Editorial

This essay is a call for world-systems analysis of education. Increasingly, the field of comparative education is moving toward more sophisticated examinations of education in relationship to economic, political, and social forces. Studies of the ecology of educational institutions and processes, however, often fail to take into account an international context of transactions. To date, most macro studies of education have taken the nation-state as the basic unit of analysis.' An examination of the international forces impinging upon education systems is no less essential than an examination of the international economic order would be to an

FreeComparative and International Education: A Bibliography (2009)PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreAdult, Rural, Literacy, Vocational, Nonformal, Lifelong, and Popular EducationÅberg‐Bengtsson, Lisbeth. 2009. “The Smaller the Better? A Review of Research on Small Rural Schools in Sweden.” International Journal of Educational Research 48, no. 2 (June): 100–108.Alexopoulos, George, Alex Koutsouris, and Irene Tzouramani. 2009. “The Financing of Extension Services: A Survey among Rural Youth in Greece.” Journal of Agricultural Education and Extension 15, no. 2 (June): 177–90.Bhola, H. S. 2009. “Reconstructing Literacy as an Innovation for Sustainable Development: A Policy Advocacy for Bangladesh.” International Journal of Lifelong Education 28, no. 3 (May): 371–82.Boshier, Roger, and Yan Huang. 2009. “Madame Li Li: Communist Revolutionary, Adult Educator, Lifelong Learner.” Studies in Continuing Education 31, no. 1 (March): 45–59.Brock, Andy. 2009. “Moving Mountains Stone by Stone: Reforming Rural Education in China.” International Journal of Educational Development 29, no. 5 (September): 454–62.Cornford, Ian R. 2009. “Mere Platitudes or Realistically Achievable? An Evaluation of Current Lifelong Learning Policy in Australia.” International Journal of Lifelong Education 28, no. 1 (February): 19–40.Dausien, Bettina, and Dorothee Schwendowius. 2009. “Professionalisation in General Adult Education in Germany—an Attempt to Cut a Path through a Jungle.” European Journal of Education 44, no. 2 (June): 182–203.Dowling, Jennie. 2009. “Changes and Challenges: Key Issues for Scottish Rural Schools and Communities.” International Journal of Educational Research 48, no. 2 (June): 129–39.FitzSimons, Gail. 2009. “Perspectives on Adult Education in Portugal.” Studies in Continuing Education 31, no. 1 (March): 91–96.Foley, Ellen E. 2009. “The Anti‐politics of Health Reform: Household Power Relations and Child Health in Rural Senegal.” Anthropology and Medicine 16, no. 1 (January): 61–71.Gross, Marin. 2009. “The Professionalisation of Adult Educators in the Baltic States.” European Journal of Education 44, no. 2 (June): 221–42.Guimarães, Paula. 2009. “Reflections on the Professionalisation of Adult Educators in the Framework of Public Policies in Portugal.” European Journal of Education 44, no. 2 (June): 205–19.Gur’lanova, M. P. 2009. “Problems and Prospects of the Development of the Rural School in Russia.” Russian Education and Society 51, no. 7 (July): 3–12.Handa, Sudhanshu, Heiling Pineda, Yannete Esquivel, Blancadilia Lopez, Nidia Veronica Gurdian, and Ferdinado Regalia. 2009. “Non‐formal Basic Education as a Development Priority: Evidence from Nicaragua.” Economics of Education Review 28, no. 4 (August): 512–22.Hargreaves, Linda M. 2009. “Respect and Responsibility: Review of Research on Small Rural Schools in England.” International Journal of Educational Research 48, no. 2 (June): 117–28.Hargreaves, Linda, Rune Kvalsund, and Maurice Galton. 2009. “Reviews of Research on Rural Schools and Their Communities in British and Nordic Countries: Analytical Perspectives and Cultural Meaning.” International Journal of Educational Research 48, no. 2 (June): 80–88.Hillier, Yvonne. 2009. “The Changing Faces of Adult Literacy, Language, and Numeracy: Literacy Policy and Implementation in the UK.” Compare: Journal of Comparative and International Education 39, no. 4 (August): 531–46.Ireland, Timothy D. 2009. “Literacy in Brazil: From Rights to Reality.” International Review of Education 54, nos. 5–6 (December): 713–32.Kalaoja, Esko, and Janne Pietarinen. 