MA-CEMES
[ BY RESEARCH ]
–
M ASTERS IN
C OMPARATIVE E URO -M EDITERRANEAN
E DUCATION S TUDIES
–
2015
–
Contents:
1. Introducing comparative education (p.3)
2. Programme of Studies: 2015-2017 (p.5)
3. What is the European Credit Transfer System (ECTS)? (p.6)
4. Student Guidelines (p.7)
5. Individual Study Plan (p.12)
6. Guidelines for submitting a research proposal (p.13)
7. Guidelines for seminar presentations (p.14)
8. How to write a term paper: some guidelines (p.15)
9. How papers are marked (p.16)
10. Types of assignments (p.18)
11. Referencing system (p.20)
12. Comparative Education Resources (p.22)
13. Using the University Library (p.26)
14. Open Access Journals (p.26)
15. MA-CEMES Regulations (p.27)
page 1
I NTRODUCING C OMPARATIVE E DUCATION
The origins of comparative education in Europe:
‘The comparative method was used in comparative anatomy from the end of the 18th
century, when Marc-Antoine Jullien de Paris founded comparative education in
1817, referring to comparative anatomy in his Esquisse d’un ouvrage sur
l’éducation comparée saying: “Research in comparative anatomy has helped the
anatomical sciences make great progress. In the same way, comparative education
research should provide new methods to help educational science improve”.’
D. Groux (2002) ‘Comparaison’.
In D. Groux et al. (eds) Dictionnaire d’éducation comparée. Paris: Harmattan.
The promise… and pitfalls of comparative education:
‘The practical value of studying … the working of foreign systems of education is
that it will result in our being better fitted to study and to understand our own.’
…
‘We cannot wander at pleasure among the educational systems of the world, like a
child strolling through a garden, and pick off a flower from one bush and some
leaves from another, and then expect that if we stick what we have gathered into the
soil at home, we shall having a living plant.’
M Sadler, M. (1900). ‘How far can we learn anything of practical value from the study of foreign
systems of education?’ Address of 20 October. In J.H. Higginson (Ed.), Selections from Michael
Sadler (pp.48-51). Liverpool: Dejall & Meyorre.
The importance of context in comparative education:
‘The comparative approach demands first and appreciation of the intangible,
impalpable, spiritual and cultural forces which underline an educational system; the
forces and factors outside the school matter even more than what goes on inside it.
Hence the comparative study of education must be founded on an analysis of the
social and political ideas which the school reflects, for the school epitomises these
for transmission and for progress. In order to understand, appreciate and evaluate the
real meaning of the educational system of a nation, it is essential to know something
of its history and traditions, of the forces and attitudes governing its social
organisations, of the political and economic conditions that determine its
development.’
I.L Kander (1933) Studies in comparative education. Boston: Houghton & Mifflin.
The purposes of comparative education
‘…I have attempted a composite list of defences of comparative studies along the
following lines. The comparative study of education:
- shows what is possible by examining alternatives to provision ‘at home’;
- offers yardsticks by which to judge the performance of education systems;
- describes what might be the consequences of certain courses of action, by
looking at experience in various countries (i.e. in attempting to predict
outcomes it can serve both to support and to warn against potential policy
decisions);
page 2
-
provides a body of descriptive and explanatory data which allows us to see
various practices and procedures in a very wide context that helps to throw
light upon them;
contributes to the development of an increasingly sophisticated theoretical
framework in which to describe and analyse educational phenomena;
serves to provide authoritative objective data which can be used to put the
less objective data of others (politicians and administrators, principally) who
use comparisons for a variety of political and other reasons, to the test;
has an important supportive and instructional role to play in the development
of any plans for educational reform, when there must be concern to examine
experience elsewhere;
helps to foster co-operation and mutual understanding among nations by
discussing cultural differences and similarities and offering explanations for
them;
is of intrinsic intellectual interest as a scholarly activity, in much the same
way as the comparative study of religion, or literature, or government, is.
D. Phillips (2000) ‘Learning from elsewhere in education: some perennial problems revisited with reference to
British interest in Germany.’ Comparative Education, Vol.36(3), pp.297-307.
Levels of comparison in comparative education studies:
Source: Bray, M. & Murray, T.R. (1995) ‘Levels of comparison in educational studies: different insights
from different literatures and the value of multilevel analyses.’
Harvard Educational Review, Vol.65(3), pp.472-490.
page 3
MA C OM PARATIVE E URO -M EDITERRANEAN E DUCATION S TUDIES
[ BY RESEARCH ]
Programme of Studies for Part-Time students
For course commencing February 2015
YEAR ONE
Semester 2 (February – June 2015)
Compulsory Units (All students must register for this/these unit/s)
EMC5701
Key Debates in Comparative Education
5 ECTS
EMC5702
Research Methods in Comparative Education
10 ECTS
Semester 2 (October 2015 – January 2016)
Compulsory Units (All students must register for this/these unit/s)
EMC5708
Education and Development
5 ECTS
EMC5704
Specialisation Programme 1
10 ECTS
YEAR TWO
Year
Compulsory Units (All students must register for this/these unit/s)
EMC5713
Dissertation
60 ECTS
page 4
What is the European Credit Transfer System [ECTS]?
Source: http://europa.eu.int/comm/education/programmes/socrates/ects/index_en.html#5
The European Credit Transfer and Accumulation System is a student-centred system
based on the student workload required to achieve the objectives of a programme,
objectives preferably specified in terms of the learning outcomes and competences
to be acquired.
What are the key features of ECTS?
• ECTS is based on the principle that 60 credits measure the workload of a
full-time student during one academic year. The student workload of a fulltime study programme in Europe amounts in most cases to around 15001800 hours per year and in those cases one credit stands for around 25 to 30
working hours.
