KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name
Department
Degree Title (if applicable)
Proposed Effective Date
EDUC 9300 Comparative International Education
Bagwell College of Education
Doctor of Education
August 1, 2006.
Check one or more of the following and complete the appropriate sections:
X
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
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:
_____
Faculty Member
Approved
Date
Not Approved
Department
Curriculum
Committee
Date
Approved
Approved
Approved
Approved
Approved
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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
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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 9300
Course Title ____ Comparative International Education_____________
Credit Hours
3
Prerequisites
Admission to EDS Program or Permission of Instructor
Description (or Proposed Degree Requirements)
This seminar addresses 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
This doctoral seminar will be offered to: :a) analyze comparative studies literature, b) develop students’
understanding of different theoretical approaches and research methods for understanding educational
issues in comparative perspective, and c) address 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:
The objectives of this course are consistent with the Bagwell College of Education KSDs for Doctoral
Candidates. Students will be able to:
Course objective
Understand the historical development of
comparative international education.
Doctoral
KSDs
1b, 2a, 3b，
4a
Distributed School
Leadership Roles*
Learning &
Development Leader
PSC/NCATE
Standard
1.1, 1.3, 1.4,
1.5, 1.6
Change Leader
Relationship
Development Leader
Curriculum,
Instruction &
Development Leader
Performance Leader
Operations Leader
Demonstrate awareness and understanding of
other cultures, countries, and peoples from cultural,
social, geographic, political, and economic points of
view.
1a, 1b, 1c,
2d, 4d, 6b
Curriculum,
Instruction &
Assessment Leader
1.1, 1.2 1.3,
1.4, 1.5, 1.6
1.7, 1.8
Change Leader
Learning &
Development Leader
Relationship
Development Leader
Demonstrate the ability to reflect on, understand,
and respond to complex international and
2a, 2d, 2e
Change Leader
1.1, 1.3, 1.4,
1.7
intercultural issues relating to education and
development.
Relationship
Development Leader
Learning &
Development Leader
Process
Improvement Leader
Examine the role of education in global, social,
political and economic development.
Performance Leader
Change Leader
1c, 2b
Operations Leader
1.4,1.5,1.6,
1.7, 1.8
Process
Improvement Leader
Relationship
Development Leader
4c, 5a, 5d
Analyze issues of education in the US from
comparative and contrastive perspectives in a
global context.
Curriculum,
Instruction &
Assessment Leader
Learning &
Development Leader
Performance Leader
Data Analysis Leader
Process
Improvement Leader
Change Leader
*Georgia’s Leadership Institute for School Improvement & Georgia Committee on Educational Leadership
Preparation’s Distributed Leadership Roles
Instructional Method:
Course method will include, but are not limited to:
1.
2.
3.
4.
Lecture
Student research projects
Class exercises
Presentations
5.
6.
7.
8.
Method of Evaluation:
1.
2.
3.
4.
Mid-term examination:
Individual reading reports
Case study
Group presentation
20%
15%
20%
20%
Class and group discussions
Reading assignments
Simulations
Case studies
1.1, 1.2, 1.3,
1.4, 1.6, 1.7,
1.8
5.
Final examination
25%
Grades will be based on the following criteria:
90% to 100%
Grade A
80% to 89%
Grade B
70% to 79%
Grade C
70% or below
Grade F
V.
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
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 93XX
Comparative Ed
3__________________________________
August 1, 2006.
Regular
N.A.
N.A.
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
EDUC 9300 Comparative/International Education
Bagwell College of Education
Kennesaw State University
_____________Semester, ___.
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 seminar addresses 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:
This doctoral seminar will be offered to: :a) analyze comparative studies literature, b) develop students’ understanding
of different theoretical approaches and research methods for understanding educational issues in comparative
perspective, and c) address similarities and differences in educational policy and practice between developed and
developing societies.
KENNESAW STATE UNIVERSITY’S 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 at the doctoral level develop into leaders for learning and 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.
Knowledge Base
Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, inservice, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is
central to analyzing the teaching-learning process, the teacher education faculty at KSU believe that the concept of
expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe how during
the continuum phases teachers progress from being Novices learning to survive in classrooms toward becoming
Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an endstate but a process of continued development.
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. They will master use of productivity tools, such as multimedia facilities, local-net and Internet, and
feel confident to design multimedia instructional materials, and create WWW resources.
Course Objectives:
The objectives of this course are consistent with the Bagwell College of Education KSDs for Doctoral Candidates.
Students will be able to:
Course objective
Understand the historical development of comparative
international education.
Doctoral KSDs
1b, 2a, 3b, 4a
Distributed School
Leadership Roles*
Learning &
Development Leader
Change Leader
Relationship
Development Leader
PSC/NCATE
Standard
1.1, 1.3, 1.4,
1.5, 1.6
Curriculum,
Instruction &
Development Leader
Performance Leader
Operations Leader
Demonstrate awareness and understanding of other
cultures, countries, and peoples from cultural, social,
geographic, political, and economic points of view.
1a, 1b, 1c, 2d, 4d,
6b
Curriculum,
Instruction &
Assessment Leader
1.1, 1.2 1.3,
1.4, 1.5, 1.6
1.7, 1.8
Change Leader
Learning &
Development Leader
Relationship
Development Leader
Demonstrate the ability to reflect on, understand, and
respond to complex international and intercultural
issues relating to education and development.
2a, 2d, 2e
Change Leader
1.1, 1.3, 1.4,
1.7
Relationship
Development Leader
Learning &
Development Leader
Process
Improvement Leader
Examine the role of education in global, social,
political and economic development.
1c, 2b
Performance Leader
Change Leader
Operations Leader
1.4,1.5,1.6,
1.7, 1.8
Process
Improvement Leader
Relationship
Development Leader
Analyze issues of education in the US from
comparative and contrastive perspectives in a global
context.
4c, 5a, 5d
Curriculum,
Instruction &
Assessment Leader
Learning &
Development Leader
Performance Leader
Data Analysis Leader
Process
Improvement Leader
Change Leader
1.1, 1.2, 1.3,
1.4, 1.6, 1.7,
1.8
*Georgia’s Leadership Institute for School Improvement & Georgia Committee on Educational Leadership
Preparation’s Distributed Leadership Roles
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.
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.
Class and group discussions
Reading assignments
Simulations
Case studies
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%
Grade A
80% to 89%
Grade B
70% to 79%
Grade C
70% or below
Grade F
Policies
Diversity: 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.
Professionalism- Academic Honesty: KSU expects that graduate students will pursue their academic programs in an
ethical, professional manner. Faculty of the EdS and EdD programs abide by the policies and guidelines established
by the university in their expectations for candidates’ work. Candidates are responsible for knowing and adhering to
the guidelines of academic honesty as stated in the graduate catalog. Any candidate who is found to have violated
these guidelines will be subject to disciplinary action consistent with university policy. For example, plagiarism or other
violations of the University’s Academic Honesty policies could result in a grade of “F” in the course and a formal
hearing before the Judiciary Committee.
Professionalism- Participation, and Attendance: Part of your success in this class is related to your ability to
provide peer reviews and feedback to your editing groups regarding their research and their writing. Furthermore,
responding effectively and appropriately to feedback from your peers and the professor is another measure of one’s
professionalism. In addition, since each class meeting represents a week of instruction/learning, failure to attend class
will likely impact your performance on assignments and final exams. Please be prepared with all readings completed
prior to class. We depend on one another to ask pertinent and insightful questions.
Major References
A. 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): 345-64.
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): 328-41.
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 CrossCultural 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 SelfEvaluation? 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.
B. 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.
C. 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).
D. 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.