2009. “Small Rural Primary Schools in Finland: A Pedagogically Valuable Part of the School Network.” International Journal of Educational Research 48, no. 2 (June): 109–16.Liu, Mingxing, Rachel Murphy, Ran Tao, and Xuehui An. 2009. “Education Management and Performance after Rural Education Finance Reform: Evidence from Western China.” International Journal of Educational Development 29, no. 5 (September): 463–73.Liu, Ning Rong. 2009. “Decentralisation and Marketisation of Adult and Continuing Education: A Chinese Case Study.” International Journal of Educational Development 29, no. 3 (May): 212–18.Lloyd, Cynthia B., Cem Mete, and Monica J. Grant. 2009. “The Implications of Changing Educational and Family Circumstances for Children’s Grade Progression in Rural Pakistan.” Economics of Education Review 28, no. 1 (February): 1997–2004.Luo, Renfu, Yaojiang Shi, Linxiu Zhang, Chengfang Liu, Scott Rozelle, and Brian Sharbono. 2009. “Malnutrition in China’s Rural Boarding Schools: The Case of Primary Schools in Shaanxi Province.” Asia Pacific Journal of Education 29, no. 4 (December): 481–501.Macpherson, Ian. 2009. “The Rights‐Based Approach to Adult Education: Implications for NGO‐Government Partnerships in Southern Tanzania.” Compare: Journal of Comparative and International Education 39, no. 2 (March): 263–79.Marshall, Jeffery H. 2009. “School Quality and Learning Gains in Rural Guatemala.” Economics of Education Review 28, no. 2 (April): 207–16.Maruatona, Tonic. 2009. “Reflections on Policies for Mass Literacy Education in Sub‐Saharan Africa.” International Review of Education 54, nos. 5–6 (December): 745–54.Mazurkiewicz, Grzegorz. 2009. “Adult Educators: An Example of the New Approach to Lifelong Learning in Poland.” European Journal of Education 44, no. 2 (June): 243–55.Moffat, Shaye, and Cynthia Vincent. 2009. “Emergent Literacy and Childhood Literacy‐Promoting Activities for Children in the Ontario Child Welfare System.” Vulnerable Children and Youth Studies: International Interdisciplinary Journal for Research, Policy, and Care 4, no. 2 (August): 135–41.Ogawa, Akihiro. 2009. “Japan’s New Lifelong Learning Policy: Exploring Lessons from the European Knowledge Economy.” International Journal of Lifelong Education 28, no. 5 (September): 601–14.Osborne, Michael, and Kate Sankey. 2009. “Non‐vocational Adult Education and Its Professionals in the United Kingdom.” European Journal of Education 44, no. 2 (June): 271–89.Papastamatis, Adamantios, and Eugenia Panitsidou. 2009. “The Aspect of ‘Accessibility’ in the Light of European Lifelong Learning Strategies: Adult Education Centres—a Case Study.” International Journal of Lifelong Education 28, no. 3 (May): 335–51.Pitman, Tim, and Susan Broomhall. 2009. “Australian Universities, Generic Skills, and Lifelong Learning.” International Journal of Lifelong Education 28, no. 4 (September): 439–58.Preece, Julia. 2009. “Lifelong Learning and Development: A Perspective from the ‘South.’” Compare: Journal of Comparative and International Education 39, no. 5 (September): 585–99.Probyn, Margie. 2009. “‘Smuggling the Vernacular into the Classroom’: Conflicts and Tensions in Classroom Codeswitching in Township/Rural Schools in South Africa.” International Journal of Bilingual Education and Bilingualism 12, no. 2 (April): 123–36.Reprintseva, G. I. 2009. “Relations between Parents and Children in a Rural Family.” Russian Education and Society 51, no. 9 (September): 85–93.Reprintseva, G. I. 2009. “A Social‐Pedagogical Analysis of Relations between Parents and Children in the Rural Family.” Russian Education and Society 51, no. 10 (October): 3–17.Riddell, Sheila, Linda Ahlgren, and Elisabet Weedon. 2009. “Equity and Lifelong Learning: Lessons from Workplace Learning in Scottish SMEs.” International Journal of Lifelong Education 28, no. 6 (December): 777–95.Sayilan, Feyziye, and Ahmet Yildiz. 2009. “The Historical and Political Context of Adult Literacy in Turkey.” International Journal of Lifelong Education 28, no. 6 (December): 735–49.Shiel, Gerry, and Eemer Eivers. 2009. “International Comparisons of Reading Literacy: What Can They Tell Us?” Cambridge Journal of Education 39, no. 3 (August): 345–60.Shiohtat, Mariko. 2009. “Exploring Literacy and Growth: An Analysis of Three Communities of Readers in Urban Senegal.” International Journal of Educational Development 29, no. 1 (February): 65–72.Smit, Hemmo, Den Oudendammer, Kats Frowine, and Jaap Van Lakerveld. 