•
Credits in ECTS can only be obtained after successful completion of the
work required and appropriate assessment of the learning outcomes
achieved. Learning outcomes are sets of competences, expressing what the
student will know, understand or be able to do after completion of a process
of learning, long or short.
•
Student workload in ECTS consists of the time required to complete all
planned learning activities such as attending lectures, seminars, independent
and private study, preparation of projects and examinations.
•
Credits are allocated to all educational components of a study programme
(such as modules, courses, placements, dissertation work, etc.) and reflect
the quantity of work each component requires to achieve its specific
objectives or learning outcomes in relation to the total quantity of work
necessary to complete a full year of study successfully.
As a general rule of thumb, part-time students should be investing around 21 hours per week on
the readings assigned for the study unit being followed, on preparing presentations, on writing up
an assignment, and on the dissertation.
[This is worked out this way: a part-time student is expected to complete 15 credits per semester.
A student is expected to invest 25 hours per credit (including contact time), i.e. 375 hours. The
first semester (October 1 to January 31) has 15 weeks (excluding the Christmas period) - 15
weekly meeting X 4 hrs contact = 60 hours. This leaves us 315 hours divided by 15 weeks (i.e. 21
hours per week) for reading, preparation of presentation and assignment, and dissertation and
other course-related research. In theory, you should be spending an average of 3 hours daily on
the Masters, and reading (in-depth) around 5-7 research papers per week. These are rough
guidelines, of course, but they set the standard you are expected to follow... and this should help
students consider the minimum that should be read in preparation for each session. It is strongly
recommended that students set aside time specifically throughout the week for work on the
Masters, and to try to integrate this in their routine].
page 5
MA BY RESEARCH
C OM PARATIVE E URO -M EDITERRANEAN E DUCATION S TUDIES
Student General Guidelines:
Course Overview
The MA-CEMES by research offers study units that introduce students to the field
of comparative education, the research techniques that can be used to carry out
comparative research in the educational sciences, and the key issues and challenges
that arise when comparing education systems and practices. Special attention is
given to Euro-Mediterranean perspectives, focusing not only on the education
systems across the European Union, but also on those of the Middle East and North
Africa region, the interaction between the countries bordering on the north and south
coasts of the Mediterranean, particularly in relation to the formation of the European
Higher Education Area and its impact on partner countries. In that context, the
complex interaction between education and development is also investigated, firmly
locating it in the nexus of power relationships between the global North and global
South. Students who join the MA-CEMES (by research) will be able to follow a
specialisation programme that encourages them to design their own learning
pathway in relation to the area of the thesis they will be investigating, under the
guidance of a study tutor and the course coordinator.
The 50,000 word dissertation provides students with the opportunity to apply the
knowledge, skills and insights developed throughout the taught component of the
course to a specific educational issue that has high policy priority in Malta, such as
co-education, banding, early school-leaving, achievement in STEM subjects,
entrepreneurship, and post-compulsory education, among others. The sustained
engagement with an educational issue, considered in a comparative perspective,
should afford important opportunities for learning from European and international
practice, and lead to significant insights that provide signposts and guidance to local
education stakeholders.
Learning Outcomes
The taught component of the course is delivered through a series of seminars,
workshops and lectures. The emphasis is on engagement with a number of texts that
students are expected to read carefully in preparation for each session, and which
form the basis of in-depth critical discussion. Students are also required to prepare
and deliver presentations as part of their academic apprenticeship, thus developing
the skills required to present research data critically and meaningfully to a range of
different audiences, including fellow scholars, policy makers and practitioners.
Local and foreign specialists in various aspects of the knowledge and skills base
associated with comparative education will be invited to add value to the discussions
on a regular basis. Students will be encouraged to, as far as possible, experience the
page 6
education system and practices of another country first-hand. Such experiences can
serve as a ‘laboratory’ for deepening one’s understanding of the manner in which
education is enacted in specific contexts, where local, regional and global dynamics
interact in complex ways.
The course will help students develop the knowledge, skills, competences and
values that are required by comparative education specialists, including the ability
to:
-­‐ Understand the epistemological debates around truth claims in educational
sciences research.
-­‐ Reflexively deploy a range of qualitative and quantitative research strategies.
-­‐ Analyse the way methodological choices influence the kinds of data produced
and the kinds of conclusions reached.
-­‐ Critically consider the purposes of comparison.
-­‐ Identify the key debates and issues in comparative education over time, and the
contributions of leading figures in the field.
-­‐ Identify the main paradigm shifts in comparative education, and why these took
place.
-­‐ Apply comparative methodologies to other fields (e.g. sociology, politics,
religion, literature, philosophy, economy, social history, cultural studies, crosscultural psychology).
-­‐ Draw on a range of disciplinary and inter-disciplinary knowledge traditions and
skills in order to make sense of complex social realities.
-­‐ Identify units of comparison (i.e. comparing places, systems, times, cultures,
values, innovations) and critically consider the types of question and evidence
that provide a legitimate basis for comparison.
-­‐ Show a critical understanding of the economic, social and political dimensions of
educational development within and across national boundaries;
-­‐ Demonstrate knowledge and understanding of policy initiatives and practice on
the ground relating to education and international development at the
international, regional, national and local level, with a particular focus on the
Euro-Mediterranean area.
-­‐ Outline the European Union's policy framework in relation to Third Countries
and identify the implications of this in a range of contexts, in relation to
education.
-­‐ Plan and implement a set of activities that are related to the research topic of the
thesis, and build up to it.
-­‐ Make presentations about research outcomes to senior researchers and peers and
to defend methodological and conceptual positions adopted.
-­‐ Develop argumentative skills that portray an issue in complex and multidimensional ways.
-­‐ Draw on an extensive literature and empirical database in order to make a driving
argument and reach conclusions about a specific research question.
-­‐ Organise a large amount of data in ways that clarify particular aspects of the link
between education and a host of pedagogical and social issues.
