Studies of the publishing practices in mathematics education have situated sets of journals in tiers of quality. These reports document the rankings and prestige of only a subset of the wealth of journals available for publishing in mathematics education. We posit that there is value, quality, and purpose to be found in journals that present studies that are of value on a regional level, and that the studies are extremely important to the field. This is particularly important for journals published in languages other than English, and the studies referenced above are almost entirely English-language journals. In this paper we seek to demonstrate that we as a field of researchers cannot discount the value and role of these regional and small-country journals. Using a case study of one small European country, we quantitatively present the areas of strength and weakness in the publishing practices in mathematics education journals that are unlikely to be seen beyond the region of their publication. We conclude with recommendations to publish in areas where research is lacking as well as recommendations to the community at large to recognize the value of such outlets.

The general problem of this study was to investigate and analyze selected social, political, and economic factors in Ethiopia that affect the continuation and development of education by the Seventh-Day Adventist Church. The specific purpose of this research was to develop from this analysis of Ethiopia those alternatives and recommendations which would aid Seventh-Day Adventist leaders in the development of plans for educational work in that country. The basic question was: Can the Seventh-Day Adventists system of education plan for the social, political, and economic changes taking place in Ethiopia?

When selecting a study abroad program, some students undertake a semester or academic-year study abroad program, while other students undertake a two-to eight-week study abroad program. Both study abroad opportunities allow students to become immersed in a culture different from their own. This research project is an exploratory study that looks at the impact of short-term study abroad programs on undergraduates at a public institution. This study examines how participants change in regards to their understanding of the host culture, explores what students learn about their host cultures, and looks at the intercultural development that the students gain from spending a short time abroad on an academic program. The people who participated in this research project are students from the University of Utah who spent time on a short-term (two to eight weeks) study abroad program. The literature reviewed in this study looks at number of articles that have been written about both short-term study abroad programs as well as long-term study abroad programs. The participants in this study came from a variety of academic backgrounds and class standings. A list was compiled of participants who indicated on their study abroad application that they did not have any previous international experience prior to their short-term study abroad experience. From this list, students were randomly emailed asking if they would like to participate on this study. This study revealed that individuals who participate in a short-term study abroad program do have transformative experiences. This study concluded that individuals who participate on short-term study abroad programs experienced personal growth as a result of studying abroad.

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The study investigated how a pedagogic change process is managed by the divergent Haredi and Modern Orthodox streams of Orthodox Jewish schooling. Its literature study looked at the classical forms of historic Jewish pedagogy and how they have adapted to internal and external dynamics. It also examined how contemporary Orthodox schooling, specifically, is an amalgam of a variety of responses, reactions and adaptations to the radically changed landscape of modernity. The influence of the modern student profile was examined along with the affects of the inclusion of secular studies into the modern Jewish syllabus. The appropriateness of new interactive methods and technologies and the specialized teacher training they require were also explored. A qualitative study of the expert opinions of six contemporary experts was conducted and thematically analyzed along with an analysis of material from two file-sharing websites. Recommendations for educational practice and further research were proposed. / Educational Studies / M. Ed. (Comparative Education)

How do teachers’ attitudes and beliefs impact how HIV/AIDS education is implemented in Kenyan schools for the deaf? How do these attitudes and beliefs reflect how teachers think about Deafness? While there is extensive literature exploring in-school HIV/AIDS-related education in East Africa, there are few studies focusing on segregated schools for the deaf. There are also few studies exploring how educators think about Deafness as culture in this region. Western Kenya offers a useful site for the exploration of these topics with mandated, in-school HIV/AIDS curriculum and a high density of schools for the deaf. Related research also argues that teachers’ attitudes and beliefs and the politics of schooling are useful in exploring socio-cultural constructions of Deafness. While previous studies have argued that “Deaf-friendly” HIV/AIDS education is not occurring in this region, this study found examples in these schools. Data from this study also revealed that this education was shaped by the beliefs and attitudes teachers held about sexuality, and Deafness and sign language. Furthermore, this study found that these attitudes and beliefs revealed underlying beliefs about Deafness that illustrate a range of constructions within this group of teachers. This study spanned 15 weeks of fieldwork gathering data through interviews, questionnaires and observations with 81 participants. Data focused primarily on interviews and questionnaires with 43 teachers in three segregated schools for the deaf in the Nyanza and Western provinces. There were 8 Deaf teachers who participated from these school sites supplemented by an additional 24 Deaf participants working in schools across Kenya to balance data. This study found that while the nationally-mandated HIV/AIDS course curriculum was not implemented in these schools, there was a significant presence of “embedded” and informal HIV/AIDS education. Teachers had a range of feelings about this education, some of which were unique to teaching Deaf children and children using sign language. They also reported how “Deaf stereotypes” shaped how they approached and implemented this education. In some cases these beliefs and attitudes simply heightened preexisting concerns about HIV/AIDS education in similar ways to parallel studies of “regular” schools in this region. However the most striking conclusion from this research was that the presence of “Deaf culture” and the use of sign language among the student population changed the way teachers approached, implemented and reflected upon this education in unique ways not seen in “regular” schools. Interviews also showed that some teachers rationalized their approach to this education because they felt that the Deaf were “different” in certain ways, especially in terms of sexuality. These conclusions are helpful for those in HIV/AIDS education, Comparative and International Education, Disability Studies, Deaf Studies and Medical Anthropology.

