Search results for: Comparative education
Page 2/3 22 items
Attitudes to Diversity: A Cross-Cultural Study of Education Students in Spain, England and the United States
This study investigates how notions of human diversity and difference are understood by education students in Spain, England and the United States. The authors developed the Beliefs and Attitudes Toward Difference Scale (BATD). This instrument was constructed using nine dimensions of diversity thought to have significant implications for education: culture/ethnic origin, language, socioeconomic status/social class, religion, gender, sexual orientation, political ideology, disability and giftedness/special talents. The data suggest that attitudes toward people who differ include etic (universal), emic (cultural), and individual properties.
Updated: Nov. 20, 2012
This study examined the perspectives of preK-12 teachers from five nations. These teachers share their attitudes regarding the concepts of culture and citizenship and the intersections of those concepts. The authors gathered data on the perspectives expressed in online discussions among 125 in-service teachers enrolled in master's degree programs in Brazil, Colombia, Ecuador, Paraguay, and the United States.
Updated: Jan. 10, 2012
Comparing Teachers’ Views on Morality and Moral Education, A Comparative Study in Turkey and the United States
The authors examined how K-8 teachers approach morality, moral education, and the moral development of children in Turkey and in the United States. It was found that Turkish and American teachers had different views on the definition of morality. Turkish teachers emphasized societal values and global values, which have implications for the sustainability of the Turkish nation-state. On the other hand, American teachers emphasized moral action and morality in context rather than global values.
Updated: Nov. 30, 2011
The current article sheds light onto teachers with dyslexia in Finnish and English further and higher educational settings.The purpose of this qualitative study was two-fold: first, to discover what teachers with dyslexia could tell us about the manifestation of dyslexia and the challenges they face in the practice of teaching, and second, to find out what these professionals feel about being a dyslexic teacher. Teachers' narratives revealed that they had accepted their difficulties but also discovered their own strengths to overcome them.
Updated: Jun. 18, 2011
Is the Grass always Greener? The Effect of the PISA Results on Education Debates in Sweden and Germany
The current article describes the political debates that comparative international studies such as the Programme for International Student Assessment have given rise to in Germany and Sweden. As a result of the assessments, both countries have gone outside their borders in order to find new models and policy norms. The article analyzes whether or not the debate on educational policy in the two countries plays a role in policy borrowing.
Updated: Jan. 25, 2011
This review evaluates the role of language in explaining the relatively superior performance of Chinese and other East Asian students in cross-national studies of mathematics achievement. The review (a) provides equivocal findings about the extent to which number words in the Chinese language afford benefits for mathematics learning; and (b) indicates that cultural and contextual factors are gaining prominence in accounting for the superior performance of East Asian students in cross-national studies.
Updated: Nov. 02, 2010
This article has two primary aims. The first is to clarify the differing rationales for affirmative action that have emerged in five nations—France, India, South Africa, the United States and Brazil. The second is to make the case for the most compelling rationales, whether instrumentally or morally based. The author offers philosophical analysis of the justifications for affirmative action in each country and synthesizes federal and state legislation, court decisions, news media sources, and research-based scholarship.
Updated: Oct. 19, 2010
This study investigates the attitudes of a sample of English, Maltese and German teachers toward the training they received to teach media education. The study also explores the teachers’ attitudes about whether and how media education should be taught in schools. The sample was consisted of 132 teachers from England, Malta and Germany. The results show that the participants felt least confident teaching television production, radio production, and website design.
Updated: Jul. 27, 2010
This study profiles and compares international social contexts for teacher workplace informal learning from the teachers' perspectives. Set in elementary schools in the U.S. and Lithuania, the study illustrates how teachers make sense of and engage in professional learning within their historical, political and administrative contexts.
Updated: May. 25, 2010
This paper presents a brief analysis of teacher education in five European countries: Italy, Germany, England, Sweden and Finland. The responses given by each country are different. However, two tendencies emerge: on the one hand, the English model, which seeks to make a teacher a faithful executor with regard to centrally decided learning objectives; on the other, the Nordic model that conceives the teacher as a 'fully-fledged' professional. From the point of view of the sustainability and of the safeguard of the educative mission of the school, the Nordic model presents some advantages when compared to the English model.
Updated: Oct. 19, 2009