KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDUC xxxx /Doctorate of Education
Department
Bagwell College of Education
Degree Title (if applicable)
Doctor of Education
Proposed Effective Date
August 1, 2006.
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a
new course with a new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as
part of a new program. Current catalog information (Section I) is required for each
existing course incorporated into the program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
_____
Date
Faculty Member
Approved
Not Approved
Department
Curriculum
Committee
Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
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Vice President for Academic Affairs
Date
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President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number _EDUC 9xxx
Course Title ____ Comparative/International Education_____________
Credit Hours
3
Prerequisites
Admission to EDS Program or Permission of Instructor
Description (or Proposed Degree Requirements)
This course surveys the substance and methods of comparative international education,
and focuses on current global patterns of educational development in context of the lived
experiences of people in different cultures.
III.
Justification
The purpose of the course is to introduce students to the comparative studies literature
and to develop understanding of the relative utility of different theoretical approaches and
research methods for understanding formal (and non-formal) educational issues in
comparative perspective. Course addresses similarities and differences in educational
policy and practice between developed and developing societies.
IV.
Additional Information (for New Courses only)
Instructor: To be determined.
Texts:
Arnove, R.F. & Torres, C.A. (2003). Comparative Education: The Dialectic of the
Global and the Local. Oxford, U.K.: Rowman and Littlefield Publishers, Inc.
P.K. Kubow & P.R. Fossum, Comparative Education: Exploring Issues in International
Context (Merrill Prentice Hall, 2003).
Prerequisites: Admission to EDD Program or Permission of Instructor
Objectives:
1.
Understand the historical development of comparative international education.
2.
Develop awareness and understanding of other cultures, countries, and peoples from
cultural, social, geographic, political, and economic points of view.
3.
Develop the ability to reflect on, understand, and respond to complex international
and intercultural issues relating to education and development.
4.
Examine the role of education in global, social, political and economic development.
5.
Develop a sense of world mindedness.
6.
Develop the ability to think logically and critically, and to apply knowledge from
multiple disciplines to many different contexts.
7.
Develop the ability to locate, identify, and use sources of information from multiple
disciplines to understand and address issues related to education.
8.
Analyze issues of education in the US from comparative and contrastive perspectives
in a global context.
Instructional Method:
Course method will include, but are not limited to:
1.
2.
3.
4.
Lecture
Student research projects
Class exercises
Presentations
Method of Evaluation:
5. Class and group discussions
6. Reading assignments
7. Simulations
8. Case studies
1.
2.
3.
4.
5.
Mid-term examination:
Individual reading reports
Case study
Group presentation
Final examination
20%
15%
20%
20%
25%
Grades will be based on the following criteria:
90% to 100%
Grade A
60% to 69%
80% to 89%
Grade B
59% or below
70% to 79%
Grade C
V.
Grade D
Grade F
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
* The resources and funding of this course are figured in as part of the budget of the
entire college wide Doctor of Education Program. Please see attached Program Budget
Sheet.
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
3__________________________________
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Doctorate of Education
EDUC 9XXX
Comparative/International Education
August 1, 2006.
Regular
N.A.
N.A.
APPROVED:
_____________________________________________
___
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
EDUC9XXX Doctorate of Education
Bagwell College of Education
Kennesaw State University
_____________Semester, 20___.
Instructor:
Name
Rank
Address
Phone Number (office)
FAX: (770) 423-6910
E-mail:
Class Session: Day and time
Room Number
Semester Hours: 3
Prerequisites: Admission to EDD Program or Permission of Instructor
Text (required):
Arnove, R.F. & Torres, C.A. (2003). Comparative Education: The Dialectic of the Global and the
Local. Oxford, U.K.: Rowman and Littlefield Publishers, Inc.
P.K. Kubow & P.R. Fossum, Comparative Education: Exploring Issues in International Context
(Merrill Prentice Hall, 2003).
.
Referenced Journals: Comparative Education Review
Comparative Education
Compare
International Review of Education
International Journal of Educational Development
Prospects
World Studies in Education
Cross-Cultural Research
Catalog Description:
This course surveys the substance and methods of comparative international education, and
focuses on current global patterns of educational development in context of the lived experiences
of people in different cultures.