-­‐ Live with uncertainty given the complexity and ambiguity of all things human.
page 7
Career Opportunities and Access to Further Studies
There is a need for in-depth comparative education research in Malta, particularly in
relation to achievement levels compared to those in the European Union and
beyond. Over the past few years, Malta has taken part in major international student
assessment programmes, including PISA (Programme for International Student
Assessment), TIMSS (Trends in International Mathematics and Science Study) and
PIRLS (Progress in International Reading Literacy Study). While important data is
being generated, there needs to be a cadre of well-trained researchers who can make
sense of this comparative material in ways that generate policy insights that are
sensitive to the local context. The quantitative data also needs to be complemented
by qualitative data that captures the processes of teaching and learning at the site of
the school and the classroom.
Graduates of this MA-CEMES (by research) are therefore likely to find employment
locally in research and policy advisory capacity in the education sector, whether
state or non-state. Internationally, students with a background in comparative studies
are typically recruited by NGOs and regional and international agencies that have
responsibilities for running educational programmes. Examples of such agencies and
entities include the European Commission’s DG in Education and Culture, the
OECD, the World Bank, UNICEF, and UNESCO, among others.
Course intended for
The course sets out to enrol high achieving students from the field of education and
related sciences, preferably with some experience in educational policy and practice.
Candidates who have a broad perspective on education, and who have an interest
in—and experience of—education systems elsewhere are likely to be particularly
well equipped to engage with the issues addressed throughout the course.
Board of Studies
The academic administration of the course will be entrusted to a Board of Studies
appointed by the University Senate for the purpose. The board will be composed of:
[a] two members from the Board of the Euro-Mediterranean Centre for Educational
Research (for 2010 these are Professor Peter Mayo and Professor Grace
Grima);
[b] the course coordinator (Professor Ronald Sultana); and
[c] two student representatives (to be elected from among the course participants).
A chairperson will be appointed from among the Board members.
4. Duration
The Course shall normally extend over one calendar year of full-time study or five
semesters of part-time study.
page 8
Teaching Mode
Lectures will normally be delivered during regular weekday hours. As the Course aims
to enable knowledge transfer by drawing on international experts in the field of
comparative education, both in the taught as well as in the dissertation research
components, students should be aware of the following:
[a] Some elements of the study units will be taught in an intensive manner within a
week, possibly including the weekend. In such cases students will be advised
well in advance so that such sessions have the least negative impact possible on
their personal and professional lives.
[b] Study material and tutoring, particularly in relation to the supervision of the
dissertation, may be offered through a Distance Learning mode. It is therefore a
requirement for students to have a regular ADSL connection, including access
to e-mail facilities.
Assessment
The course will be assessed through multimodal forms of assessments depending on the
particular subject matter. Project-based tasks, field work, overseas study visits, case
studies, scenario building, and other similar strategies will be privileged.
Course Organisation and Lecturers
The course will be organised by the Euro-Mediterranean Centre for Educational
Research, and will draw on local and foreign education experts.
Results
All results can be checked via the internet on eSIMS: follow the link from
http://www.um.edu.mt/start.html
Dissertation
The dissertation is a central element of the course, to which 60 ECTS credits are
assigned, and which is expected to be 50,000 words in length. Students are encouraged
to commence work on their dissertation as early as possible during the course. For this
reason, students should contact the course co-ordinator prior to registration, indicating
the area of research they wish to focus on, so that advice as to the appropriateness of
the topic, and the availability of a suitable tutor, can be given. Reading lists may also be
assigned so that students can commence work on their formal proposal.
The University of Malta has adopted stringent guidelines concerning the ethical issues
that must be respected by students and staff carrying out research involving persons.
Students whose research entails ethical clearance must submit their research proposals
to the University Research Ethics Committee (UREC), through the EMCER Board of
page 9
Studies, using the standard forms available at http://www.um.edu.mt/urec. Field work
cannot be started before the approval of this Committee.
The dissertation must meet the following specifications:
[a] Paper size: International Standard Size A4 (29.7x 21cm);
[b] Typing: Double spacing for the main text. Single spacing for footnotes. Single
spacing may also be used for long quotations in the main text. Left-hand margin
of 3.5 cm. Top and right-hand margin of 1.5 cm. A top margin of 5 cm to be left
on the first page of every division, i.e. chapters, bibliography, etc. Footnote(s)
should appear at the bottom of the relevant page or after every chapter.
[c] Format: The main text, including the introduction (if any), the bibliography and
any appendices of the dissertation shall have Arabic numerals; the title page,
dedication (if any), preface, acknowledgements, table of contents, etc. preceding
the main text, shall have Roman numerals;
[d] Binding: Three unbound copies of the dissertation shall be submitted. After a
successful defence, two copies of the dissertation as approved by the Board of
Examiners, shall be sewn and bound as follows:
In cloth (preferably black) with stiff boards and good quality end papers; with
lettering (preferably in gold) on the front and spine showing:
(i)
the name of the student;
(ii)
the title or short title of the dissertation;
(iii) the degree for which the dissertation is submitted; and
(iv)
the year of submission.
Maps, diagrams, graphs, printed material, etc. should be bound with the
dissertation, but if this is not possible they should be presented separately in
special folders or volumes and numbered.
[e] One digital copy of the dissertation shall be deposited in the University Library
and one in the library of the Centre; and
[f] Layout of title page: title of dissertation and subtitle (if any), followed by the
name of the student, the subject, and the date of submission. For example, “A
dissertation presented in the Euro-Mediterranean Centre for Educational
Research in the University of Malta for the degree of Master of Arts
(Comparative Euro-Mediterranean Education Studies), followed by month and
year of submission.
