The purpose of this paper is to explore how vulnerable refugee children's education can be supported in the first asylum country during a long-term, complex crisis. More specifically, the authors examine the impact of a remedial education (RE) program on academically challenged Syrian refugees' sustained learning and well-being in Jordan during a protracted emergency.
Design/methodology/approach
Using the 2012 United Nations human security framework, the authors analyze the quantitative results of program evaluation, supplemented by qualitative surveys and stakeholder interviews that asked about the aspirations of refugee children and their guardians, their school experience and the refugee–host community relationship.
Findings
The authors' data suggest that the program enhanced targeted Syrians' protection and empowerment. Their increased sense of safety and improved academic performance and learning motivation were likely owing to child-friendly classroom management and pedagogies that facilitated interactive and differentiated learning. Their human security was further strengthened when they learned with Jordanian children who experienced similar academic challenges and with teachers sympathetic to their plight. Meanwhile, a human security framework calls for humanitarian agencies' strategic engagement with local partners to ensure refugees' learning continuity.
Originality/value
Refugee education studies in first asylum countries are rare. Even rarer are studies focusing on academically low-achieving refugees with full consideration of the protracted and complex nature of a crisis. This study suggests effective measures to increase their human security while calling for humanitarian aid organizations to use long-term thinking.
{"title":"Remedial education program for Syrian refugees: ensuring their learning during a protracted crisis","authors":"Taro Komatsu, Kaoru Ghalawinji-Yamamoto, Yukari Iwama, Sayo Hattori","doi":"10.1108/ijced-02-2023-0008","DOIUrl":"https://doi.org/10.1108/ijced-02-2023-0008","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this paper is to explore how vulnerable refugee children's education can be supported in the first asylum country during a long-term, complex crisis. More specifically, the authors examine the impact of a remedial education (RE) program on academically challenged Syrian refugees' sustained learning and well-being in Jordan during a protracted emergency.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Using the 2012 United Nations human security framework, the authors analyze the quantitative results of program evaluation, supplemented by qualitative surveys and stakeholder interviews that asked about the aspirations of refugee children and their guardians, their school experience and the refugee–host community relationship.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The authors' data suggest that the program enhanced targeted Syrians' protection and empowerment. Their increased sense of safety and improved academic performance and learning motivation were likely owing to child-friendly classroom management and pedagogies that facilitated interactive and differentiated learning. Their human security was further strengthened when they learned with Jordanian children who experienced similar academic challenges and with teachers sympathetic to their plight. Meanwhile, a human security framework calls for humanitarian agencies' strategic engagement with local partners to ensure refugees' learning continuity.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Refugee education studies in first asylum countries are rare. Even rarer are studies focusing on academically low-achieving refugees with full consideration of the protracted and complex nature of a crisis. This study suggests effective measures to increase their human security while calling for humanitarian aid organizations to use long-term thinking.</p><!--/ Abstract__block -->","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"18 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138537332","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 : 2023-10-16DOI: 10.1108/ijced-06-2023-0056
Izhar Oplatka, Riki Vertaimer
Purpose The current study explored the process of emotion regulation among Ultra-Orthodox female teachers in Jewish educational system in Israel. Design/methodology/approach The study employed a semi-structured interview comprising 13 Ultra-Orthodox female teachers in single-sex education for girls. Findings The teachers preferred to suppress their positive and negative emotions rather than displaying them in their interactions with students, emphasizing the importance of self-restraint and self-control in their professional work and in their religious society. Originality/value The paper sheds light on the connection between traditional societies whose culture is grounded deeply in their religious faith and teachers' modes of emotion regulation. The findings may enhance the understanding of cultural and contextual influences on teachers' emotion regulation and shed light on the ways in which female teachers balance their personal feelings with emotional rules in the religious society in which they live and work.
