International assessments inform education policy debates, yet little is known about their floor effects: To what extent do they fail to differentiate between the lowest performers, and what are the implications of this? TIMSS, SACMEQ, and LLECE data are analyzed to answer this question. In TIMSS, floor effects have been reduced through the introduction of a greater number of easy items. SACMEQ and LLECE, despite being specifically designed for developing countries, display substantial floor effects, a problem obscured by their strong reliance on multiple-choice questions. Consequently, some learners are officially classified as proficient who effectively score zero points beyond random guessing. Though floor effects do not substantially alter country rankings, they are large enough to distort trends over time. Designers of assessment programs need to limit floor effects through a greater number of easier multiple-choice items and more constructed-response items. The former solution is easiest to implement.
{"title":"Marginalized Learners in International and Regional Test Data: The Extent of Floor Effects","authors":"M. Gustafsson, B. Barakat","doi":"10.1086/725442","DOIUrl":"https://doi.org/10.1086/725442","url":null,"abstract":"International assessments inform education policy debates, yet little is known about their floor effects: To what extent do they fail to differentiate between the lowest performers, and what are the implications of this? TIMSS, SACMEQ, and LLECE data are analyzed to answer this question. In TIMSS, floor effects have been reduced through the introduction of a greater number of easy items. SACMEQ and LLECE, despite being specifically designed for developing countries, display substantial floor effects, a problem obscured by their strong reliance on multiple-choice questions. Consequently, some learners are officially classified as proficient who effectively score zero points beyond random guessing. Though floor effects do not substantially alter country rankings, they are large enough to distort trends over time. Designers of assessment programs need to limit floor effects through a greater number of easier multiple-choice items and more constructed-response items. The former solution is easiest to implement.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"509 - 533"},"PeriodicalIF":1.8,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44609658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dongwook Jeong, C. Moon, Hee-Sun Moon, Thomas F. Luschei
The role and impact of school boards vary considerably across contexts. Whereas school boards in some communities provide schools with extra resources, others mandate instructional approaches. Despite the potential importance of school boards for school resources and student achievement, related single-country research is limited, and cross-national evidence is even more scarce. Using data from the 2012 PISA and 2013 TALIS, we examine cross-national differences in school board presence, composition, and responsibilities, and their relationship with school resources and student achievement. We find that schools in countries with a higher proportion of school boards have less shortage of school-based human resources and higher levels of academic achievement. We also find that students in countries where a higher proportion of local community members participate in school boards have lower levels of achievement; in contrast, school board participation by parents is positively related to student achievement.
{"title":"A Cross-National Analysis of School Boards’ Roles and Consequences for School Resources and Student Achievement","authors":"Dongwook Jeong, C. Moon, Hee-Sun Moon, Thomas F. Luschei","doi":"10.1086/725444","DOIUrl":"https://doi.org/10.1086/725444","url":null,"abstract":"The role and impact of school boards vary considerably across contexts. Whereas school boards in some communities provide schools with extra resources, others mandate instructional approaches. Despite the potential importance of school boards for school resources and student achievement, related single-country research is limited, and cross-national evidence is even more scarce. Using data from the 2012 PISA and 2013 TALIS, we examine cross-national differences in school board presence, composition, and responsibilities, and their relationship with school resources and student achievement. We find that schools in countries with a higher proportion of school boards have less shortage of school-based human resources and higher levels of academic achievement. We also find that students in countries where a higher proportion of local community members participate in school boards have lower levels of achievement; in contrast, school board participation by parents is positively related to student achievement.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"562 - 583"},"PeriodicalIF":1.8,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44021603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Drawing on Rosemarie Garland-Thomson’s theory of fitting and misfitting, this article analyzes from a critical disability lens the experiences of disabled students in higher education in the United Arab Emirates. Building on evidence collected from three case studies of misfitting/fitting, I argue that advocacy resulted in innovative, hybridized, and localized solutions to misfitting for minority forms of embodiment. The article traces the operationalization of exclusion and inclusion processes through interviews with students, graduates, and higher education staff conducted from 2016 to 2018. The analysis underlines the importance of a rights-based and context-specific advocacy approach to accommodating minority forms of embodiment in higher education.