Purpose/Rationale:
The purpose of the course is to introduce students to the comparative studies literature and to
develop understanding of the relative utility of different theoretical approaches and research
methods for understanding formal (and non-formal) educational issues in comparative
perspective. Course addresses similarities and differences in educational policy and practice
between developed and developing societies.
Conceptual Framework:
COLLABORATIVE DEVELOPMENT OF EXPERTISE IN
TEACHING AND LEARNING
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and leaders
who
possess the capability, intent and expertise to facilitate high levels of learning in all of their
students
through effective, research-based practices in classroom instruction, and who enhance the
structures that support all learning. To that end, the PTEU fosters the development of candidates
as they progress through stages of growth from novice to proficient to expert and leader. Within
the PTEU conceptual framework, expertise is viewed as a process of continued development, not
an end-state. To be effective, teachers and educational leaders must embrace the notion that
teaching and learning are entwined and that only through the implementation of validated
practices can all students construct meaning and reach high levels of learning. In that way,
candidates are facilitators of the teaching and learning process. Finally, the PTEU recognizes,
values and demonstrates collaborative practices across the college and university and extends
collaboration to the community-at-large. Through this collaboration with professionals in the
university, the public and private schools, parents and other professional partners, the PTEU
meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of
learning.
Use of Technology
Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the master teacher
preparation program, and all candidates must be able to use technology to improve student learning
and meet Georgia Technology Standards for Educators. During the courses, candidates will be provided
with opportunities to explore and use instructional media, especially microcomputers, to assist teaching.
They will master use of productivity tools, such as multimedia facilities, local-net and Internet, and feel
confident to design multimedia instructional materials, create WWW resources, and develop an electronic
learning portfolio.
Diversity Statement
A variety of materials and instructional strategies will be employed to meet the needs of the
different learning styles of diverse learners in class. Candidates will gain knowledge as well as
an understanding of differentiated strategies and curricula for providing effective instruction and
assessment within multicultural classrooms. One element of course work is raising candidate
awareness of critical multicultural issues. A second element is to cause candidates to explore
how multiple attributes of multicultural populations influence decisions in employing specific
methods and materials for every student. Among these attributes are age, disability, ethnicity,
family structure, gender, geographic region, giftedness, language, race, religion, sexual
orientation, and socioeconomic status. An emphasis on cognitive style differences provides a
background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons
defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with
Disabilities Act of 1990. A number of services are available to support students with disabilities
within their academic program. In order to make arrangements for special services, students must
visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual
assistance plan. In some cases, certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State
University that address each of the multicultural variables outlined above.
Statement for school-based activities
While completing your graduate program at Kennesaw State University, you are required to be
involved in a variety of leadership and school-based activities directed at the improvement of
teaching and learning. Appropriate activities may include, but are not limited to, attending and
presenting at professional conferences, actively serving on or chairing school-based committees,
attending PTA/school board meetings, leading or presenting professional development activities
at the school or district level, and participating in education-related community events. As you
continue your educational experiences, you are encouraged to explore every opportunity to learn
by doing.
Doctorate of Education (EdD)
The knowledge, skills and dispositions (KSD’s) of the graduates of the The Kennesaw State
University Doctorate of Education program of the Bagwell College of Education reflect the
unique aspects of this degree. Collaboratively developed by faculty from across the university
and in consultation with community/school partners, these outcomes and proficiencies delineate
the high expectations we have for graduates who will be Leaders for Learning. Clearly, the
proficiencies reflect the complex nature of student learning in advanced degree programs leading
to a terminal degree. Consequently, many of the proficiencies listed below incorporate aspects of
knowledge, skills and dispositions within a single proficiency. These proficiencies are clearly
linked to our conceptual framework, The Collaborative Development of Expertise in Teaching,
Learning and Leadership.