{"title":"“I never display my emotions”: emotion suppression among Ultra-Orthodox female teachers","authors":"Izhar Oplatka, Riki Vertaimer","doi":"10.1108/ijced-06-2023-0056","DOIUrl":"https://doi.org/10.1108/ijced-06-2023-0056","url":null,"abstract":"Purpose The current study explored the process of emotion regulation among Ultra-Orthodox female teachers in Jewish educational system in Israel. Design/methodology/approach The study employed a semi-structured interview comprising 13 Ultra-Orthodox female teachers in single-sex education for girls. Findings The teachers preferred to suppress their positive and negative emotions rather than displaying them in their interactions with students, emphasizing the importance of self-restraint and self-control in their professional work and in their religious society. Originality/value The paper sheds light on the connection between traditional societies whose culture is grounded deeply in their religious faith and teachers' modes of emotion regulation. The findings may enhance the understanding of cultural and contextual influences on teachers' emotion regulation and shed light on the ways in which female teachers balance their personal feelings with emotional rules in the religious society in which they live and work.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136078438","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 : 2023-10-03DOI: 10.1108/ijced-09-2022-0063
Keqing Zhong, Jae Park
Purpose This policy review paper is an analysis of the Double Reduction Policy (DRP) of China that was promulgated in July 2021. It looks into its rationale as well as different stakeholders' early reactions to the policy. Design/methodology/approach Critical policy analysis (CPA) method was used to identify (1) the artefacts, such as language, objects and acts, that were significant carriers of the DRP; (2) communities of meaning, interpretation, speech and practice that are relevant to the DRP and its implementation; (3) the local discourses relevant to the DRP; and (4) the tension points and their conceptual sources (affective, cognitive and/or moral) by different DRP stakeholders. As per the comparative education field, this paper compares the pre-DRP and post-DRP periods to tease out how the policy affects different stakeholders of education. Findings The DRP in China could be attributed to diverse factors such as demography, socialist economic and developmental visions and manpower structure. The implementation of the DRP has generated uneven reactions among different stakeholders and geographical regions both in speed and scale. While education stakeholders have no choice but to adopt the policy, they face challenges derived from a sudden halt of private educational resources and subsequent increased duties of parents and schools. Originality/value The significance of this early policy analysis lies in offering an insight into education development in China by analysing and deliberating the DRP from different perspectives.
{"title":"The double reduction policy and education development in China","authors":"Keqing Zhong, Jae Park","doi":"10.1108/ijced-09-2022-0063","DOIUrl":"https://doi.org/10.1108/ijced-09-2022-0063","url":null,"abstract":"Purpose This policy review paper is an analysis of the Double Reduction Policy (DRP) of China that was promulgated in July 2021. It looks into its rationale as well as different stakeholders' early reactions to the policy. Design/methodology/approach Critical policy analysis (CPA) method was used to identify (1) the artefacts, such as language, objects and acts, that were significant carriers of the DRP; (2) communities of meaning, interpretation, speech and practice that are relevant to the DRP and its implementation; (3) the local discourses relevant to the DRP; and (4) the tension points and their conceptual sources (affective, cognitive and/or moral) by different DRP stakeholders. As per the comparative education field, this paper compares the pre-DRP and post-DRP periods to tease out how the policy affects different stakeholders of education. Findings The DRP in China could be attributed to diverse factors such as demography, socialist economic and developmental visions and manpower structure. The implementation of the DRP has generated uneven reactions among different stakeholders and geographical regions both in speed and scale. While education stakeholders have no choice but to adopt the policy, they face challenges derived from a sudden halt of private educational resources and subsequent increased duties of parents and schools. Originality/value The significance of this early policy analysis lies in offering an insight into education development in China by analysing and deliberating the DRP from different perspectives.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135688950","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 : 2023-09-15DOI: 10.1108/ijced-12-2022-0085
Oliver James Carrick
Purpose The COVID-19 pandemic caused schools across the world to close their physical facilities and switch from face-to-face classes to remote learning. This research investigates the consequences of school closures during the pandemic on families and children from marginalized sections of society. The setting of the Galapagos Islands is characterized by poor Internet access and performance, resulting in a detrimental effect on the education of students from vulnerable sectors of society. Design/methodology/approach Using data from an empirical context, this case study seeks to enhance statistical results from a provincial level household survey with quantitative information from participatory development planning workshops and plans. Findings Statistical analysis evidences the compound effect of the COVID-19 pandemic on the more vulnerable families living in the Galapagos. Both economic wellbeing and children's ability to attend classes online during school closures were linked to respondents' education levels. Participatory development planning workshops highlighted further inequality, and the plans resultant from the process sought to overcome challenges and address needs by contextualizing education for sustainable island living. Originality/value This case study emphasizes the impact of school closures due to the COVID-19 pandemic on vulnerable sectors of society. In the Galapagos Islands, the response to the compound effect of the pandemic and the other situational challenges has been to contextualize the educational curriculum towards the goal of sustainable living. The lessons learned from this experience will be applicable to other remote island groups.
