title":"The long-term effects of students’ economic competencies on the transition from school to university in the international context","authors":"Michael Jüttler, Stephan Schumann","doi":"10.1177/17454999221086191","DOIUrl":"https://doi.org/10.1177/17454999221086191","url":null,"abstract":"Because of the high social relevance of an economics education, many countries now focus on the enhancement of economic competencies in schools. International results show strong deficits in basic economic knowledge, especially for students in upper secondary education, who usually enter higher education. Furthermore, it is not clear what effects these competencies have on subsequent transitions, which is primarily due to a lack of longitudinal studies. Against this background, this article systematically embeds findings from a Swiss longitudinal study in the international context. Thereby, Switzerland is systematically compared with other countries that also provide substantial research on economic education (e.g., the U.S. and Japan). Lessons learned from the Swiss case will be discussed from an international perspective, and implications for future international research will be derived.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"17 1","pages":"196 - 224"},"PeriodicalIF":2.1,"publicationDate":"2022-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43249125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-07DOI: 10.1177/17454999221084414
Linda M Platas, Lindsey Perry, B. Piper, Yasmin Sitabkhan, L. Ketterlin-Geller
Using a longitudinal data set, this paper examines to what extent school-entry (N = 553; mean age 6.32 years) early mathematics and literacy skills predict students’ later achievement in a lower-middle-income country, Kenya. Controlling for socioeconomic status, intervention status, rural versus urban settings and parental literacy, the findings reveal that school-entry mathematics skills were significantly predictive of students’ end of Grade 2 mathematics and reading achievement in English and Kiswahili. Likewise, school-entry English early literacy skills predicted students’ end of Grade 2 mathematics and reading achievement in English and Kiswahili. This article extends earlier research on links between elements of school readiness and later achievement in high-income countries.
{"title":"School-entry predictors of lower primary reading and mathematics achievement in Kenya","authors":"Linda M Platas, Lindsey Perry, B. Piper, Yasmin Sitabkhan, L. Ketterlin-Geller","doi":"10.1177/17454999221084414","DOIUrl":"https://doi.org/10.1177/17454999221084414","url":null,"abstract":"Using a longitudinal data set, this paper examines to what extent school-entry (N = 553; mean age 6.32 years) early mathematics and literacy skills predict students’ later achievement in a lower-middle-income country, Kenya. Controlling for socioeconomic status, intervention status, rural versus urban settings and parental literacy, the findings reveal that school-entry mathematics skills were significantly predictive of students’ end of Grade 2 mathematics and reading achievement in English and Kiswahili. Likewise, school-entry English early literacy skills predicted students’ end of Grade 2 mathematics and reading achievement in English and Kiswahili. This article extends earlier research on links between elements of school readiness and later achievement in high-income countries.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"17 1","pages":"441 - 459"},"PeriodicalIF":2.1,"publicationDate":"2022-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46854044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-06DOI: 10.1177/17454999221087137
P. Rasmussen, M. Milana, S. Vatrella, A. Larson
The ‘Programme for the International Assessment of Adult Competencies’ (PIAAC), developed and managed by the OECD, is an important source of knowledge about adult skills as well as an intervention in the field of education policy. One level of the intervention is the presence of PIAAC results in public media and debate. This article presents a comparative analysis of the way major newspapers in Italy and Denmark presented and used PIAAC over the period 2013–2019. The press contributes to constructing knowledge and setting agendas for education by presenting information structured from criteria of news value and from ideological stances. The analysis, done as part of the ENLIVEN research project (Milana et al., 2020), traces how PIAAC results were covered in Italian and Danish newspapers and used in the construction of themes, angles and ‘truths’ on skills and adult learning.
{"title":"How public media and governments co-construct the adult skills agenda. The OECD's Programme for the International Assessment of Adult Competencies in Italian and Danish newspapers","authors":"P. Rasmussen, M. Milana, S. Vatrella, A. Larson","doi":"10.1177/17454999221087137","DOIUrl":"https://doi.org/10.1177/17454999221087137","url":null,"abstract":"The ‘Programme for the International Assessment of Adult Competencies’ (PIAAC), developed and managed by the OECD, is an important source of knowledge about adult skills as well as an intervention in the field of education policy. One level of the intervention is the presence of PIAAC results in public media and debate. This article presents a comparative analysis of the way major newspapers in Italy and Denmark presented and used PIAAC over the period 2013–2019. The press contributes to constructing knowledge and setting agendas for education by presenting information structured from criteria of news value and from ideological stances. The analysis, done as part of the ENLIVEN research project (Milana et al., 2020), traces how PIAAC results were covered in Italian and Danish newspapers and used in the construction of themes, angles and ‘truths’ on skills and adult learning.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"17 1","pages":"353 - 371"},"PeriodicalIF":2.1,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42647428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-28DOI: 10.1177/17454999221086357
R. Happ, Jinsoo Hahn, Kyungho Jang, Ines Rüter
This study compares the financial knowledge of Korean (N = 1006) and German (N = 1346) university students. The country-specific adaptations of the US-American Test of Financial Literacy was used to assess financial knowledge. Financial knowledge can be divided into three areas (everyday money management; banking; insurance). German students show a slightly higher knowledge of everyday money management and insurance. Korean students tend to be stronger in the area banking. The paper examines the impact of gender on financial knowledge and the role of financial information gathering. A gender difference is determined in Germany, but not in Korea. Male students in Germany score higher than female students. An analysis of variance shows that Korean as well as German students who inform themselves more frequently about financial topics achieve a higher financial knowledge score. The article shows that it is possible to validly measure financial knowledge in Germany and Korea, which have different economic systems.