[g] There must be consistency in the referencing style used throughout the
dissertation. Students can opt for one of the standard referencing systems in
their bibliography, such as the APA, Chicago, MLA, or Harvard styles.
page 10
INDIVIDUAL STUDY PLAN
for the self-directed part of the course:
EMC5704: Specialisation Unit
MA in Comparative Euro-Mediterranean Education Studies (by research)
Instructions:
[1] Please develop your ISP together with your thesis tutor
[2] Try to engage in activities that link with your thesis and/or MA course
[3] Activities can include conferences, lectures, MA-level units, learning visits...
[4] As a rule of thumb, you should clock up a minimum of 10 hours of contact time
[5] Prepare a different sheet for each task – you can use more than 1 page
Name:_________________________
Date started:
…………………….
Date completed:
…………………….
No of Hrs involved:
…………………….
Description of Task No 1:
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…………………………………………………………………….
…………………………………………………………………….
Learning outcomes in relation to thesis and/or MA course:
…………………………………………………………………………………………......
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Student’s signature
…………………………..
Tutor’s signature
Date: …………………………….
Date: ………………………
page 11
G UIDELINES
FOR SUBM ITTING A
R ESEARCH P ROPOSAL
1. Research Problem: What research problem (or question) is this study
designed to address? What hypotheses, if any, will this study seek to test?
2. Theoretical Framework: What disciplines or other sources of knowledge
will you draw upon to build your conceptualization for the proposed
research? What are the fundamental theoretical perspectives upon which the
study is based? What are the major concepts informing your study, and how
are they connected? What is the key literature?
3. Research Method: Describe and justify each of the following aspects of
your research method:
- Design: What general label would you use to describe your research
(e.g., ethnographic, experimental, historical, survey research) and
how will you construct the specific design for the study? What is the
key methodological literature?
-
Sample: From what sources will you gather data and/or information?
-
Data Collection: How will you seek to collect valid and reliable
information? In what contexts? Using what kinds of data and/or
information collection procedures?
-
Data Analysis: How will you organize data and/or information for
purposes of analysis? What procedures will you use to analyze your
data and/or information in order to address your research questions or
hypotheses?
-
Report Format: How will you present your findings?
4. Significance of the Study: What implications will the findings of your study
have for theory and policy/practice in education?
5. References: What are the major sources from the literature that are important
for the study?
page 12
G UIDELINES
FOR
S EM INAR P RESENTATIONS
Role of Presenters:
1. Presentations should be organized to take no more than the time allocated.
2. It is expected that presentations will not merely be descriptive book or article
reports, but rather, more creative, analytical, and reflexive endeavours that
engage all class participants. Thus, the format of the presentations is open to
the students' choice. A list of supplementary references will be provided and
most of these readings can be obtained from the course leader.
3. Presenters are required to provide the instructor and all class members with
copies of a 4-5 page, single-spaced, abstract or summary of their
presentation, including key references. In an effort to be environmentally
friendly, printed material should make use of both sides of a page.
4. Presenters should make sure that, at least one week prior to the presentation,
the discussant(s) for their presentation receive(s) a copy of this
summary/abstract as well as any other material that is considered to be useful
for the discussion.
5. Students making presentations on their dissertation projects should ensure
that their supervisor attends the session to participate in the discussion. Other
interested faculty should be encouraged to attend and participate as well.
Role of Discussants:
1. At least one week prior to the presentation, contact the presenter to find out
if there are areas of the abstract/summary that should be emphasized in the
commentary. If the presenter is reporting results from an already completed
study, find out if and when the complete results section can be obtained.
2. Read the abstract/summary as well as study results if they are available. Note
comments or questions.
3. After the presenter finishes his/her remarks, each discussant should be
prepared make comments and to raise at least one or two questions.
Comments should be constructive criticisms or suggestions for further
developing the research. Questions should seek clarification or facilitate
discussion. Each discussant should limit her/himself to 15 minutes in order to
allow time for discussion by class members.
4. Share additional comments and questions with the presenter after class.
Suggest relevant readings.
Role of Other Seminar Participants:
1. Pick up copies of abstracts/summaries of presentations in the week prior to
the class session (Presenters can send their material by e-mail).
2. Read the abstracts/summaries and note comments and questions.
3. During the open discussion period share one of your comments or questions,
if time permits. Comments and questions should be helpful to the presenter.
4. Discuss with the presenter after class any additional comments or questions.
Suggest relevant readings.
page 13
H OW
TO
W RITE
A
T ERM P APER - S OM E G UIDELINES
Adapted from: http://www.fordham.edu/halsall/med/howto.html
Introduction
Writing papers may well be the opportunity for you to learn more about the subject
you are studying than any other aspect of a course. It is worth doing well. You not
only learn more, you also think more deeply about a topic when you have to put
words on paper. Finally good grades depend on good papers.
I Collecting Information
Opinion is a fine thing, but at a masters level your opinions are only worthwhile if
they are backed up by facts and arguments. You must collect information, and, since
many topics will be new to you, it is worthwhile looking at the work and opinions of
more than one author. You should certainly look at your textbook/s or reading pack
but also at other authors. Your professors will always be willing to give suggestions.
As well as your textbook, you should learn to use the library as a source of
information. Make it a top priority to learn how to find a book in the Library, how to
use journals, reference volumes, and the open access to several resources on the
UoM and other websites.
II Recording Information
It is no use to just read a book and then write. You must record what you read so that
you can review it before and during the writing of the paper. There are a number of
ways to do this:
- You can mark the book - only if it is your own copy or a photocopy - with
pencils or highlighting pens. You cannot use this method on Library
books and it is of limited use as it can be difficult to locate what is really
important if you have marked up half a book. It also reduces the resale
value of books.
- You can use index cards and note down one, or a series of connected facts,
on a card. You then use the cards to organize the information in the way
you want to use it in the paper. One problem is that you may get bogged
down in detail. The other is that it can be difficult to review index cards
at examination time. In general this is the method that is successful for
most people. Make sure that you note down on each card the source of
your information or you lose track of what each card means.