Sub-Saharan Africa continues to fall behind other developing regions regarding educational attainment, despite recent progress in enrollment. This thesis examines a variety of external conditional factors that could contribute to a country’s relative success, in terms of years spent in school using a prediction model that compares years enrolled in secondary education as a foundation to determine over- and under-performing countries in sub-Saharan Africa. By exploring various educational policies, historical patterns, and projects executed in Rwanda, South Africa, Ghana, and Botswana, this thesis sheds light on four main challenges that can impact educational attainment: ethnic and racial tensions, an acute shortage of learning materials and trained teachers, inappropriate curricula, and high costs of education. Some of these challenges have been met with an array of policies, with mixed results in terms of the soundness and fairness of policies as well as the effectiveness of implementation. This thesis argues that to facilitate the creation of an effective school system, education policies must focus on more appropriate reallocations of funding, improved teacher-training quality throughout rural regions, applicable and localized curricula, conditional cash transfer programs, and long-term improvements in the job market.

La professionnalisation de l’enseignement a connu un essor important depuis la fin des années 1980, et ce dans plusieurs contextes sociaux. Depuis cette époque, la recherche sur le savoir des enseignants s’est développée dans le but de définir la nature des connaissances devant être à la base de l’enseignement, ce qui, en même temps, a changé les modèles de formation à l’enseignement. Les provinces canadiennes se sont vues insérées dans ce mouvement de professionnalisation de l’enseignement qui a induit des réformes et des changements dans les programmes de formation des enseignants. Cette recherche doctorale porte sur la professionnalisation, les savoirs et les programmes de formation des enseignants dans deux provinces canadiennes, le Québec et l’Ontario. Son objectif général était de cerner, dans une perspective comparative, comment les politiques de professionnalisation de la formation à l’enseignement développées par ces deux provinces ont été interprétées ces dernières décennies dans les programmes de formation au sein des universités. Pour ce faire, nous avons analysé, plus spécifiquement, trois enjeux qui touchent les savoirs des enseignants : les conceptions professionnelles et les savoirs dans la formation à l’enseignement; les standards et les référentiels de compétences encadrant cette formation; et les savoirs qui se trouvent dans les programmes de formation à l’enseignement primaire dans ces deux provinces. De ce fait, nous avons cherché à répondre à la question générale de recherche suivante : Comment les politiques de professionnalisation de la formation à l’enseignement développées par le Québec et l’Ontario ont-elles été traduites dans les programmes de formation universitaire? Et aux questions spécifiques suivantes : 1. Quelles sont les conceptions dominantes de la professionnalisation qui se dégagent des politiques éducatives ontariennes et québécoises? (1.1. Quelle est l’évolution des politiques éducatives qui encadrent la formation et la certification des enseignants dans ces deux provinces? 1.2. Comment évoluent les savoirs à la base de la formation des enseignants? Quels référentiels de compétences ou standards ont été proposés? 1.3. Quelle est la vision officielle actuelle du professionnel à former?) 2. Que deviennent les conceptions de la professionnalisation une fois traduites en programmes de formation dans les universités québécoises et ontariennes? (2.1. Comment sont conçus les savoirs professionnels dans les programmes de formation? 2.2. Est-ce qu’il y a des modalités d’articulation des cours théoriques et pratiques? Quelle est la place des stages? La place de la recherche? 2.3. Y a-t-il des différences entre ce que les enseignants sont censés apprendre selon le contexte ou, au contraire, une base de connaissances uniformisée est-elle visible entre ces deux contextes différents? Où se situent les différences?). Cette recherche pose ainsi la question du savoir formel à la lumière de la sociologie des professions, plus particulièrement à travers l’approche néo-wébérienne. Cette approche se situe à l’interieur de l’approche « critique » en sociologie des professions et s’inspire de Weber pour analyser la professionnalisation selon les enjeux économiques, politiques, historiques et académiques qui permettent à un groupe de métier de se voir octroyer une « fermeture sociale » et de réussir à se « professionnaliser ». En nous basant sur ce cadre théorique, et à travers une analyse de 70 documents politiques et de recherche, ainsi qu’une comparaison de programmes de formation dans 25 universités (12 au Québec et 13 en Ontario) et 1030 descriptifs de cours, nous avons établi des différences entre les deux provinces dans l’évolution de la conception du savoir enseignant et son influence sur les modèles de formation qui en ont découlé. Par exemple, nous avons démontré comment les conceptions des années 1950-1960 de la science pédagogique au Québec et de l’éducation libérale en Ontario ont conduit à des modèles de professionnalisation différents dans ces deux provinces. Au Québec, l’importance des compétences psychopédagogiques a amené un modèle de formation des enseignants plus « professionnalisé », tandis qu’en Ontario