2009. “Lifelong Learning on Either Side of the Border: The Effects of Government Policy on Adult Education in the Netherlands and Belgium.” European Journal of Education 44, no. 2 (June): 257–70.Strathdee, Rob. 2009. “Tertiary Education Reform and Legitimation in New Zealand: The Case of Adult and Community Education as a ‘Local State of Emergency.’” Research in Sociology of Education 30, no. 1 (February): 303–16.Suwanpitak, Sombat. 2009. “Thailand’s Path to Literacy.” International Review of Education 54, nos. 5–6 (December): 763–71.Timperley, Helen S., and Judy M. Parr. 2009. “Chain of Influence from Policy to Practice in the New Zealand Literacy Strategy.” Research Papers in Education 24, no. 2 (June): 135–54.Usman, Lantana M. 2009. “Rural Adult Education and the Health Transformation of Pastoral Women of Northern Nigeria.” International Journal of Lifelong Education 28, no. 5 (September): 631–47.Van den Dungen, Marja. 2009. “Lifelong Learning within HE in the Netherlands.” European Journal of Education 44, no. 3 (September): 339–50.Weyer, Frédérique. 2009. “Non‐formal Education, out‐of‐School Learning Needs, and Employment Opportunities: Evidence from Mali.” Compare: Journal of Comparative and International Education 39, no. 2 (March): 249–62.Whitescarver, Keith, and Judith Kalman. 2009. “Extending Traditional Explanations of Illiteracy: Historical and Cross‐Cultural Perspectives.” Compare: Journal of Comparative and International Education 39, no. 4 (August): 497–511.Zarifis, George. 2009. “Decisions, Provisions, and Disillusionment for Non‐vocational Adult Learning (NVAL) Staff in South‐Eastern Europe: A Comparative Appraisal of Some Policy Developments with Diminishing Returns.” European Journal of Education 44, no. 2 (June): 163–82.Zepke, Nick. 2009. “A Future for Adult Lifelong Education in Aotearoa New Zealand: Neoliberal or Cosmopolitan?” International Journal of Lifelong Education 28, no. 6 (December): 751–61.Child, Citizenship, and Human RightsAraújo, Ulisses, and Valéria Arantes. 2009. “The Ethics and Citizenship Program: A Brazilian Experience in Moral Education.” Journal of Moral Education 38, no. 4 (December): 489–511.Bromley, R. D. F., and P. K. Mackie. 2009. “Child Experiences as Street Traders in Peru: Contributing to a Reappraisal for Working Children.” Children’s Geographies 7, no. 2 (June): 141–58.Castellino, Joshua. 2009. “The MDGs and International Human Rights Law: A View from the Perspective of Minorities and Vulnerable Groups.” International Journal of Human Rights 13, no. 1 (February): 10–28.Christie, Pam. 2009. “The Complexity of Human Rights in Global Times: The Case of the Right to Education in South Africa.” International Journal of Educational Development 30, no. 1 (January): 3–11.Cowan, Elaine M., and David C. McMurty. 2009. “The Implementation of ‘Education for Citizenship’ in Schools in Scotland: A Research Report.” Curriculum Journal 20, no. 1 (March): 61–72.Devaney, John, and Trevor Spratt. 2009. “Child Abuse as a Complex and Wicked Problem: Reflecting on Policy Developments in the United Kingdom in Working with Children and Families with Multiple Problems.” Children and Youth Services Review 31, no. 6 (June): 635–41.Evans, Carly Anne. 2009. “Ethical Implications of Child Welfare Policies in England and Wales on Child Participation Rights.” Ethics and Social Welfare 3, no. 1 (April): 95–103.Freeman, Mark. 2009. “Education and Citizenship in Modern Scotland.” History of Education: Journal of the History of Education Society 38, no. 3 (May): 327–32.Ghosh, Biswajit. 2009. “Trafficking in Women and Children in India: Nature, Dimensions, and Strategies for Prevention.” International Journal of Human Rights 13, no. 5 (December): 716–38.Golmohamad, Muna. 2009. “Education for World Citizenship: Beyond National Allegiance.” Educational Philosophy and Theory 41, no. 4 (August): 466–86.Hand, Michael, and Joanne Pearce. “Patriotism in British Schools: Principles, Practices, and Press Hysteria.” Educational Philosophy and Theory 41, no. 4 (August): 453–65.Haynes, Bruce. 2009. “History Teaching for Patriotic Citizenship in Australia.” Educational Philosophy and Theory 41, no. 4 (August): 424–40.Herrera, Elsa, Gareth A. Jones, and Sarah Thomas de Benítez. 