- Finally you can try to summarize a chapter on paper or digitally. You can
note down both facts and arguments at length. This system can be
cumbersome if you take a lot of notes, but is very good for reviewing
before exams.
III Thinking About the Topic
After you have read as much as you need, DO NOT just start to write. Think about
what you have read, mull over it on a walk, or discuss it with friends. The professor
already knows about what you are writing and is looking to see how well you have
understood a topic. It is no use at all to just present your reading notes stuck between
an introduction and a conclusion.
page 14
IV The Plan
Sketch out on paper several ways of presenting your topic and your thoughts. You
might think of doing this as a connected argument, or as a series of related headings
organised in a way that makes sense of what you read. Another useful approach is to
state, prove and defend a thesis.
You must always write out a plan. It will help you to be clearer both in papers and
in tests. It is in fact another way of thinking about your topic.
V Writing and Editing
You cannot expect to just write out a paper and hand it in. It is a good writing
technique to just WRITE down your thoughts as they come into your head (always
keeping an eye on your paper plan). Do not stop to edit or correct spelling and
grammatical mistakes. WRITING and EDITING are different skills. Even though
you may think what you are writing is bad or plain stupid, once you have got it
down on paper you can go back and look at what you have written. At that stage you
can begin to knock it into shape, correct spelling and grammar and improve your
style. Almost everybody thinks that what they are writing is bad at the time they
write it: your aim is to find a way around this mental block.
VI Finishing Touches
Before you hand a paper in make sure it looks good - use the Reference style sheet
included in this pack. Eliminate spelling and grammatical errors. Make sure all your
references are noted. Add a booklist.
H OW P APERS
ARE
M ARKED
Students sometimes do not understand how a paper is graded. The following
outlines basic elements of different papers ranging from ‘superior’ to ‘failing’. The
scheme of grades awarded at the University of Malta are outlined in the General
Regulations for Postgraduate Awards (Reg. 28), available at the following link:
http://www.um.edu.mt/registrar/regulations/general/postgraduate_harmonised_regul
ations. The basic grade of a paper derives from its content, but presentation, style,
and correct adherence to a standard referencing system may also make the difference
between the higher and lower grades.
The Superior Paper
Thesis: Easily identifiable, plausible, novel, sophisticated, insightful, crystal
clear.
Structure: Evident, understandable, appropriate for thesis. Excellent
transitions from point to point. Paragraphs support solid topic sentences.
Use of evidence: Primary source information used to buttress every point
with at least one example. Examples support mini-thesis and fit within
paragraph. Excellent integration of quoted material into sentences.
page 15
Analysis: Author clearly relates evidence to ‘mini-thesis’ (topic sentence);
analysis is fresh and exciting, posing new ways to think of the material.
Logic and argumentation: All ideas in the paper flow logically; the
argument is identifiable, reasonable, and sound. Author anticipates and
successfully defuses counter-arguments; makes novel connections to outside
material (from other parts of the class, or other classes) which illuminate
thesis.
Mechanics: Sentence structure and grammar excellent; correct use of
punctuation and citation style; minimal to no spelling errors; absolutely no
run-on sentences.
The Good Paper (B)
Thesis: Promising, but may be slightly unclear, or lacking in insight or
originality.
Structure: Generally clear and appropriate, though may wander
occasionally. May have a few unclear transitions, or a few paragraphs
without strong topic sentences.
Use of evidence: Examples used to support most points. Some evidence
does not support point, or may appear where inappropriate. Quotes well
integrated into sentences.
Analysis: Evidence often related to mini-thesis, though links perhaps not
very clear.
Logic and argumentation: Argument of paper is clear, usually flows
logically and makes sense. Some evidence that counter-arguments
acknowledged, though perhaps not addressed. Occasional insightful
connections to outside material made.
Mechanics: Sentence structure and grammar strong despite occasional
lapses; punctuation and citation style often used correctly. Some (minor)
spelling errors; may have one run-on sentence.
The Borderline Paper
Thesis: May be unclear (contain many vague terms), appear unoriginal, or
offer relatively little that is new; provides little around which to structure the
paper.
Structure: Generally unclear, often wanders or jumps around. Few or weak
transitions, many paragraphs without topic sentences.
Use of evidence: Examples used to support some points. Points often lack
supporting evidence, or evidence used where inappropriate (often because
there may be no clear point). Quotes may be poorly integrated into sentences.
Analysis: Quotes appear often without analysis relating them to mini-thesis
(or there is a weak mini-thesis to support), or analysis offers nothing beyond
the quote.
Logic and argumentation: Logic may often fail, or argument may often be
unclear. May not address counter-arguments or make any outside
connections.
Mechanics: Problems in sentence structure and grammar (usually not
major). Errors in punctuation, citation style, and spelling. May have several
run-on sentences.
page 16
The ‘Needs Help’ Paper
Thesis: Difficult to identify at all, may be bland restatement of obvious
point.
Structure: Unclear, often because thesis is weak or non-existent.
Transitions confusing and unclear. Few topic sentences.
Use of evidence: Very few or very weak examples. General failure to
support statements, or evidence seems to support no statement. Quotes not
integrated into sentences; "plopped in" in improper manner.
Analysis: Very little or very weak attempt to relate evidence to argument;
may be no identifiable argument, or no evidence to relate it to.
Logic and argumentation: Ideas do not flow at all, usually because there is
no argument to support. Simplistic view of topic; no effort to grasp possible
alternative views.
Mechanics: Big problems in sentence structure and grammar. Frequent
major errors in citation style, punctuation, and spelling. May have many
run-on sentences.