{"title":"Surmounting the gap: the impact of the COVID-19 pandemic on education for families in the Galapagos Islands","authors":"Oliver James Carrick","doi":"10.1108/ijced-12-2022-0085","DOIUrl":"https://doi.org/10.1108/ijced-12-2022-0085","url":null,"abstract":"Purpose The COVID-19 pandemic caused schools across the world to close their physical facilities and switch from face-to-face classes to remote learning. This research investigates the consequences of school closures during the pandemic on families and children from marginalized sections of society. The setting of the Galapagos Islands is characterized by poor Internet access and performance, resulting in a detrimental effect on the education of students from vulnerable sectors of society. Design/methodology/approach Using data from an empirical context, this case study seeks to enhance statistical results from a provincial level household survey with quantitative information from participatory development planning workshops and plans. Findings Statistical analysis evidences the compound effect of the COVID-19 pandemic on the more vulnerable families living in the Galapagos. Both economic wellbeing and children's ability to attend classes online during school closures were linked to respondents' education levels. Participatory development planning workshops highlighted further inequality, and the plans resultant from the process sought to overcome challenges and address needs by contextualizing education for sustainable island living. Originality/value This case study emphasizes the impact of school closures due to the COVID-19 pandemic on vulnerable sectors of society. In the Galapagos Islands, the response to the compound effect of the pandemic and the other situational challenges has been to contextualize the educational curriculum towards the goal of sustainable living. The lessons learned from this experience will be applicable to other remote island groups.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135353918","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 : 2023-08-03DOI: 10.1108/ijced-07-2022-0055
D. Mukhamejanova, Zhadyra Konurbayeva
Purpose This study examines diaspora engagement and return migration programs aimed at providing diaspora youth with an opportunity to obtain higher education in Estonia and Kazakhstan. In particular, the authors sought to identify the main motivations, benefits and challenges of the programs, as well as understand how the programs contribute to the ethnic identity formation of diaspora students.Design/methodology/approach The paper employed a qualitative multiple-case study research design. In both countries, data were collected by means of 26 semi-structured interviews with return migrant students and experts involved in implementing the programs.Findings The study findings suggest that the primary motivations for diaspora youth to return to their homelands are tuition-free higher education, financial support and repatriation prospects in both countries. In Estonia, the scholarship holders struggled with language requirements for university admissions, the cost of living insufficiently covered by the monthly stipend and limited integration opportunities. In Kazakhstan, the students had to face the Russian language barrier and socio-cultural marginalization in their everyday life. It was also found that the return migrant students in Estonia and Kazakhstan develop hybrid identities to integrate into their domestic society. They reinforce their ethnic identities and negotiate their diasporic identities to make sense of their own background and cultural heritage and acclimatize to life in the new context.Originality/value The study provides practical implications for policy implementers and policymakers in Estonia and Kazakhstan. It can also be useful for the worldwide research community interested in exploring education-oriented diaspora engagement and return migration programs and their influence on the ethnic identity of diaspora students.