Graduates from the Doctorate of Education Program at Kennesaw State University
1. Demonstrate leadership as advocates for students and education. Candidates
a. synthesize and apply the latest research on learning, leadership, developmental theory
advocating the implementation of best practices and assist colleagues to do the same to
ensure all students learn.
b. are knowledgeable, articulate and think critically about educational practice, policy and
issues on national and international arenas.
c. understand, respond to , and influence the larger political, social, economic, legal, and
cultural context in matters related to education.
2. Demonstrate leadership as agents for change, collaboration and collegiality. Candidates
a. understand the complexity of schools and the ambiguous nature of educational issues.
b. act in concert with and/or on behalf of colleagues to improve teaching and learning in
the classroom as supported by effective school, district, state level policies and
operations.
c. facilitate shared-decision making and teamwork.
d. improve teaching and learning by intentionally and systematically building networks of
influence at local, state, national and international arenas.
e. impact student learning for all and mentor other educators to do the same by effectively
working within the structures and culture of schools, families and communities.
3. Demonstrate leadership as mentors. Candidates
a. support and guide teachers to improve teaching and learning for all.
b. are committed to improving student learning by improving teaching and the learning
environment.
c. model routine, intentional, and effective use of technology while mentori8ng and
encouraging others to do the same.
4. Demonstrate leadership as expert teachers and instructional leaders. Candidates
a. are creative and flexible in their thinking and in seeking solutions to educational
challenges.
b. are knowledgeable of assessment, evaluation and accountability practices and critically
synthesize and utilize the data to improve student learning.
c. are master-teachers and instructional leaders possessing and demonstrating content and
pedagogical expertise who are able to make international comparisons in both areas.
d. develop and/or support appropriate, meaningful curricula that positively impact student
learning for all and assist others to do the same.
e. facilitate and support curricular design, instructional strategies, and learning
environments that integrate appropriate technologies to maximize teaching and learning.
f. use technology to collect and analyze data, interpret results, and communicate findings
to improve instructional practice and student learning.
5. Demonstrate leadership as models of professionalism. Candidates
a. effectively design and conduct educational research which positively influences
educational practice or policy.
b. exhibit ethical behavior in all professional and personal interactions.
c. respect others, value differences and are open to feedback.
d. believe that for every problem there is a solution and actualize that belief when
engaging colleagues, students, families and community partners.
e. seek out responsibility and are accountable for their actions.
f. maintain current knowledge and best practices through continued professional
development.
6. Demonstrate leadership in meeting the needs of diverse constituents. Candidates
a. value and recognize the strength and power of diversity.
b. incorporate global perspectives and cultural richness in curriculum planning and
decision making.
c. address exceptionalities in planning, teaching, and assessment and respond to diverse
community interests and needs by mobilizing community resources.
d. proactively and intentionally advocate for and work to build educational environments
that are inclusive and supportive of diverse students, families and colleagues.
Course Objectives:
1. Understand the historical development of comparative international education.
2. Develop awareness and understanding of other cultures, countries, and peoples from cultural,
social, geographic, political, and economic points of view.
3. Develop the ability to reflect on, understand, and respond to complex international and
intercultural issues relating to education and development.
4. Examine the role of education in global, social, political and economic development.
5. Develop a sense of world mindedness.
6. Develop the ability to think logically and critically, and to apply knowledge from multiple
disciplines to many different contexts.
7. Develop the ability to locate, identify, and use sources of information from multiple
disciplines to understand and address issues related to education.
8. Analyze issues of education in the US from comparative and contrastive perspectives in a
global context.
Course Outline:
1.
Introduction
2.
The Comparative Approach
3.
Contemporary Issues
4.
Development of Comparative/International education
5.
Educational Development: A Global Overview
6.
Education in Differing Cultural Contexts I: Differing Profiles of Teaching
7.
Education in Differing Cultural Contexts I: Differing Meanings of Learning
8.
Education in Differing Cultural Contexts II: Differing Effects of Schooling
9.
Alternative Theoretical Paradigms: An Historical Overview
10.
Current Theoretical Discourse
11.
Comparison in Action I: Formal Education
12.
Comparison in Action II: Non-Formal and Adult Education
13.