The Failing Paper
Shows obviously minimal lack of effort or comprehension of the assignment. Very
difficult to understand owing to major problems with mechanics, structure, and
analysis. Has no identifiable thesis, or utterly incompetent thesis.
Types of assignments
Students are encouraged to try out different forms of assignment projects in order to
develop different skills that are required by researchers in the comparative education
field. Here are some of the more common forms of projects that are used in a
university setting.
Research Paper:
This should be around 6,000 words in length—i.e. the length of a normal journal
paper—and focus on one or more issues covered in a course. The paper should be
comparative in scope, though it can also focus on one country if the course tutor
agrees to it. Students are normally expected to work individually. Close attention
should be paid to writing with clarity, the logic of your arguments, and effective use
of supporting evidence. The logic behind the grading scheme is provided in the
course introductory pack.
Book Review:
Students may opt to choose a book (e.g. from the list of key texts recommended or
from their own bibliographic searches). The topic of the book must have relevance
to the comparative education field (i.e. either focusing directly on comparative
education, or using comparative methodology to address specific education issues).
The books may be practically or theoretically oriented. Students should aim to write
page 17
a critical rather than a merely descriptive book review. There are many websites
providing tips in this task. A useful is:
http://www.chicano.ucla.edu/press/siteart/jli_bookreviewguidelines.pdf
Literature Review:
The assignment can take the form of a literature review about a specific topic or
issue. In a literature review, the texts need to be
• summarized
• compared and contrasted (highlighting the particular perspective of each author)
• analyzed (strengths and weaknesses of each perspective),
• critically reflected (evaluating the usefulness of the text for the field of Comp Ed)
A literature review needs to be descriptive, analytical, contrastive, and evaluative.
Draw conclusions from the texts and reflect on implications for practice and/or
research in international comparative education. Highlight the limitations of your
study and identify interesting aspects of your research topic that you were not able to
cover in more depth.
Be advised that in a literature review, the theme needs to be at centre stage and not
the topic Select texts that address the same topic. Formulate a research question
which has been addressed by your selected authors. Your literature review should
answer the research question by including and referring the selected journal articles
and/or book chapters. Always include a title page and a bibliography.
Annotated bibliographic search:
This entails focusing on a theme and drawing up a detailed list of resources (mainly
journal articles, books, reports, statistical databases) focusing around sub-categories
of the same theme, with a short summary of what each item is about and what its
main conclusions are. This should help students improve Internet search and
navigating skills, as well as to draw up a ‘cartography’ of issues in a particular
theme or area.
Country case study:
Students can choose to draw up a country profile or country case study in relation to
a particular theme. Each student can select one country of special interest and will
become
the class ‘expert’ on that nation. Information to be considered besides an
in-depth research analysis of the overall educational system may include:
- the structure and governance of the education system
- curriculum, assessment, evaluation
- reforms
- preschool, elementary, secondary, and special education – equity issues
- diversity, learning and teaching methods
- higher and adult education (including financing, for instance)
- teacher education, training and major issues
You may interview an expert from the nation you have chosen to get relevant data
and an ‘insider’s’ view.
page 18
R EFERENCING S YSTEM
R EFERENCES should be indicated in the text by giving the author’s name followed
by the year of publication in parentheses, e.g. ‘...research by Rust & Porcher (2004)
indicated...’, alternatively this could be shown as ‘....research (Rust & Porcher,
2004) showed...’. When citing, the date should be followed by page reference, as
follows: ‘in cases where professionalism was absent, teachers were as good as their
textbooks’ (Rust & Porcher, 2004, p.8).
The full references should be listed in alphabetical order at the end of the paper. You
can use any accepted style (e.g. Chicago style, APA, MLA), as long as you keep to
the same standard. The following reference style is suggested as one example:
Book: Surname, Name initials (date of publication) Title of book. Place of
Publication: Publisher, as in the following examples:
Paulston, R. (2000) Social cartography: mapping ways of seeing social and
educational change. New York and London: Garland Publishing.
Stromquist, N. & Monkman, K. (eds)(2000) Globalization and education:
Integration and contestation across cultures. Boulder: Rowman & Littlefield.
Article in Journal: Surname, Name initials (date of publication) Title of article,
Title of Journal, Volume(issue), pages, as in the following example:
Bray, M. & Murray Thomas, R. (1995) ‘Levels of comparison in educational studies:
different insights from different literatures and the value of multilevel analyses.’
Harvard Educational Review, Vol.65(3), pp.472-490.
Chapter in Book: Surname initial/s, Name initials (date of publication) Title of
chapter. In Name initials and Surname of (editor/s) Title of book. Place of
Publication: Publisher, as in the following example:
Epstein, E.H. (1986) ‘Currents Left and Right: ideology in comparative education.’ In
P.G. Altbach & G.P. Kelly (eds) New approaches to comparative education.
Chicago & London: University of Chicago Press, pp.233-260.
C ITATIONS
FROM INTERNET SOURCES :
Book:
W. Bos & R.H. Lehmann (eds) Reflections on educational achievement.
http://www.waxmann.com/index2.html?kat/310.html (1 October 2005).
Journal article:
Douglass, S. & Shaikh, M.A. (2004) ‘Defining Islamic education: differentiation
and applications.’ Current Issues in Comparative Education, Vol.7(1),
http://www.tc.columbia.edu/cice/articles/sdms171.html (1 October 2005).
page 19
C OM PARATIVE E DUCATION R ESOURCES
W EBSITE L INKS :
To general comparative studies:
The Ohio State University runs several programmes in comparative studies (e.g.
(comparative cultural studies, comparative literature, comparative religions,
comparative folklore, etc.)http://comparativestudies.osu.edu/
To Comparative Education Societies:
WCCES website http://www.hku.hk/cerc/wcces
Within the website are links to the Ministry of Education (or equivalent) in
practically every country of the world, as well as to many professional bodies....