on a gardé un modèle combiné « académique » et « professionnel ». Nous avons également analysé et comparé le rôle de l’État dans la professionnalisation de l’enseignement, de même que son rôle actuel d’encadrement de la formation, ce qui nous a permis de constater qu’il y a une gouvernance politique au Québec et une gouvernance corporative en Ontario. Enfin, grâce à l’approche néo-wébérienne, cette recherche a permis d’établir une contribution nouvelle, sociologique et comparative, à l’évaluation critique de la formation des enseignants au Québec et en Ontario, notamment en mettant en relation l’évolution historique et sociologique du savoir; le rôle de l’État et les standards de formation et de certification des enseignants; ainsi que les modèles de formation et le savoir formel provenant de la formation et de la recherche universitaire. / The professionalization of teaching and teacher education has been a significant movement since the late 1980s in many social contexts. Since then, research on teachers' knowledge developed with the main objective of defining the nature of the knowledge base of teaching, which, at the same time, changed teacher education models. Canadian provinces were not spared by this movement, which induced reforms and changes in teacher education programs. This doctoral research focuses on the professionalization of teaching and teacher education, and on teachers’ knowledge base, in two Canadian provinces: Quebec and Ontario. Our general objective was to identify, in a comparative perspective, how universities in these two provinces translated the policies of professionalization of teaching and teacher education, as well as the evolution of teachers’ knowledge, into teacher education programs during recent decades. To this end, we analyzed, more specifically, three issues relating to teachers’ knowledge: the conceptions of teaching as a profession and the knowledge base for teaching that should respectively guide and be included in teacher education programs in each of the provinces; the standards and skills that frame these programs; and the knowledge base that is actually present in teacher education programs (primary/junior). Thereby, we set out to answer the following research questions: How have the policies for the professionalization of teacher education developed by Quebec and Ontario been translated into university training programs? More specifically: 1. What are the dominant conceptions of professionalization emerging from Ontario and Quebec educational policies? (1.1. What has been the evolution of the educational policies governing teacher education and certification in these two provinces? 1.2. How has the knowledge base of teacher education evolved, and what competency frameworks or standards have been proposed? 1.3. What is the current official vision of the professional teacher to be trained) 2. What happens to the conceptions of professionalization when translated into teacher education programs in universities in Quebec and Ontario? (2.1. How is the professional knowledge base conceived in teacher education programs? 2.2. Are there ways of articulating theoretical and practical courses? What is the place of the practicum and research in the programs? 2.3. Are there any differences in what teachers are expected to learn depending on the context or, on the contrary, is a standardized knowledge base visible in these two different contexts? Where can we find these differences?). This research thus raises the question about the teachers’ formal knowledge in the light of the sociology of professions, particularly through the neo-Weberian approach. This approach is situated within the “critical” approach in the field of the sociology of professions and is inspired by Weber to analyze professionalization according to the economic, political, historical and academic stakes that allow a group of workers to be awarded a “social closure” and to succeed in their “professionalization” process. Based on this theoretical framework, and through the analysis of 70 political and research documents, and a comparison of teacher education programs in 25 universities (12 in Quebec and 13 in Ontario) and 1030 courses descriptions, we identified a number of differences between these two provinces in the evolution of the official conception of the teachers’ knowledge base and its influence on the teacher education models that ensued. For example, we demonstrated how the conceptions of teachers’ knowledge in the 1950s and the 1960s (pedagogy as science in Quebec, and liberal education in Ontario), have influenced current models of professionalization in the two provinces. In Quebec, the importance of psycho-pedagogical skills led to a more “professionalized” teacher education model, while Ontario maintained a combined “academic” and “professional” model . We also analyzed and compared the role of the State in the professionalization of teaching as well as its current role of supervision of teacher education. This led to the finding that the governance of teacher education and the teaching profession is political in Quebec and corporatist in Ontario. Overall, the neo-Weberian approach enabled us to make a new contribution, sociological and comparative, to the critical examination of teacher education in Quebec and Ontario, in particular by linking the historical evolution of teachers’ knowledge, the role of the State, the teacher education models, and the current formal knowledge base for teaching that comes from university research and programs.