National Studies
14.
Global Comparisons: Making Sense Of It All
15.
The Value of Comparative/International Education
Course activities:
Course activities will include, but are not limited to:
1.
2.
3.
4.
Lecture
International projects
Class exercises
Presentations
5.
6.
7.
8.
Class and group discussions
Reading assignments
Simulations
Case studies
Course requirements:
1.
2.
3.
4.
5.
6.
Full class attendance is anticipated.
Active participation in activities is expected.
Completion of reading reports is needed.
Satisfactory completion of Final Examination.
An international project is presented.
Group national studies are required.
Student performance evaluation:
1.
2.
3.
4.
Individual reading reports
International project
National case study
Final examination
20%
30%
25%
25%
Grades will be based on the following criteria:
90% to 100%
80% to 89%
70% to 79%
Grade A
Grade B
Grade C
60% to 69%
59% or below
Grade D
Grade F
Note that a grade below a B is considered unacceptable and will not count toward one’s degree or enable a
student to apply for the doctoral degree.
Academic Integrity Expectations:
Page 116 of the KSU Graduate catalog (2000-2001) states: KSU expects that graduate students
will pursue their academic programs in an ethical, professional manner. Any work that students
present in fulfillment of program or course requirements should represent their own efforts,
achieved without giving or receiving any unauthorized assistance. Any student who is found to
have violated these expectations will be subject to disciplinary action. (from current KSU Student
Handbook)
Major References
A. Encyclopedias
James W. Guthrie, ed., Encyclopedia of Education, 2nd ed. (Macmillan Reference,
forthcoming), 8 volumes. The most comprehensive description of education both
within the United States and throughout the world.
Torsten Husén & T. Neville Postlethwaite, eds., International Encyclopedia of Education
(Elsevier, 1994), 12 volumes. The most authoritative comprehensive work on topics
in comparative education and also contains descriptions on national systems of
education.
George T. Kurian, ed., World Education Encyclopedia (Facts on File, 1988), 3 volumes.
The most authoritative descriptive survey of national education systems.
T. Neville Postlethwaite, ed., Encyclopedia of Comparative Education & National
Systems of Education (Pergamon, 1988). Information on aspects of comparative
education and 159 country systems of education.
T. Neville Postlethwaite, ed., International Encyclopedia of National Systems of
Education (Pergamon, 1995). Comprehensive collection of information on national
systems of education.
Walter Wickremasinghe, ed., Handbook of World Education (American Collegiate
Service, 1992), Guide to Higher Education & Educational Systems of the World.
Martin Carnoy, ed., International Encyclopedia of Economics of Education (Pergamon,
1995).
Tjeerd Plomp & Donald P. Ely, eds., International Encyclopedia of Educational
Technology (Pergamon, 1996).
Lorin W. Anderson, ed., International Encyclopedia of Teaching and Teacher Education
(Pergamon, 1995).
Burton R. Clark & Guy R. Neave, eds., Encyclopedia of Higher Education (Pergamon,
1992), 4 Volumes.
Arieh Lewy, ed., International Encyclopedia of Curriculum (Pergamon, 1991).
Herbert J. Walberg & Geneva D. Haertel, eds., International Encyclopedia of
Educational Evaluation (Pergamon, 1990).
David Corson, ed., Encyclopedia of Language and Education (Kluwer, 1999-2000), 8
volumes. Website: http://www.wkap.nl.
B. Statistical Compilations
UNESCO, Statistical Yearbook, issued yearly. Facts on education, technology, culture,
& the media worldwide.
UNESCO, International Bureau of Education, World Data on Education (2000). 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.
U.S. Department of Education, National Center for Educational Statistics, Education in
States and Nations. Indicators comparing U.S. states with other industrialized
countries in 1991.
Eugene G. Johnson & Eugene Owen, eds., Linking the National Assessment of
Educational Progress (NAEP) and the Third International Mathematics and Science
Study (TIMSS): a Technical Report (U.S. Department of Education, National Center
for Education Statistics, 1998).