2009. “Bodies on the Line: Identity Markers among Mexican Street Youth.” Children’s Geographies 7, no. 1 (March): 67–81.Jaramillo, Rosario, and José A. Mesa. 2009. “Citizenship Education as a Response to Colombia’s Social and Political Context.” Journal of Moral Education 38, no. 4 (December): 467–87.Kanako, Ide. 2009. “The Debate on Patriotic Education in Post–World War II Japan.” Educational Philosophy and Theory 41, no. 4 (August): 441–52.Keating, Avril. 2009. “Educating Europe’s Citizens: Moving from National to Post‐national Models of Educating for European Citizenship.” Citizenship Studies 13, no. 2 (May): 135–51.Keating, Avril, Hinderliter Deborah Ortloff, and Stavroula Philippou. 2009. “Citizenship Education Curricula: The Changes and Challenges Presented by Global and European Integration.” Journal of Curriculum Studies 41, no. 2 (April): 145–58.Khong, Lana Yiu Lan. 2009. “Runaway Youths in Singapore: Exploring Demographics, Motivations, and Environments.” Children and Youth Services Review 31, no. 1 (January): 125–39.Kim, Chae‐Young. 2009. “Is Combining Child Labour and School Education the Right Approach? Investigating the Cambodian Case.” International Journal of Educational Development 29, no. 1 (February): 30–38.Li, Jun. 2009. “Fostering Citizenship in China’s Move from Elite to Mass Higher Education: An Analysis of Students’ Political Socialization and Civic Participation.” International Journal of Educational Development 29, no. 4 (July): 382–98.Macdonald, Catriona M. M. 2009. “‘To Form Citizens’: Scottish Students, Governance and Politics, 1884–1948.” History of Education: Journal of the History of Education Society 38, no. 3 (May): 383–402.Macintyre, Stuart, and Noel Simpson. 2009. “Consensus and Division in Australian Citizenship Education.” Citizenship Studies 13, no. 2 (May): 121–34.Magendzo, Abraham, and Maria Isabel Toledo. 2009. “Moral Dilemmas in Teaching Recent History Related to the Violation of Human Rights in Chile.” Journal of Moral Education 38, no. 4 (December): 445–65.Mathur, Meena, Prachi Rathore, and Monika Mathur. 2009. “Incidence, Type, and Intensity of Abuse in Street Children in India.” Child Abuse and Neglect 33, no. 12 (December): 907–13.McLelland, Mark, and Katsuhiko Suganuma. 2009. “Sexual Minorities and Human Rights in Japan: An Historical Perspective.” International Journal of Human Rights 13, nos. 2–3 (July): 329–43.Milana, Marcella, and Tore Bernt Sørensen. 2009. “Promoting Democratic Citizenship through Non‐formal Adult Education: The Case of Denmark.” Scandinavian Journal of Educational Research 53, no. 4 (July): 347–62.Mirkova, Anna M. 2009. “Citizenship Formation in Bulgaria: Protected Minority or National Citizens?” Journal of Muslim Minority Affairs 29, no. 4 (December): 469–82.Munn, Pamela, and Margaret Arnott. 2009. “Citizenship in Scottish Schools: The Evolution of Education for Citizenship from the Late Twentieth Century to the Present.” History of Education: Journal of the History of Education Society 38, no. 3 (May): 437–54.Nalkur, Priya G. 2009. “Achievement Orientations and Strategies: A Cultural Comparison of Tanzanian Street Children, Former Street Children, and School‐Going Children.” Journal of Cross‐Cultural Psychology 40, no. 6 (December): 1012–27.Ovens, Michelle. 2009. “A Criminological Perspective on the Prenatal Abuse of Substances during Pregnancy and the Link to Child Abuse in South Africa.” Early Child Development and Care 179, no. 4 (April): 503–16.Patiño‐González, Susana. 2009. “Promoting Ethical Competencies: Education for Democratic Citizenship in a Mexican Institution of Higher Education.” Journal of Moral Education 38, no. 4 (December): 533–51.Shalhoub‐Kevorkian, Nadera, and Sana Khsheiboun. 2009. “Palestinian Women’s Voices Challenging Human Rights Activism.” Women’s Studies International Forum 32, no. 5 (September–October): 354–62.Sim, Jasmine B.‐Y., and Murray Print. 2009. “Citizenship Education in Singapore: Controlling or Empowering Teacher Understanding and Practice?” Oxford Review of Education 35, no. 6 (December): 705–23.Sklair, Leslie. 2009. “The Globalization of Human Rights.” Journal of Global Ethics 5, no. 2 (September): 81–96.Suárez, David F., Francisco O. Ramirez, and Jeong‐Woo Koo. 2009. “UNESCO and the Associated Schools Project: Symbolic Affirmation of World Community, International Understanding, and Human Rights.” Sociology of Education 82, no. 3 (September): 197–216.Turner, Robert. 