La reconnaissance des acquis de l'expérience fait référence à des mesures permettant d'identifier et de valoriser les acquis des apprentissages réalisés en dehors des établissements d'enseignement et de formation. À présent, les dispositions de ce type existent ou se mettent en place dans de nombreux pays, et elles sont également promues dans le cadre de la coopération européenne en éducation et formation. Toutefois, la reconnaissance des acquis de l'expérience ne se réalise pas nécessairement dans tous les secteurs de l'éducation et de la formation, sa mise en place étant particulièrement délicate dans le secteur de l'enseignement supérieur. Partant de ces éléments, cette recherche se penche sur trois systèmes d'enseignement supérieur relativement avancés en la matière : l'Angleterre, la Belgique francophone et la France. En interrogeant l'institutionnalisation et la mise en oeuvre de la reconnaissance des acquis de l'expérience dans ces trois contextes, la recherche pose la question de savoir si, sous l'influence des processus supranationaux, les dispositifs de reconnaissance des acquis de l'expérience convergent vers les mêmes modalités de réalisation. Une triple perspective est adoptée pour explorer cette question. Premièrement, il s'agit d'examiner le rôle de la coopération européenne dans la mise en place des dispositifs nationaux de reconnaissance des acquis de l'expérience. Deuxièmement, il s'agit d'étudier le cheminement de la reconnaissance des acquis de l'expérience dans les trois systèmes investigués. Troisièmement, il s'agit de mettre en lumière la façon dont se réalise la reconnaissance des acquis de l'expérience dans les établissements d'enseignement supérieur, en l'occurrence les universités. Les deux premiers volets de la recherche s'appuient principalement sur le recueil et l'analyse des sources écrites, y compris la réglementation, les lignes directrices officielles, les rapports d'analyse et les travaux de recherche. L'investigation au niveau institutionnel est centrée sur un échantillon de trois à quatre universités dans chaque système étudié, et elle s'appuie sur des visites de sites, des entretiens avec des acteurs impliqués dans la reconnaissance des acquis de l'expérience et l'information diffusée par les universités. La recherche met en évidence le fait que les dispositifs de reconnaissance des acquis de l'expérience s'élaborent en fonction de nombreux paramètres tels que l'organisation et la structuration de l'enseignement supérieur, la perception du rôle de l'enseignement supérieur ou encore la présence des acteurs individuels et collectifs aptes à promouvoir ces dispositifs. La mouvance européenne autour de la reconnaissance des acquis de l'expérience apparaît ainsi comme un cadre de référence général, prêt à se décliner différemment dans chaque système d'enseignement supérieur. / The recognition of prior experiential learning refers to arrangements that aim to identify and valorise learning outcomes achieved outside education and training institutions. At present, such arrangements exist or are being introduced in a number of countries, and are also promoted in the framework of European cooperation in education and training. However, the recognition of prior experiential learning does not always apply to all sectors of education and training, its implementation being particularly challenging in the higher education sector. Starting from these elements, this research looks at three higher education systems considered relatively advanced in this field: England, French-speaking Belgium and France. By researching the institutionalisation and implementation of the recognition of prior experiential learning in the aforementioned systems, the study raises the question of whether, under the influence of supranational processes, approaches to the recognition of prior experiential learning converge towards the same model. A three-point perspective is adopted to explore this issue. First, the research examines the role of European cooperation in the development of national arrangements for the recognition of prior experiential learning. Second, the study looks at the evolution of the recognition of prior experiential learning in the investigated systems. Finally, the analysis considers how the recognition of prior experiential learning is being implemented in higher education institutions, in this case, universities. The investigation related to the first two areas mainly relies on the collection and analysis of written sources, including regulations, official guidelines, analysis reports and research. The institutional analysis focuses on a sample of three to four universities in each studied system, and is based on site visits, interviews with actors involved in the recognition of prior experiential learning and the information disseminated by universities. Research shows that the development of arrangements for the recognition of prior experiential learning is influenced by a number of factors, including the organisation and structure of higher education systems, the perception of the role of higher education, as well as the presence of individual and collective actors able to promote these arrangements. Thus, European activities in the area of the recognition of prior experiential learning appear as a general frame of reference that translates into different arrangements in each higher education system.