To education journals (some of which are comparative and international
education journals):
The Mediterranean Journal of Educational Studies can be accessed at:
http://www.um.edu.mt/emcer/mjes
The following website provides free access to the Malta Review of Educational
Research: http://www.um.edu.mt/educ/about/publications/mrer/about#About
The comparative education journal Current Issues in Comparative Education can be
accessed free of charge at: http://www.tc.columbia.edu/cice/
The following journals are available free of charge and in full text from the
Electronic Journals of The Malta University Library: Compare; Comparative
Education Review; Comparative Education; European Education Research Journal;
Prospects, British Journal of Sociology of Education http://www.lib.um.edu.mt/
The comparative education journal In Focus can be accessed free of charge at:
http://www.escotet.org/infocus/current_issue.htm
The following website is a Social Science Information Gateway to several areas of
interest in the comparative education area:
http://www.sosig.ac.uk/roads/subject-listing/World/educ.html
The following website provides A Directory of Open Access Journals:
http://www.doaj.org/ljbs?cpid=127 with free access to a range of journals.
The following websites provides access to e-journals and newsletters on education:
http://www.scre.ac.uk/is/webjournals.html
page 20
The following website hosts
http://edrev.asu.edu/index.html
reviews
of
books
on
education:
The following page links to 79 free-access Journals and Newsletters of relevance to
education. These are available partially or in their entirety, online:
http://www.scre.ac.uk/is/webjournals.html
The following Website provides free access to the Journal for Critical Education
Policy Studies: http://www.ieps.org.uk/
The following website has links to several resources in comparative education,
including access to free comparative education journals on-line:
http://www2.etown.edu/vl/intleduc.html
To comparative education databases:
The EURYDICE website provides access to comparative studies on education in the
EU: http://www.eurydice.org/accueil_menu/en/frameset_menu.html
UNESCO, Statistical Yearbook, issued yearly. Facts on education, technology,
culture, and the media worldwide.
UNESCO, International Bureau of Education, World Data on Education. A guide to
the structure of national education systems. Concise descriptions of 144
educational systems, together with some statistical data on primary education.
Website: http://www.unesco.org/publications
World Bank, World Development Report (Oxford), issued yearly. Contains selected
social and economic data relating to education and other topics on more than 120
countries.
OECD, Education at a Glance: OECD Indicators, issued yearly. Comparative
analysis of education system performance with quantitative indicators reflecting
the
current
state
of
education
internationally:
http://new.SourceOECD.org/education
The following website provides statistical and other information about major
international
and
cross-national
comparative
education
studies:
http://nces.ed.gov/surveys/international/
The following is a portal to resources and information data bases about different
countries
in
the
world,
including
their
educational
systems:
http://www.loc.gov/rr/international/portals.html
To sources of information about education and education systems
Center for the Social Organization of Schools http://scov.sos.jhu.edu [Johns Hopkins
University]
The Civil Rights Project: http://www.law.harvard.edu/groups/civilrights [Harvard
University]
The Learning First Alliance: http://www.learningfirst.org/
Centre for Educational Research and Innovation” http://www.oecd.org/cer/ [OECD]
International Bureau of Education: http://www.ibe.unesco.org/
page 21
Rand Education (The Rand Corporation): http://www.rand.org/centers/education/
The CATO Institute Center on Education and Child Policy:
http://www.cato.org/research/edu-­‐‑st.html
Public Education Network: http://www.PublicEducation.org/
Consortium on Chicago School Research: http://www.consortium-­‐‑chicago.org/
The National Center for Public Policy and Higher Education:
http://www.highereducation.org/
The Division on Behavioral and Social Sciences and Education of the National Rese
arch Council:
http://www4.nas.edu/cp.nsf/Projects+_by+_Unit?OpenView&Start=1&Count=3
0&Expand=1#1
European Institute for Education and Social Policy: http://www.eiesp.org
To comparative education books and other resources:
Harold Noah & Max Eckstein (1998): Doing comparative education: three decades
of research. http://www.hku.hk/cerc/Publications/CERC-5.htm
Click on the comparative education link in this website to get access to further
resources: http://www.escotet.org/web/educatio.html
The following site has several important links to comparative education resources:
http://www.luc.edu/schools/education/ciegsa/
The GENIE (Globalisation and Europeanisation Network in Education) website has
several links as well as documents, articles, reviews, etc. that are relevant to the
course: http://www.genie-tn.net/
To major cross-national comparative studies:
http://nces.ed.gov/timms - for the most recent IEA study on achievement in
mathematics and science
www.pisa.oecd.org - for an alternative study of educational achievement in OECD
countries
S OM E K EY C OM PARATIVE E DUCATION T EXTS
Archer, M.S. (1984) Social origins of education systems [Original full version,
London: Sage, 1979; abridged university version, London: Sage, 1984].
Arnove, R.F. (2003) Comparative education: the dialectic of the global and the
local. Rowman and Littlefield (2nd edition).
Baker, D. & Gerald K. LeTendre (2005). National differences, global similarities.
Stanford: Stanford University Press.
Baldacchino, G. & Farrugia, C. (eds) (2002) Educational planning and management
in small states: concepts and experiences. London: Commonwealth Secretariat.
Beauchamp, E.R. (ed.)(2001) The comparative education reader. London: Falmer
Press.
page 22
Benjamin, G.R. (1997) Japanese lessons: a year in a Japanese school through the
eyes of an American anthropologist. New York: New York Review of Books.
Bradshaw, Y.W. (ed.)(1997) Education in a comparative perspective: new lessons
from around the world. Brill Academic Publishers.
Bray, M. (ed.)(2003) Comparative education: continuing traditions, new challenges,
new paradigms. Dordrecht: Kluwer.
Bray, M. & Packer, S. (1993) Education in small states: concepts, challenges and
strategies. Oxford: Pergamon Press.