{"title":"Fitting and Misfitting in Higher Education: The Experiences of Disabled Youth in the United Arab Emirates","authors":"C. Morgan","doi":"10.1086/725441","DOIUrl":"https://doi.org/10.1086/725441","url":null,"abstract":"Drawing on Rosemarie Garland-Thomson’s theory of fitting and misfitting, this article analyzes from a critical disability lens the experiences of disabled students in higher education in the United Arab Emirates. Building on evidence collected from three case studies of misfitting/fitting, I argue that advocacy resulted in innovative, hybridized, and localized solutions to misfitting for minority forms of embodiment. The article traces the operationalization of exclusion and inclusion processes through interviews with students, graduates, and higher education staff conducted from 2016 to 2018. The analysis underlines the importance of a rights-based and context-specific advocacy approach to accommodating minority forms of embodiment in higher education.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"650 - 673"},"PeriodicalIF":1.8,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45842459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With its imperial past, nationalist tradition, past westernization attempts, inverse orientalism toward populations from the East, and current neo-Ottomanist policies, Turkey presents an interesting case in which to examine the ideologies underlying its education system. Turkish schools began receiving a large number of Syrian refugees following the outbreak of the Syrian War in 2011. How does Turkey seek to absorb these former subjects of the Ottoman empire politically, discursively, and socioculturally into its national body politic, and more specifically into the education system, in light of shifting relations with Arabs and changing representation of the Arabic language and culture? Based on literature review and interviews with Syrians, state officials, and NGO representatives in Istanbul between 2017 and 2020, this study demonstrates that while there is strong emphasis on shared religious and cultural ties, Syrians are still expected to assimilate, similar to other historically minoritized populations in Turkey, albeit with some peculiarities. These peculiarities stem from increased prominence of the Arabic language through the Islamization project of the present government, international funding for the accommodation of refugees, and the economic relations the government seeks with Arab countries.
{"title":"Education and Language Policies toward Syrians in the Turkish State: Incorporation of Former Imperial Subjects into the Neo-Ottomanist Political Regime","authors":"Maissam Nimer, Demet Arpacik","doi":"10.1086/725440","DOIUrl":"https://doi.org/10.1086/725440","url":null,"abstract":"With its imperial past, nationalist tradition, past westernization attempts, inverse orientalism toward populations from the East, and current neo-Ottomanist policies, Turkey presents an interesting case in which to examine the ideologies underlying its education system. Turkish schools began receiving a large number of Syrian refugees following the outbreak of the Syrian War in 2011. How does Turkey seek to absorb these former subjects of the Ottoman empire politically, discursively, and socioculturally into its national body politic, and more specifically into the education system, in light of shifting relations with Arabs and changing representation of the Arabic language and culture? Based on literature review and interviews with Syrians, state officials, and NGO representatives in Istanbul between 2017 and 2020, this study demonstrates that while there is strong emphasis on shared religious and cultural ties, Syrians are still expected to assimilate, similar to other historically minoritized populations in Turkey, albeit with some peculiarities. These peculiarities stem from increased prominence of the Arabic language through the Islamization project of the present government, international funding for the accommodation of refugees, and the economic relations the government seeks with Arab countries.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"630 - 649"},"PeriodicalIF":1.8,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48554627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Previous articleNext article FreeAwardGeorge Bereday Award for 2022PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreEach year the George Bereday Award Committee selects the most outstanding Comparative Education Review (CER) article for the George Bereday Award. The selection committee includes scholars who are chosen for their breadth of methodological skills and intellectual rigor. This year’s committee was chaired by Keita Takayama (Kyoto University) and included Nelli Piattoeva (Tampere University, Finland), Amrit Thapa (University of Pennsylvania), Nisha Thapliyal (University of Newcastle, Australia), and Fang Yanping (National Institute of Education, Nanyang Technological University, Singapore). From 29 research articles published in volume 66 (2022) of CER (themselves selected from over 200 annual submissions), the George Bereday Committee awarded the honor to Meixi, Sukanda Kongkaew, Panthiwa Theechumpa, Amornrat Pinwanna, and Alison Ling for their article “Making Relatives: The Poetics and Politics of a Trans-Indigenous Teacher Collective,” published in August (66 [3]: 442–64). The committee reported the following: “‘Making Relatives’ was written by educators and researchers who have been deeply involved in the establishment and management of an Indigenous school in Northern Thailand, which adopted an Indigenous educational model from Mexico called Tutoría. The piece is not only beautifully written and