{"title":"Financial knowledge of university students in Korea and Germany","authors":"R. Happ, Jinsoo Hahn, Kyungho Jang, Ines Rüter","doi":"10.1177/17454999221086357","DOIUrl":"https://doi.org/10.1177/17454999221086357","url":null,"abstract":"This study compares the financial knowledge of Korean (N = 1006) and German (N = 1346) university students. The country-specific adaptations of the US-American Test of Financial Literacy was used to assess financial knowledge. Financial knowledge can be divided into three areas (everyday money management; banking; insurance). German students show a slightly higher knowledge of everyday money management and insurance. Korean students tend to be stronger in the area banking. The paper examines the impact of gender on financial knowledge and the role of financial information gathering. A gender difference is determined in Germany, but not in Korea. Male students in Germany score higher than female students. An analysis of variance shows that Korean as well as German students who inform themselves more frequently about financial topics achieve a higher financial knowledge score. The article shows that it is possible to validly measure financial knowledge in Germany and Korea, which have different economic systems.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"17 1","pages":"301 - 327"},"PeriodicalIF":2.1,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48272204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-27DOI: 10.1177/17454999221077849
Nicole Ackermann, Christin Siegfried
Economic education is an essential prerequisite for coping with economic-characterised problems in various life spheres, especially with socio-economic problems in the societal sphere. Making informed and reasoned decisions on socio-economic problems requires domain-specific content knowledge and domain-specific argumentation skills. Economic education is anchored in many framework curricula at secondary school level in German-speaking countries. Yet, despite its curricular and practical relevance, empirical studies in the economic domain that address both students’ content knowledge and argumentation skills are rare. This article outlines a research design for a proposed intervention study that aims to promote and examine content knowledge and argumentation skills in socio-economic contexts. The research design is built on three core elements: (1) a workshop on teachers’ pedagogical content knowledge, (2) a problem-oriented teaching/learning setting with authentic socio-economic problems and (3) instruments and frameworks to assess students’ competence. The research design serves as a starting point for an internationally comparable research programme, primarily applicable for grammar schools in German-speaking countries.
{"title":"A research design for promoting and examining content knowledge and argumentation skills in socio-economic contexts in German-speaking countries","authors":"Nicole Ackermann, Christin Siegfried","doi":"10.1177/17454999221077849","DOIUrl":"https://doi.org/10.1177/17454999221077849","url":null,"abstract":"Economic education is an essential prerequisite for coping with economic-characterised problems in various life spheres, especially with socio-economic problems in the societal sphere. Making informed and reasoned decisions on socio-economic problems requires domain-specific content knowledge and domain-specific argumentation skills. Economic education is anchored in many framework curricula at secondary school level in German-speaking countries. Yet, despite its curricular and practical relevance, empirical studies in the economic domain that address both students’ content knowledge and argumentation skills are rare. This article outlines a research design for a proposed intervention study that aims to promote and examine content knowledge and argumentation skills in socio-economic contexts. The research design is built on three core elements: (1) a workshop on teachers’ pedagogical content knowledge, (2) a problem-oriented teaching/learning setting with authentic socio-economic problems and (3) instruments and frameworks to assess students’ competence. The research design serves as a starting point for an internationally comparable research programme, primarily applicable for grammar schools in German-speaking countries.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"17 1","pages":"174 - 195"},"PeriodicalIF":2.1,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42306814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-26DOI: 10.1177/17454999221077859
Masoomeh Estaji, Sarvenaz Tabrizi
This study explored international school teachers’ views and experiences on how the teachers’ and students’ intercultural communicative competence perceptions could be developed. In the study, nine teachers working in international schools in Iran were selected through purposive sampling to be part of a semi-structured interview. The interview questions were designed by the researchers, drawing on Yildiz’s (2016) and Zhou’s (2011) checklists. Based on the results, teachers found being knowledgeable about other cultures, flexible, and open-minded as significant elements for developing the teachers’ intercultural communicative competence. Teachers also referred to the school’s curriculum and the student’s life experiences as the most influential factors in developing the students’ ability to communicate effectively.
{"title":"Teachers’ perceptions and strategies in the development of intercultural communicative competence: The case of international school teachers in Iran","authors":"Masoomeh Estaji, Sarvenaz Tabrizi","doi":"10.1177/17454999221077859","DOIUrl":"https://doi.org/10.1177/17454999221077859","url":null,"abstract":"This study explored international school teachers’ views and experiences on how the teachers’ and students’ intercultural communicative competence perceptions could be developed. In the study, nine teachers working in international schools in Iran were selected through purposive sampling to be part of a semi-structured interview. The interview questions were designed by the researchers, drawing on Yildiz’s (2016) and Zhou’s (2011) checklists. Based on the results, teachers found being knowledgeable about other cultures, flexible, and open-minded as significant elements for developing the teachers’ intercultural communicative competence. Teachers also referred to the school’s curriculum and the student’s life experiences as the most influential factors in developing the students’ ability to communicate effectively.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"17 1","pages":"528 - 545"},"PeriodicalIF":2.1,"publicationDate":"2022-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46220395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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