2009. “Workers’ Educational Association Tutorial Classes and Citizenship in Scotland, 1907–1939.” History of Education: Journal of the History of Education Society 38, no. 3 (May): 367–81.Vakaoti, Patrick. 2009. “Researching Street‐Frequenting Young People in Suva: Ethical Considerations and Their Impacts.” Children’s Geographies 7, no. 4 (December): 435–50.Williams, Christopher. 2009. “The Rehabilitation Paradox: Street‐Working Children in Afghanistan.” Diaspora, Indigenous, and Minority Education 3, no. 1 (February): 4–20.Community Colleges; Further Education; Occupational, Technical, and Vocational EducationAkoojee, Salim. 2009. “Scarce Skills and Public Technical and Vocational Education and Training in South Africa: Twin Challenges or Two Sides of the Same Coin?” Southern African Review of Education 15, no. 4 (September): 117–338.Alexandrou, Alex. 2009. “Development through Partnership: How Learning Representatives Are Helping to Meet the Challenge of Upskilling Scottish FE Lecturers.” Research in Post‐compulsory Education 14, no. 3 (August): 233–49.Avis, James. 2009. “Further Education in England: The New Localism, Systems Theory and Governance.” Journal of Education Policy 24, no. 5 (September): 633–48.Barabasch, Antje, Sui Huang, and Robert Lawson. 2009. “Planned Policy Transfer: The Impact of the German Model on Chinese Vocational Education.” Compare: Journal of Comparative and International Education 39, no. 1 (February): 5–20.Bathmaker, Ann‐Marie, and Will Thomas. 2009. “Positioning Themselves: An Exploration of the Nature and Meaning of Transitions in the Context of Dual Sector FE/HE Institutions in England.” Journal of Further and Higher Education 33, no. 2 (June): 119–30.Bell, Jacqueline, and James Donnelly. 2009. “Applied Science in the English School Curriculum: The Meaning and Significance of ‘Vocationalization.’” Journal of Curriculum Studies 41, no. 1 (February): 25–47.Best, Shaun. 2009. “‘Who Am I?’ and ‘Who Are We?’: Audit Consciousness and the Further Education Funding Council in the 1990s.” Education, Knowledge, and Economy 3, no. 3 (December): 163–76.Blaardingerbroek, Barent, Neil Taylor, and Tom Haig. 2009. “Student Transition to Vocational Education from Middle Secondary School in Australia and Lebanon: An Exploratory Study.” Mediterranean Journal of Education Studies 14, no. 1 (February): 91–107.Blair, Erik. 2009. “A Further Education College as a Heterotopia.” Research in Post‐compulsory Education 14, no. 1 (March): 93–101.Böckerman, Petri, Ulla Hämäläinen, and Roope Uusitalo. 2009. “Labour Market Effects of the Polytechnic Education Reform: The Finnish Experience.” Economics of Education Review 28, no. 6 (December): 672–81.Bouzakis, Siphis, and Gerasimos Koustourakis. 2009. “Historicity as a Legitimising Argument in the Case of the Greek Educational Reforms of 1985 and 1997–1998 in General and Technical‐Vocational Education.” History of Education: Journal of the History of Education Society 38, no. 2 (May): 283–302.Brockmann, Michaela, Linda Clarke, and Christopher Winch. 2009. “Difficulties in Recognising Vocational Skills and Qualifications across Europe.” Assessment in Education: Principles, Policy, and Practice 16, no. 1 (April): 97–109.Buiskool, Bert‐Jan, Jaap Van Lakerveld, and Simon Broek. 2009. “Educators at Work in Two Sectors of Adult and Vocational Education: An Overview of Two European Research Projects.” European Journal of Education 44, no. 2 (June): 145–62.Child, Sue. 2009. “Differing Relationships to Research in Higher and Further Education in the UK: A Reflective Account from a Practitioner Perspective.” Research in Post‐compulsory Education 14, no. 3 (August): 333–43.Comyn, Paul. 2009. “Vocational Qualification Frameworks in Asia‐Pacific: A Cresting Wave of Educational Reform?” Research in Post‐compulsory Education 14, no. 3 (August): 251–68.Darmanin, Mary. 2009. “Further and Higher Education Markets’ Cushions: Portability of Policy and Potential to Pay.” International Studies in Sociology of Education 19, nos. 3–4 (December): and 2009. “A College as a for in the A Case of the College of and Affairs 15, no. 1 (February): Robert A. 2009. 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Higher Education in Nordic Studies of in and Sweden.” Studies in Continuing Education 31, no. 1 (March): B., and 2009.