{"title":"Diaspora engagement and return migration for educational purposes in Estonia and Kazakhstan","authors":"D. Mukhamejanova, Zhadyra Konurbayeva","doi":"10.1108/ijced-07-2022-0055","DOIUrl":"https://doi.org/10.1108/ijced-07-2022-0055","url":null,"abstract":"Purpose This study examines diaspora engagement and return migration programs aimed at providing diaspora youth with an opportunity to obtain higher education in Estonia and Kazakhstan. In particular, the authors sought to identify the main motivations, benefits and challenges of the programs, as well as understand how the programs contribute to the ethnic identity formation of diaspora students.Design/methodology/approach The paper employed a qualitative multiple-case study research design. In both countries, data were collected by means of 26 semi-structured interviews with return migrant students and experts involved in implementing the programs.Findings The study findings suggest that the primary motivations for diaspora youth to return to their homelands are tuition-free higher education, financial support and repatriation prospects in both countries. In Estonia, the scholarship holders struggled with language requirements for university admissions, the cost of living insufficiently covered by the monthly stipend and limited integration opportunities. In Kazakhstan, the students had to face the Russian language barrier and socio-cultural marginalization in their everyday life. It was also found that the return migrant students in Estonia and Kazakhstan develop hybrid identities to integrate into their domestic society. They reinforce their ethnic identities and negotiate their diasporic identities to make sense of their own background and cultural heritage and acclimatize to life in the new context.Originality/value The study provides practical implications for policy implementers and policymakers in Estonia and Kazakhstan. It can also be useful for the worldwide research community interested in exploring education-oriented diaspora engagement and return migration programs and their influence on the ethnic identity of diaspora students.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89480018","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 : 2023-07-28DOI: 10.1108/ijced-09-2022-0067
Wei Liu, C. Huang
PurposeThe goal is to explore the role of international education in a developing country's nation building in a mostly indigenous process.Design/methodology/approachThis study reviews China's history of international education set in the larger context of different nation building tasks in the past two centuries.FindingsThe unique case of China with dramatic ups and downs in national fortunes in the past two hundred years serves to show that an open attitude to and an active engagement in international education are contributing factors for national prosperity. The case of China also serves to show that a self-determined agenda is of paramount importance in international education as a tool for nation building.Originality/valueFew studies so far have paid attention to the specific relationship between the internationalization of higher education and nation building, so the topic of the paper is an important one and a necessary addition to the existing literature. What has been the role of international education in China's national transformation? What contributions has international education made to China's achievement of nation building goals at different stages of this transformation process? What implications can other developing nations draw from China's case with regard to the role of international education in nation building? These are the questions the researchers hope to answer in this study.
{"title":"“Learn from barbarians to control barbarians”: what role has international education played in China's nation building?","authors":"Wei Liu, C. Huang","doi":"10.1108/ijced-09-2022-0067","DOIUrl":"https://doi.org/10.1108/ijced-09-2022-0067","url":null,"abstract":"PurposeThe goal is to explore the role of international education in a developing country's nation building in a mostly indigenous process.Design/methodology/approachThis study reviews China's history of international education set in the larger context of different nation building tasks in the past two centuries.FindingsThe unique case of China with dramatic ups and downs in national fortunes in the past two hundred years serves to show that an open attitude to and an active engagement in international education are contributing factors for national prosperity. The case of China also serves to show that a self-determined agenda is of paramount importance in international education as a tool for nation building.Originality/valueFew studies so far have paid attention to the specific relationship between the internationalization of higher education and nation building, so the topic of the paper is an important one and a necessary addition to the existing literature. What has been the role of international education in China's national transformation? What contributions has international education made to China's achievement of nation building goals at different stages of this transformation process? What implications can other developing nations draw from China's case with regard to the role of international education in nation building? These are the questions the researchers hope to answer in this study.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"31 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89907411","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 : 2023-07-14DOI: 10.1108/ijced-12-2022-0084
G. M. Alam, M. Forhad
PurposeThis study examines whether education in developing countries directly impacts their foreign income from the top export sector.Design/methodology/approachAs most developing countries follow developed nations to shape their development, this study assumes developing countries as education-follower and developed countries as education-leader countries. Considering selected countries from the South Asian Regional Cooperation (SAARC) and African countries as follower countries and Group of Seven (G7) as leader countries, this study employs Dumitrescu-Hurlin Granger non-causality tests.FindingsThis study finds that education-follower countries' achievements do not directly impact foreign earnings from their leading export sectors. However, findings also confirm that leader countries have a bidirectional causal relationship between tertiary education and earnings from high technology exports.Originality/valueTo the best of the authors' knowledge, this is the first study urging research-intensive education with comparative advantages in international trade. Using educational attainment on export earnings from the leading sector, findings support dependency theory in education is still existed.
