Comparative and International Education
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Comparative and International Education

An Introduction to Theory, Method, and Practice

David Phillips, Michele Schweisfurth

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eBook - PDF

Comparative and International Education

An Introduction to Theory, Method, and Practice

David Phillips, Michele Schweisfurth

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About This Book

This revised and updated second edition of Comparative and International Education: An Introduction to Theory, Method and Practice provides a comprehensive and authoritative introduction to the key themes, definitions and approaches in this important field. It covers the history, theory, and methods of comparative and international education, as well as the relationship with education and national development, and outlines what we can learn from comparative studies. Clear explanations are complemented with examples of real research in the field including work on policy borrowing, learner-centred pedagogy and university internationalization.

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Information

Year
2014
ISBN
9781441107213
40 
Comparative 
and 
International 
Education
23. 
e 
translation 
was 
by 
Sarah 
Austin 
(1793–1867), 
who 
was 
herself 
significant 
figure 
in 
the 
early 
history 
of 
comparative 
studies 
(see 
Goodman, 
‘A 
historiography 
of 
founding 
fathers?
’).
24. 
Taylor, 
Digest
,
pp. 
iii–iv.
25. 
Messerli, 
Horace 
Mann
,
p. 
407.
26. 
On 
national 
character 
see 
Barker, 
National 
Character; 
Vexliard, 
L’éducation 
comparée 
et 
la 
notion 
de 
caractère 
national’; 
Kay, 
‘National 
character 
– 
Concept, 
scope 
and 
uses’; 
Hans, 
Comparative 
Education; 
and 
Mallinson, 
Introduction 
to 
the 
Study 
of 
Comparative 
Education.
27. 
See 
Jones, 
Comparative 
Education
,
pp. 
57–74, 
for 
summaries 
of 
the 
work 
of 
Kandel, 
Mallinson, 
and 
Lauwerys.
28. 
Among 
the 
factors 
that 
are 
said 
to 
account 
for 
the 
Finnish 
success 
in 
PISA 
are 
Finland’s 
well-established 
nine-year 
comprehensive 
schools, 
the 
attention 
paid 
to 
pupils 
with 
special 
needs, 
degrees 
of 
local 
autonomy 
and 
– 
importantly 
– 
committed, 
professional, 
and 
highly 
qualified 
teaching 
force, 
recruited 
from 
the 
successful 
ten 
per 
cent 
of 
applicants 
and 
educated 
to 
Master’s 
level. 
(Sahlberg, 
Finnish 
Lessons
.)
29. 
Coulby 
and 
Jones, 
‘Post-modernity 
and 
European 
Identities’.
30. 
Cowen, 
‘Last 
past 
the 
post: 
Comparative 
education, 
modernity 
and 
perhaps 
post-modernity’, 
p. 
151.
31. 
Gottlieb, 
‘Are 
we 
post-modern 
yet?
’, 
p. 
171.

Table of contents