L'objectif des auteurs de cet article est double. Il s'agit d'une part de presenter une etude exploratoire sur les tendances actuelles temoignant de l'emergence d'un nouvel activisme non gouvernemental dans le champ de l'education et d'autre part de dresser un cadre analytique afin d'evaluer l'importance de cet activisme, en elaborant des concepts bases sur les recherches ayant porte sur les nouveaux mouvements sociaux et les debats theoriques actuels a propos de la societe civile mondiale.

In this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences, authors from a range of academic disciplines – music therapy, political geography, social policy, international communications and law – explore some contemporary concerns in higher education.

This issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences is truly international! The authors come from Denmark, China, Albania, India, Finland, Brazil and Uzbekistan.

Children's Mathematics Learning: The Struggle to Link Form and Understanding

Curriculum material is generally considered the subject matter of information, talents, dispositions, understandings, and principles that make up research programs in the field. At a more complex level, the curricula need to contain historical and socio-political strengths, traditions, cultural views, and goals with wide differences in sovereignty, adaptation, and local understanding that encompass a diversity of cultures, laws, metaphysics, and political discourse This study aims to develop a curriculum with local content as a new approach in early childhood science learning. The Local Content Curriculum (LCC) is compiled and developed to preserve the uniqueness of local culture, natural environment, and community crafts for early childhood teachers so that they can introduce local content to early childhood. Research and model development combines the design of the Dick-Carey and Dabbagh models with qualitative and quantitative descriptive analysis. The results showed that local content curriculum products can be supplemented into early childhood curricula in institutions according to local conditions. Curricula with local content can be used as a reinforcement for the introduction of science in early childhood. The research implication demands the concern of all stakeholders to see that the introduction of local content is very important to be given from an early age, so that children know, get used to, like, maintain, and love local wealth from an early age.
 Keywords: Early Childhood, Scientific Learning, Local Content Curriculum Model

School Reform: The District Policy Implications of the Effective Schools Literature

L'auteur analyse l'orientation de la politique engagee dans le secteur de l'enseignement superieur en Australie, qui a vu depuis 1980 une augmentation et une croissance exponentielle des inscriptions d'etudiants etrangers. Une analyse critique de cette internationalisation percue egalement comme etant une mondialisation de l'enseignement accompagne cette etude qui ne manque pas de traiter des questions relatives au financement des universites australiennes en comparaison avec d'autres pays anglophones presentant des conditions similaires.