{"title":"Educational achievements and export earnings: a comparison between leader and follower countries","authors":"G. M. Alam, M. Forhad","doi":"10.1108/ijced-12-2022-0084","DOIUrl":"https://doi.org/10.1108/ijced-12-2022-0084","url":null,"abstract":"PurposeThis study examines whether education in developing countries directly impacts their foreign income from the top export sector.Design/methodology/approachAs most developing countries follow developed nations to shape their development, this study assumes developing countries as education-follower and developed countries as education-leader countries. Considering selected countries from the South Asian Regional Cooperation (SAARC) and African countries as follower countries and Group of Seven (G7) as leader countries, this study employs Dumitrescu-Hurlin Granger non-causality tests.FindingsThis study finds that education-follower countries' achievements do not directly impact foreign earnings from their leading export sectors. However, findings also confirm that leader countries have a bidirectional causal relationship between tertiary education and earnings from high technology exports.Originality/valueTo the best of the authors' knowledge, this is the first study urging research-intensive education with comparative advantages in international trade. Using educational attainment on export earnings from the leading sector, findings support dependency theory in education is still existed.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"9 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90377547","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 : 2023-07-14DOI: 10.1108/ijced-05-2023-0039
Peng Liu, Xuyang Li, C. Zhuoma
PurposeThe purpose of this study is to understand the research on numeracy coach in the Canadian context.Design/methodology/approachThis study was a systematic review of studies about numeracy coaching in Canada, which described the trend of knowledge production on this topic. The study made use of qualitative meta-analysis. According to Timulak (2009, p. 591), qualitative meta-analysis is “an attempt to conduct a rigorous secondary qualitative analysis of primary qualitative findings. Its purpose is to provide a more comprehensive description of a phenomenon and an assessment of the influence of the investigation on findings.” By using meta-analysis, this article analyzed the general pattern of knowledge production, the nature of the publications, the focal topics, the research methods and the citation impact of numeracy coaching studies in Canada. The literature analyzed in this review included all the available sources we were able to find with regard to Canadian numeracy coaches. The sources included peer-reviewed journal articles, online magazines, program reports and information from non-profit organizations, as well as doctoral theses.FindingsResearch about numeracy coaches in Canadian contexts remains in an initial stage, and there is, as yet, no accepted definition of a Canadian numeracy coach. Scholars in this area have been fond of empirical studies and qualitative research methods. This research has shown that numeracy coaches, who can be regarded as directors, evaluators and consultants in schools, also experience difficulties such as a lack of background knowledge in math. Scholars have advised several ways to improve the quality of coaching activities, including teacher collaboration and coaching models. The citation impact of the current Canadian literature about numeracy coaches has been quite uneven; only a few articles have been cited by other researchers. This article concludes by summarizing the results of this meta-analysis, its limitations and suggestions for future research.Originality/valueThis is one of important studies to explore numeracy coach research in Canadian context. Theoretical and practical significance is explored.