wonderfully rich in its contextualization and empirical details but also admirably creative in its operationalization of conceptual tools drawn from interdisciplinary literature around storywork and social poetics.” The CER editors congratulate the authors on this honor.The committee also noted the high quality of other articles and in particular offered an honorable mention to Susanne Ress, Nancy Kendall, Sophia Friedson-Ridenour, and Yaa Oparebea Ampofo for their article “Representations of Humans, Climate Change, and Environmental Degradation in School Textbooks in Ghana and Malawi,” published in November ( 66 [4]: 599–619).George Zygmunt Fijalkowski Bereday, born in Warsaw in 1920, was both the founding editor of the CER and a cofounder of the Comparative Education Society, along with his close colleague William Brickman. A graduate of London and Oxford (while also serving in the British army during World War II), Professor Bereday subsequently arrived in the United States for PhD studies at Harvard’s Graduate School of Education. Later he received a JD from Columbia Law School, where he studied while teaching comparative education, sociology, and juvenile law at Columbia Teachers College from 1955 until his untimely death in 1983. William Brickman (writing in the fall of that year in Western European Education) called Bereday an extraordinarily talented and gifted personality: “A polyglot, he read, spoke, comprehended, and lectured in severa
{"title":"George Bereday Award for 2022","authors":"","doi":"10.1086/724822","DOIUrl":"https://doi.org/10.1086/724822","url":null,"abstract":"Previous articleNext article FreeAwardGeorge Bereday Award for 2022PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreEach year the George Bereday Award Committee selects the most outstanding Comparative Education Review (CER) article for the George Bereday Award. The selection committee includes scholars who are chosen for their breadth of methodological skills and intellectual rigor. This year’s committee was chaired by Keita Takayama (Kyoto University) and included Nelli Piattoeva (Tampere University, Finland), Amrit Thapa (University of Pennsylvania), Nisha Thapliyal (University of Newcastle, Australia), and Fang Yanping (National Institute of Education, Nanyang Technological University, Singapore). From 29 research articles published in volume 66 (2022) of CER (themselves selected from over 200 annual submissions), the George Bereday Committee awarded the honor to Meixi, Sukanda Kongkaew, Panthiwa Theechumpa, Amornrat Pinwanna, and Alison Ling for their article “Making Relatives: The Poetics and Politics of a Trans-Indigenous Teacher Collective,” published in August (66 [3]: 442–64). The committee reported the following: “‘Making Relatives’ was written by educators and researchers who have been deeply involved in the establishment and management of an Indigenous school in Northern Thailand, which adopted an Indigenous educational model from Mexico called Tutoría. The piece is not only beautifully written and wonderfully rich in its contextualization and empirical details but also admirably creative in its operationalization of conceptual tools drawn from interdisciplinary literature around storywork and social poetics.” The CER editors congratulate the authors on this honor.The committee also noted the high quality of other articles and in particular offered an honorable mention to Susanne Ress, Nancy Kendall, Sophia Friedson-Ridenour, and Yaa Oparebea Ampofo for their article “Representations of Humans, Climate Change, and Environmental Degradation in School Textbooks in Ghana and Malawi,” published in November ( 66 [4]: 599–619).George Zygmunt Fijalkowski Bereday, born in Warsaw in 1920, was both the founding editor of the CER and a cofounder of the Comparative Education Society, along with his close colleague William Brickman. A graduate of London and Oxford (while also serving in the British army during World War II), Professor Bereday subsequently arrived in the United States for PhD studies at Harvard’s Graduate School of Education. Later he received a JD from Columbia Law School, where he studied while teaching comparative education, sociology, and juvenile law at Columbia Teachers College from 1955 until his untimely death in 1983. William Brickman (writing in the fall of that year in Western European Education) called Bereday an extraordinarily talented and gifted personality: “A polyglot, he read, spoke, comprehended, and lectured in severa","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134992381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":":Research and Development in University Mathematics Education: Overview Produced by the International Network for Didactic Research in University Mathematics","authors":"Ahmad Dzulfikar, E. Ernawati, Aneu Pebrianti","doi":"10.1086/724385","DOIUrl":"https://doi.org/10.1086/724385","url":null,"abstract":"","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43138941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":":Can Big Bird Fight Terrorism? Children’s Television and Globalized Multicultural Education","authors":"Anne C. Campbell","doi":"10.1086/724332","DOIUrl":"https://doi.org/10.1086/724332","url":null,"abstract":"","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44120164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":":Right Where We Belong: How Refugee Teachers and Students Are Changing the Future of Education","authors":"J. Jeong","doi":"10.1086/724333","DOIUrl":"https://doi.org/10.1086/724333","url":null,"abstract":"","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42805300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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