Understanding How Structure and Agency Influence Education Policy Implementation and Organizational Change

The purpose of this study is to determine the effectiveness of instructional strategies administered by primary school Science and Social Sciences teachers based on the opinions of students, and to identify if there is any difference between teachers of the two courses in terms of the level that they carry out these activities. This study is descriptive in nature. 7th grade students at primary schools in Melikgazi, Kayseri, during the spring term of 2004-2005 formed the research universe of the study. There were 87 primary schools in Melikgazi when the study was conducted. Ten primary schools were identified by stratification method, and 7th grade students in one of the classes of each school were chosen randomly and assigned as the sample group of the study. There are totally 300 students (30 students from each school) in the sample. The findings of this study reveal that strategies in the instruction step of a lesson are not applied effectively. Most of the activities were found to be conducted occasionally in both groups. According to the results, teachers of Social Sciences were identified to be more productive and effective than those of Science course in the following areas: providing reinforcement and prompting, being understanding and affectionate, using course-related tools and instruments, and creating a classroom environment where students participate actively. Summary Lesson plan consists of three interwoven steps; preparation before the lesson, planning and administering the lesson, and follow-up activities. Effective teaching is based on a well-developed plan, a well-managed classroom, and an effective presentation. Making necessary preparations and planning before a lesson may contribute a lot to success of students. A teacher has to get prepared before the lesson and has to plan the presentation, instruction, and assessment activities of the lesson in order to maintain students' interest, to maintain participation, and to sustain students' motivation at a high level. Therefore, it is vital for teachers both to be informed about instructional strategies and to have related skills to carry out these strategies. Presentation, instruction, and assessment activities within a lesson plan display different characteristics and have distinct steps. Instructional strategies are more important in nature since this is the phase when teaching is administered and learning takes place. All the definitions, concepts, rules, formulae, and explanations are delivered to students during this step. The information flow in this phase is from simple to complex, from concrete to abstract, from known to unknown, and from immediate to far. Teachers should be aware of the stimuli that affect students' learning and should use them when needed. During the instruction step, teachers should create a setting that increases interaction among students, trains them on cooperation, and improve their self-confidence; should provide various sources of information; should encourage students to learn by discovering; and should make use of methods and instruments that assess students' performance. The purpose of this study is to determine the effectiveness of instructional strategies administered by primary school Science and Social Sciences teachers based on the opinions of students, and to identify if there is any difference between teachers of the two courses in terms of the level that they carry out these strategies. Since a survey/questionnaire is utilized for the above purpose, this study is descriptive in nature. Method Sample 7th grade students at primary schools in Melikgazi, Kayseri, during the spring term of 2004-2005 formed the research universe of the study. There were 87 primary schools in Melikgazi when the study was conducted. Ten primary schools were identified by stratification method, and 7th grade students in one of the classes of each school were chosen randomly and assigned as the sample group of the study. There are totally 300 students (30 students from each school) in the sample. Researchers visited all these schools and distributed the questionnaire forms personally. Then, students filled out the forms under the supervision of researchers. Instrument The first draft of the questionnaire used in this study was developed in accordance with the related literature. Afterwards, the draft version was analyzed by experts in educational sciences and teachers lecturing Science and Social Science in terms of its content validity, and all necessary corrections were completed. Then, the questionnaire form was applied to a group of students to see if the statements were clear or not. After all the revision efforts, the questionnaire including 21 items about both lessons was given its final form. Cronbach Alpha Reliability coefficient of the questionnaire was found to be 0.86. Findings and discussion The findings of this study reveal that strategies in the instruction step of a lesson are not applied effectively. Most of the strategies were found to be conducted occasionally in both groups. According to the results, teachers of Social Sciences were identified to be more productive and effective than those of Science course in the following areas: providing reinforcement and prompting, being understanding and affectionate, using course-related tools and instruments, and creating a classroom environment where students can participate actively. On the other hand, teachers of Science course were assessed as more able in encouraging whole-class participation. Teachers may make use of various teaching techniques and methods in the classroom providing that they are informed about instructional strategies that should be taken into consideration during both planning and administering steps of a lesson and about different instructional methods. So at certain intervals, teachers may get feedback from students regarding their own behaviors and may make necessary amendments accordingly. Teacher training institutions and programs may be improved in terms of equipment and service provided for students. Teachers might be guided to attend in-service training programs designed to compensate for their insufficiencies concerning preparation, administration, and assessment of a lesson, and to inform them about innovations in teaching.