目的本研究的目的是了解在加拿大背景下对数学教练的研究。设计/方法/方法本研究系统回顾了加拿大关于数学训练的研究，描述了这一主题的知识生产趋势。本研究采用定性荟萃分析。根据Timulak (2009, p. 591)，定性荟萃分析是“对主要定性发现进行严格的二次定性分析的尝试。其目的是对一种现象进行更全面的描述，并评估调查对调查结果的影响。”本文运用元分析的方法，分析了加拿大数学教练研究的知识生产的一般模式、出版物的性质、焦点话题、研究方法和被引影响。本综述分析的文献包括我们所能找到的关于加拿大数学教练的所有可用资料。这些来源包括同行评议的期刊文章、在线杂志、项目报告和来自非营利组织的信息，以及博士论文。关于加拿大计算教练的研究仍处于初级阶段，到目前为止，还没有公认的加拿大计算教练的定义。这方面的学者一直喜欢实证研究和定性研究方法。这项研究表明，在学校中可以被视为主管、评估者和顾问的数学教练也会遇到诸如缺乏数学背景知识等困难。学者们提出了几种提高辅导活动质量的方法，包括教师合作和辅导模式。目前加拿大关于数学教练的文献的引用影响是相当不平衡的;只有几篇文章被其他研究人员引用。本文最后总结了本次荟萃分析的结果、局限性和对未来研究的建议。原创性/价值本研究是探索加拿大数学教练研究的重要研究之一。探讨了理论和现实意义。
{"title":"Understanding numeracy coach research in Canada: a review","authors":"Peng Liu, Xuyang Li, C. Zhuoma","doi":"10.1108/ijced-05-2023-0039","DOIUrl":"https://doi.org/10.1108/ijced-05-2023-0039","url":null,"abstract":"PurposeThe purpose of this study is to understand the research on numeracy coach in the Canadian context.Design/methodology/approachThis study was a systematic review of studies about numeracy coaching in Canada, which described the trend of knowledge production on this topic. The study made use of qualitative meta-analysis. According to Timulak (2009, p. 591), qualitative meta-analysis is “an attempt to conduct a rigorous secondary qualitative analysis of primary qualitative findings. Its purpose is to provide a more comprehensive description of a phenomenon and an assessment of the influence of the investigation on findings.” By using meta-analysis, this article analyzed the general pattern of knowledge production, the nature of the publications, the focal topics, the research methods and the citation impact of numeracy coaching studies in Canada. The literature analyzed in this review included all the available sources we were able to find with regard to Canadian numeracy coaches. The sources included peer-reviewed journal articles, online magazines, program reports and information from non-profit organizations, as well as doctoral theses.FindingsResearch about numeracy coaches in Canadian contexts remains in an initial stage, and there is, as yet, no accepted definition of a Canadian numeracy coach. Scholars in this area have been fond of empirical studies and qualitative research methods. This research has shown that numeracy coaches, who can be regarded as directors, evaluators and consultants in schools, also experience difficulties such as a lack of background knowledge in math. Scholars have advised several ways to improve the quality of coaching activities, including teacher collaboration and coaching models. The citation impact of the current Canadian literature about numeracy coaches has been quite uneven; only a few articles have been cited by other researchers. This article concludes by summarizing the results of this meta-analysis, its limitations and suggestions for future research.Originality/valueThis is one of important studies to explore numeracy coach research in Canadian context. Theoretical and practical significance is explored.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"9 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83148074","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 : 2023-02-28DOI: 10.1108/ijced-06-2022-0046
S. Dar, Sobia Bano
PurposeThis study intends to unveil the imbalance in gender portrayal, reflected in English textbooks, used at the primary level in the four provinces of Pakistan.Design/methodology/approachWithin the framework of feminist critical discourse analysis (FCDA), this paper aims to explore the ways in which gender stereotypes and ideologies are inculcated through the discursive schemes in the selected textbooks. The methodology adopted is to connect the linguistic features in the texts (the Micro) to the social factors (the Macro). The analysis has been done on two levels: on the first level, the content analysis was employed to quantify the gender representation in the textbook. On the second level, the discourse analysis was carried out to view gender stereotypes in the wide spectrum of social norms.FindingsThe results of this study reveal a significant disproportion and imbalance in gender representation in the four books. They clearly show that the textbooks in Pakistan contribute to the socialization of children in a very traditional and stereotypical way. The findings of the study recommend extensive awareness at societal level in general, and particular reforms in the education sector for a step toward a progressive and prosperous society.Originality/valueThe current paper is innovative as it demystifies how gendered ideologies are ingrained in the curriculum, used for English language teaching in a developing country like Pakistan. It fosters the value addition in existing research since it investigated the gender disparity systematically by employing quantitative content and qualitative FCDA.