C. Journals
Comparative Education Review. Official journal of the Comparative and International
Education Society (U.S.) and commonly regarded as the premier journal of the field.
Website: http://www.journals.uchicago.edu/CER/.
Comparative Education. Implications for comparative studies of the formation and
implementation of educational policies. Published in the UK. Website:
http://www.tandf.co.uk/journals.
Compare. Official journal of the British Association of International and Comparative
Education. Addresses issues relating to educational policies, processes, and
structures.
International Review of Education. Edited by the UNESCO Institute for Education in
Hamburg, Germany, this is the oldest journal in comparative education, originating
in its contemporary form in 1955 (two years before the debut issue of the
Comparative Education Review), but with antecedents as early as 1931. See Erwin
H. Epstein, “Editorial”, Comparative Education Review, Vol. 35, No. 3 (August
1991), 401-405.
International Journal of Educational Development. Focuses on educational issues and
problems of concern to those in the Third World. Published in the U.K. Website:
http://www.elsevier.nl/locate/iueduedev.
Prospects. Edited by the UNESCO International Bureau of Education in Geneva,
Switzerland, this journal’s issues are on special topics. Website:
http://www.ibe.unesco.org.
World Studies in Education. Begun in 2000, this is a newer journal in the field.
Published in Australia. Website: http://www.jamesnicholaspublishers.com.au.
Cross-Cultural Research. Official journal of the Society for Cross-cultural Research.
Describes cross-cultural studies in all human sciences, although gives most emphasis
to work in anthropology and psychology. Published by Sage.
D. Bibliography
Ball, S. J. "Big Policies/Small World: An Introduction to International Perspectives in Education
Policy." Comparative Education 34, no. 2 (June 1998): 119-30.
Bennell, P., and Furlong, D. "Has Jomtien Made Any Difference? Trends in Donor Funding for
Education and Basic Education since the Late 1980s." World Development 26, no. 1
(January 1998): 45-59.
Bush, Tony. "The National Professional Qualification for Headship: The Key to Effective School
Leadership?" School Leadership and Management 18, no. 3 (August 1998): 321-34.
Chabbott, C. "Constructing Educational Consensus: International Development Professionals and
the World Conference on Education for All." International Journal of Educational
Development 18, no. 3 (May 1998): 207-18.
Ebbutt, D. "Evaluation of Projects in the Developing World: Some Cultural and Methodological
Issues." International Journal of Educational Development 18, no. 5 (September 1998):
415-24.
Elliott, R. G.; Lucas, K. B.; Stewart, D. E.; and Burke, C. M. "Authenticating a Model for
Sustainable Professional Development in an International Context." International Journal
of Educational Development 18, no. 2 (March 1998): 119-31.
Farrell, J.P. "The Aga Khan Foundation Experience in Context: Comparisons within the
"Developing World". In S. Anderson (Ed.), School Improvement in the Developing
World: Case Studies of the Aga Khan Foundation Projects. Swets and Zeitlinger. 2002:
pp. 240-270.
Freedman, E. S. "Six 1995 Evaluations of Statutory Assessment in England at Key Stage 2:
Methods and Findings." Oxford Review of Education 24, no. 3 (September 1998): 34564.
Hall, E.T.. “Unstated Features of the Cultural Context of Learning”, in A. Thomas and E.T.
Ploman (Eds.) Learning and Development in a Global Perspective. Toronto: OISE Press,
1985, pp. 157-176. 370.1 L438 (A4)
Hayhoe, R. "Redeeming Modernity". Comparative Education Review 44 (2) 2000. pp. 423-439.
Heyneman, S. P. "The Transition from Party/State to Open Democracy: The Role of Education."
International Journal of Educational Development 18, no. 1 (1998): 21-40.
Huffman, D. M. “Childhood Ideology in the United States: A Comparative Cultural View.” In M.
Bray (Ed.) Comparative Education: Continuing Traditions, New Challenges and New
Paradigms. The Netherlands: Kluwer, 2003. pp. 191-211.