This chapter reviews the current research on conceptual change in science education. The review includes research located in the DoRise system (Database of Research in Science Education) in Taiwan and articles published in selected international science education journals (Journal of Research in Science Teaching, Science Education, International Journal of Science Education, Research in Science Education, and International Journal of Science and Mathematics Education) between 1982 and 2012. Three hundred and eighty-three articles in the international journals (including 26 English papers from researchers in Taiwan) and eighty-six articles from Taiwan were analyzed (60 and 26 articles from Taiwanese and international journals, respectively). There are five major findings. First, most of the research follows the empirical approach, regardless of it being an international or national article. Second, physics was the main discipline examined both in the international and national studies. Third, about two thirds of the studies from outside of Taiwan used epistemological perspective to frame and present their study. A similar percentage of articles investigated the instructional perspective whereas nearly two thirds of the Taiwanese articles investigated the instructional perspective and only 28 % followed the epistemological perspective. Fourth, as for the research method, we found that qualitative data analysis was ranked first among all the methods we investigated whereas Taiwan appeared to integrate both quantitative and qualitative methods. Fifth, as expected, high percentages of published researchers were from English-speaking countries (i.e., the USA, Australia, and the UK). Taiwan was ranked third out of 31 countries with respect to the number of publications in this study from 1982 to 2012 but was the first non-English-speaking country. Recommendations for researchers and educators are provided.

Reflexion theorique sur Achimota, symbole du transfert pedagogique effectue entre les Etats-Unis, l'education industrielle des africains americains et le continent africain. Les auteurs reflechissent a la raison de ce transfert et aussi au mode d'implementation et de realisation du transfert en fonction des contextes economiques, geographiques et historiques.

A healthy lifestyle is fundamental for the prevention and treatment of cardiovascular disease and other noncommunicable diseases (NCDs). Investment in primary prevention, including modification of health risk behaviors, could result in a 4-fold improvement in health outcomes compared with secondary prevention based on pharmacological treatment. The American Heart Association (AHA) emphasized the importance of lifestyle in its 2020 goals for cardiovascular health promotion and disease reduction. In addition to defining “cardiovascular health” based on criteria for blood pressure and biochemical markers (lipids and glycemia), the AHA Strategic Planning Committee further identified lifestyle characteristics of central importance: nutrition, physical activity, smoking, and maintenance of a healthy body weight.1 The World Health Organization estimated that ≈80% of NCDs could be prevented if 4 key lifestyle practices were followed: a healthy diet, being physically active, avoidance of tobacco, and alcohol intake in moderation.2 To support healthy lifestyle initiatives, major changes are necessary at the societal level to improve population health. Numerous strategies might help to create a culture that promotes and facilitates healthy behaviors, including creating laws and regulations, mounting large-scale public awareness and education campaigns, implementing local community programs, and providing individual counseling.3 Physicians are uniquely positioned to encourage individuals to adopt healthy lifestyle behaviors: Approximately 80% of Americans visit their primary care physician at least once a year. Physicians directly communicate with their patients during clinical encounters across numerous settings, and research indicates that patients highly value recommendations provided by their physicians.4,5 However, data further indicate that lifestyle counseling does not routinely occur in physicians’ offices, thereby representing a lost opportunity. Physicians report that they perform lifestyle counseling during ≈34% of clinic visits.4 Patients, in turn, report an even lower frequency of physician lifestyle counseling. For example, obese patients reported receiving physical activity and …

The Elementary School Journal Volume 84, Number 4 S1984 by The University of Chicago. All rights reserved. 001 3-5984/84/8404-0004$01.00 Assumptions, even assumptions that seem logical and reasonable, can make it difficult or impossible for people to understand scientific concepts. Everyone makes assumptions about the way the world works, assumptions like "When the sky is cloudy and dark, it will probably rain" or "Bits of wood float in water." People often use those assumptions to explain how things work: "I can see myself in a mirror because light bounces off me to the mirror and off the mirror to my eyes." Such explanations or conceptions are often based on experience and common sense; however, experience and common sense can sometimes