張貞潔 = A comparative study on moral education in Hong Kong and Guangzhou secondary schools ... / 據手稿本影印. / Thesis (M.A.)--香港中文大學. / Ju shou gao ben ying yin. / Includes bibliographical references (leaves 283-297). / Zhang Zhenjie = A comparative study on moral education in Hong Kong and Guangzhou secondary schools ... / Thesis (M.A.)--Xianggang Zhong wen da xue. / 鳴謝 / 目錄 --- p.i / 論文摘要 --- p.v / 圖目次 --- p.vi / 表目次 --- p.vii / Chapter 第一章 --- 導論 --- p.1 / Chapter 第二章 --- 中國大陸及香港社會對德育的看法 --- p.17 / 中國大陸 / 香港 / Chapter 第三章 --- 教材內容分析的研究設計與結果 / 理論架構 --- p.28 / 研究方法 --- p.42 / 港穗德育教材內容比較 --- p.48 / Chapter 1 --- 教材的內容廣度 --- p.53 / Chapter 2 --- 教材的內容類別 --- p.55 / Chapter 3 --- 教材的內容類別在各範疇內的比重 --- p.57 / Chapter 4 --- 教材的寫作取向 --- p.62 / Chapter 5 --- 教材在各內容範疇的寫作取向 --- p.64 / Chapter 6 --- 教材中各範疇內不同類別內容寫作取向 --- p.73 / Chapter 7 --- 四套教材內容的系統性 --- p.86 / Chapter 8 --- 四套教材中道德人的素質 --- p.99 / Chapter 9 --- 總結 --- p.109 / Chapter 第四章 --- 問卷的研究設計及結果 / 理論架構 --- p.116 / 研究設計 --- p.122 / 香港的問卷調查結果與討論 --- p.128 / Chapter 1 --- 德育課教師教學取向的因子結構 --- p.129 / Chapter 2 --- 德育課教師教學取向的因子的相關(皮爾遜相關係數 ) --- p.136 / Chapter 3 --- 德育課教師個人情況與教學取向的關係 --- p.138 / Chapter 4 --- 學校情況與教師教學取向的関係 --- p.152 / Chapter 5 --- 德育課課程類型 --- p.159 / Chapter (四) --- 廣州市的問卷調查結果與討論 --- p.164 / Chapter 1 --- 思想政治課教師教學取向的因子結構 --- p.165 / Chapter 2 --- 思想政治課教師教學取向的因子的相關(皮爾遜相關係數) --- p.172 / Chapter 3 --- 思想政治課教師個人情況與教學取向的關係 --- p.175 / Chapter 4 --- 學校清況與教師教學取向的關係 --- p.181 / Chapter 5 --- 思想政治課課程類型 --- p.187 / Chapter (五) --- 港穗問卷結果比較及討論 / Chapter 1 --- 德育課教師特點的比較 --- p.192 / Chapter 2 --- 港穗兩地德育課教師教學取向比較 --- p.197 / Chapter 3 --- 德育課程類型比較 --- p.226 / Chapter 第五章 --- 比較及討論港穗兩地德育教材內容及問卷結果 / 引言 --- p.234 / 香港的德育教材內容及教師教學取向 --- p.235 / 廣州市的德育教材內容及教師教學取向 --- p.240 / Chapter (四) --- 港穗中學德育教材內容及教師教學取向比較 --- p.244 / Chapter 第六章 --- 總結 --- p.262 / 註 釋 --- p.272 / 英文參考書目 --- p.283 / 中文參考書目 --- p.292 / Chapter 附錄 --- p.298 / p.304 / p.310