Huisman, Jeroen, and Morphew, Christopher C. "Centralization and Diversity: Evaluating the
Effects of Government Policies in the U.S.A. and Dutch Higher Education." Higher
Education Policy 11, no. 1 (March 1998): 3-15.
Jones, P. W. "Globalisation and Internationalism: Democratic Prospects for World Education."
Comparative Education 34, no. 2 (June 1998): 143-55.
LaBelle, T.J. “The Changing Nature of Non-Formal Education in Latin America.” Comparative
Education 36 (1), 2000. pp. 21-36.
Laukkanen, Reijo. "Accountability and Evaluation: Decision-Making Structures and the
Utilization of Evaluation in Finland." Scandinavian Journal of Educational Research 42,
no. 2 (June 1998): 123-35.
Levin, B. "An Epidemic of Education Policy: (What) Can We Learn from Each Other?"
Comparative Education 34, no. 2 (June 1998): 131-41.
Lindsay, Beverly, and Parrott, June. "New Challenges for Educational and Social Policies in
International Settings: A Review Essay." Comparative Education 34, no. 3 (1998): 32841.
Mehrotra, S., and Delamonica, E. "Household Costs and Public Expenditure on Primary
Education in Five Low Income Countries: A Comparative Analysis." International
Journal of Educational Development 18, no. 1 (January 1998): 41-61.
Mitter, W. “A Decade of Transformation: Educational Policies in Central and Eastern Europe.” In
M. Bray (Ed.) Comparative Education: Continuing Traditions, New Challenges and New
Paradigms. The Netherlands: Kluwer, 2003. pp. 75-96.
Numata, H. “What Children Have Lost by the Modernization of Education: A Comparison of
Experiences in Western Europe and Eastern Asia.” In M. Bray (Ed.) Comparative
Education: Continuing Traditions, New Challenges and New Paradigms. The
Netherlands: Kluwer, 2003. pp. 241-264.
Persianis, P. "Compensatory Legitimation in Greek Educational Policy: An Explanation for the
Abortive Educational Reforms in Greece in Comparison with Those in France."
Comparative Education 34, no. 1 (March 1998): 71-83.
Postlethwaite, Neville. "The Conditions of Primary Schools in Least-Developed Countries."
International Review of Education 44, no. 4 (1998): 289-317.
Riddell, Abby Rubin. "Reforms of Educational Efficiency and Quality in Developing Countries:
An Overview." Compare 28, no. 3 (October 1998): 277-93.
Rodwell, S. "Internationalisation or Indigenisation of Educational Management Development?
Some Issues of Cross-Cultural Transfer." Comparative Education 34, no. 1 (March
1998): 41-54.
Takala, Tuomas. "Justifications for, and Priorities of, Development Assistance to
EducationFinnish Development Cooperation in an International Perspective."
Scandinavian Journal of Educational Research 42, no. 2 (June 1998): 177-93.
Toakley, A. R., and Aroni, S. "The Challenge of Sustainable Development and the Role of
Universities." Higher Education Policy 11, no. 4 (1998): 331-46.
Walberg, H. J., and Zhang, G. X. "Analyzing the OECD Indicators Model." Comparative
Education 34, no. 1 (March= 1998): 55-70.
Webb, Rosemary; Vulliamy, Graham; Häkkinen, Kirsti; and Hämäläinen, Seppo. "External
Inspection or School Self-Evaluation? A Comparative Analysis of Policy and Practice in
Primary Schools in England and Finland." British Educational Research Journal 24, no. 5
(December 1998): 539-57.
Welch, A. R. "The Cult of Efficiency in Education: Comparative Reflections on the Reality and
the Rhetoric." Comparative Education 34, no. 2 (June 1998): 157-75.
Whitty, G., and Edwards, T. "School Choice Policies in England and the United States: An
Exploration of Their Origins and Significance." Comparative Education 34, no. 2 (June
1998): 211-27.
Wong, K. K. "Laying the Groundwork for a New Generation of Policy Research: Commentary on
'Knowledge Utilization in Educational Policy and Politics.'" Educational Administration
Quarterly 34, no. 1 (February 1998): 141-46.