Bray, M., Adamson, B. & Mason, M. (eds)(2007) Comparative education research:
approaches and methods. Hong Kong: CERC & Springer.
Burns, R. & Welch, A. (eds)(1992) Contemporary perspectives in comparative
education. New York: Garland Press.
Carnoy, M. (1974) Education as cultural imperialism. New York: MacKay.
Carnoy, M. (1999) Globalization and educational reform: what planners need to
know. Paris: Unesco, International Institute for Educational Planning. [Open
access from: http://unesdoc.unesco.org/images/0012/001202/120274e.pdf ]
Crossley, M. & Watson, K. (2001) Comparative and international research in
education. London: Falmer Press.
Crossley, M. & Watson, K. (2003) Globalisation, context and difference. London &
New York: RoutledgeFalmer.
E. H. Epstein & McGinn, N.F. (eds)(2000) Comparative perspectives on the role of
education in democratization [Vol.2]. New York: Peter Lang.
Fagerlind, I. & Saha L.J. (1989) Education and national development: a
comparative perspective (2nd Ed.) Toronto: Pergamon.
Fraser, S. & Brickman, W. (eds.)(1968) A history of international and comparative
education: 19th century documents. Illinois: Scott Foresman and Co.
Goetz, H. (ed.)(1964) M.A. Jullien’s plan for comparative education: 1816-1817.
New York: Teachers College Columbia.
Green, A. (1990) The state and the rise of national education systems. London:
Macmillan.
Green, A. (2002) Education, globalization and the role of comparative research.
London: Institute of Education.
Groux, D., Perez, S., Porcher, L. Rust, V.D. & Tasaki, N. (2002) Dictionnaire
d’éducation comparée. Paris: Harmattan.
Kubow, P.K. and Fossum, P.R. (2002) Comparative education: exploring issues in
international context. Prentice Hall.
Le Than Khoi (1995) Education et civilisations. Les sociétés d'hier. Paris: Nathan.
Leschinsky, A. & Mayer, K.U. (eds) The comprehensive school experiment
revisited: evidence from Western Europe. Frankfurt: Peter Lang,
Mazurek. K., Winzer, M.A. & Majorek, C. (2000) Education in a global society: a
comparative perspective. New York: Allyn & Bacon.
McGinn, N.F. & Epstein, E.H. (eds)(2000) Comparative perspectives on the role of
education in democratization [Vol.1]. New York: Peter Lang.
Ninnes, P. & Mehta, S. (2004) Re-imagining comparative education. London:
Falmer.
Nucho, L.S. (2001) Education in the Arab world. AMIDEAST.
Paulston, R. (2000) Social cartography: mapping ways of seeing social and
educational change. New York & London: Garland Publishing.
page 23
Phillips, D. & Ertl, H. (eds)(2003) Implementing EU education and training
policies: a comparative study of issues. Springer.
Phillips, D. (1992) Lessons in cross-national comparisons in education. Symposium
Books.
Postlethwaite, T.N. (ed)(1995) International encyclopedia of national systems of
education. Oxford: Pergamon,
Postlethwaite, T.N. (ed.)(1988) Encyclopedia of comparative education & national
systems of education. Oxford: Pergamon.
Schriewer, J. & Holmes, B. (1988) Theories and methods in comparative education.
Frankfurt am Main, Bern, New York, Paris: Peter Lang.
Schriewer, J. (ed.)(2003) Discourse formation in comparative education. Frankfurt
am Main, Bern, New York, Paris: Peter Lang.
Steiner-Khamsi, Gita (ed.) (2004). The global politics of educational borrowing and
lending. New York: Teachers College Press.
Stromquist, N. & Monkman, K. (eds)(2000) Globalization and education:
ntegration and contestation across cultures. Boulder: Rowman & Littlefield.
Taneja, R.P. (2002) Encyclopedia of comparative education. Anmol Publications.
Thomas, A. & Ploman, E.T. (eds)(1985) Learning and development in a global
perspective. Toronto: OISE Press.
Turner, J.D. (ed.)(1996) The state and the school: an international perspective.
London: Falmer Press.
Watson, K. (2001) Doing comparative education. Symposium Books.
Wickremasinghe, W. (ed.)(1992) Handbook of World Education. American
Collegiate Service.
Zajda, J. (ed.) (2005) International handbook on globalisation, education and policy
research. Springer.
C OM PARATIVE [ AND
OTHER ] E DUCATION J OURNALS
[Those marked * are held by EMCER and/or the UoM library, or permit free access]
-
Canadian and International Education
Comparative Education Review*
Comparative Education*
Compare*
Current Issues in Comparative Education*
European Education Research Journal*
Globalisation, Societies and Education*
In Focus*
International Journal of Educational Development*
International Review of Education*
Journal for Critical Education Policy Studies*
Journal of Maltese Educational Research*
Mediterranean Journal of Educational Studies*
Muslim Education Quarterly*
Oxford Studies in Comparative Education
Prospects*
World Studies in Education
page 24
U NIVERSITY
OF
M ALTA L IBRARY R ESOURCES
Several education journals can be freely accessed via the UoM library at:
https://www.um.edu.mt/library/hydi/libweb/action/search.do?dscnt=1&dstmp=1424
030077323&vid=356MALT_VU1&fromLogin=true
The UoM Library subscribes to several other education journals (e.g. British Journal
of Sociology of Education; the European Journal of Teacher Education; the
American Educational Research Journal, etc…). Many of these feature articles
which are of interest to comparativists. A full list of the print journals the university
subscribes to can be perused at:
http://www.um.edu.mt/__data/assets/pdf_file/0008/20789/printjournals.pdf
O PEN A CCESS J OURNALS
Several more journals are available free of charge through on-line, open-access. For
a full list of open access journals, see:
http://www.doaj.org/
page 1