{"title":"A discursive exploration of gender in primary textbooks of English in Pakistan","authors":"S. Dar, Sobia Bano","doi":"10.1108/ijced-06-2022-0046","DOIUrl":"https://doi.org/10.1108/ijced-06-2022-0046","url":null,"abstract":"PurposeThis study intends to unveil the imbalance in gender portrayal, reflected in English textbooks, used at the primary level in the four provinces of Pakistan.Design/methodology/approachWithin the framework of feminist critical discourse analysis (FCDA), this paper aims to explore the ways in which gender stereotypes and ideologies are inculcated through the discursive schemes in the selected textbooks. The methodology adopted is to connect the linguistic features in the texts (the Micro) to the social factors (the Macro). The analysis has been done on two levels: on the first level, the content analysis was employed to quantify the gender representation in the textbook. On the second level, the discourse analysis was carried out to view gender stereotypes in the wide spectrum of social norms.FindingsThe results of this study reveal a significant disproportion and imbalance in gender representation in the four books. They clearly show that the textbooks in Pakistan contribute to the socialization of children in a very traditional and stereotypical way. The findings of the study recommend extensive awareness at societal level in general, and particular reforms in the education sector for a step toward a progressive and prosperous society.Originality/valueThe current paper is innovative as it demystifies how gendered ideologies are ingrained in the curriculum, used for English language teaching in a developing country like Pakistan. It fosters the value addition in existing research since it investigated the gender disparity systematically by employing quantitative content and qualitative FCDA.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"48 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87021919","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 : 2023-02-07DOI: 10.1108/ijced-06-2022-0047
Qiumei Wang, M. Langager
PurposeGiven the less mature homeschooling ecosystem in China, together with the similarity of purpose, the current study examined the lived experiences of curricular choice making in the USA and China and categories of respective families (homeschools), as a way of understanding curricular flexibility. In addressing these features, based on an updated model of curricular flexibility as it applies to homeschooling, the authors examined the aspects of who, what, when, where and how to see if this context offers new light. The authors then consider ways in which the model can be further updated for greater analytical clarity and accuracy. The purpose of this paper is to address these issues.Design/methodology/approachA descriptive case study was conducted in the Xi'an city of China and the Seattle metropolitan area of the USA. A survey and two rounds of semi-structured interview data were collected from ten homeschooling families in both contexts.FindingsThe study found families’ adjusted curricula for different motives, as they navigated differing societal contexts, and curricular flexibility in homeschooling contexts was theorized as standardization and structuring strategies and social dimensions, and family preference patterns were identified. Chinese homeschooling families had comparatively less variety of available resources and freedom to homeschools compared to American counterparts, and they operated with the awareness of a standard national curriculum and its social implications.Originality/valueThis study elaborates on a little-discussed topic – the overall curriculum of each homeschool and motives influencing changing curricular choices during the process of homeschooling. And it is the first paper to use the model to explicitly define curricular flexibility in the homeschooling context, thus extending the existing theoretical discussion of curricular flexibility.
{"title":"Curricular flexibility: a comparative case study of homeschooling curriculum adjusting in the USA and China","authors":"Qiumei Wang, M. Langager","doi":"10.1108/ijced-06-2022-0047","DOIUrl":"https://doi.org/10.1108/ijced-06-2022-0047","url":null,"abstract":"PurposeGiven the less mature homeschooling ecosystem in China, together with the similarity of purpose, the current study examined the lived experiences of curricular choice making in the USA and China and categories of respective families (homeschools), as a way of understanding curricular flexibility. In addressing these features, based on an updated model of curricular flexibility as it applies to homeschooling, the authors examined the aspects of who, what, when, where and how to see if this context offers new light. The authors then consider ways in which the model can be further updated for greater analytical clarity and accuracy. The purpose of this paper is to address these issues.Design/methodology/approachA descriptive case study was conducted in the Xi'an city of China and the Seattle metropolitan area of the USA. A survey and two rounds of semi-structured interview data were collected from ten homeschooling families in both contexts.FindingsThe study found families’ adjusted curricula for different motives, as they navigated differing societal contexts, and curricular flexibility in homeschooling contexts was theorized as standardization and structuring strategies and social dimensions, and family preference patterns were identified. Chinese homeschooling families had comparatively less variety of available resources and freedom to homeschools compared to American counterparts, and they operated with the awareness of a standard national curriculum and its social implications.Originality/valueThis study elaborates on a little-discussed topic – the overall curriculum of each homeschool and motives influencing changing curricular choices during the process of homeschooling. And it is the first paper to use the model to explicitly define curricular flexibility in the homeschooling context, thus extending the existing theoretical discussion of curricular flexibility.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"42 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81277863","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}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号