比较教育理论与方法课程纲要(2)

6

6

Green, Andrew, Education and State Formation: The Rise of Education Systems in England, France and the USA [Hampton: MacMillan, 1990].

Grier, Lynda, Achievement in Education: The Work of Michael Ernest Sadler 1885-1935 (London: Constable, 1952).

Kazamias, A. and Massialis, B., (eds.) Tradition and Change in Education: A Comparative Study. [Englewood Cliffs, N.J.: Prentice Hall Inc., 1965].

*Le Than Khoi, \CER, Vol. 30, No. 1, February, 1986, pp. 12-29.

*Mallinson, Vernon, An Introduction to the Study of Comparative Education [London: Heineman, 1975]

Monroe, Paul, Essays in Comparative Education [New York: Teachers College Columbia, 1927].

Parsons, Talcott, Societies: Evolutionary and Comparative Perspectives [Englewood Cliffs, N.J.: Prentice Hall Inc., 1966].

Ringer, Fritz, Education and Society in Modern Europe [Bloomington and London, Indiana University Press, 1979].

Rostow, W.W., The Stages of Economic Growth [Cambridge: Cambridge University Press, 1971].

M. Sadler, \

Systems of Education?\Selections from Michael Sadler, Studies in World Citizenship (Liverpool: Dejaal & Meyoe, 1979), pp. 48-51.

Ulich, Robert, The Education of Nations: A Comparative and Historical Perspective [Cambridge, Mass.: Harvard University Press, 1967].

Session 2: The Positivist Approach to Comparative Education

Common Readings

1. Bereday, George, Comparative Method in Education [New York: Holt, Rinehart and Winston, 1964], Chapter 1, pp. 3-28.

2. Noah, H. and Eckstein, M., Towards a Science of Comparative Education [London: MacMillan, 1969], Part II, pp. 85-122.

3. David Baker, Brian Goesling and Gerald Letendre, “ Socioeconomic Status, School

7

Quality and National Economic Development: A Cross-National Analysis of the

“Heyneman-Loxley Effect” on Mathematics and Science Achievement, Comparative Education Review Vol. 46, No, 3, August, 2002, pp. 291-312.

7

Discussion Questions:

1. Compare views on the purpose of comparative education in the two positivist

approaches to the field presented in the readings.

2. What underlying notions of social change do you find in these approaches?

3. What did Bereday mean by making comparative education \

Noah and Eckstein further develop this move towards being more scientific in method?

4. Explore the progress that has been made in the degree of precision and

sophistication in positivist scientific method by following the argument in Baker, Goesling and Letendre. What are the benefits and limitations of this kind of comparative study?

Additional Readings

Baker, David and LeTendre, Gerald K., National Differences, Global Similarities: World Culture and the Future of Schooling (Stanford: Stanford Social Sciences, 2005).

*Bray, Mark and Thomas, R. Murray, “Levels of Comparison in Educational Studies: Different Insights from Different Literatures and the Value of Multilevel Analyses,” in Harvard Educational Review, Vol. 65, No. 3, Fall, 1995, pp. 472-490.

Comparative Education Review, \February, 1987.

Etzioni, A. and Etzioni-Halevy, E. (eds.) Social Change: Sources, Patterns and Consequences [New York: Basic Books, 1973].

Farrell, Joseph, \and the Problem of Comparability\CER, Vol. 23, No. 1, February, 1979, pp. 3-16.

Gezi, Kalil (ed.), Education in Comparative and International Perspectives [New York: Holt, Rinehard and Winston, 1971]. Note seminal articles by Bereday, Noah and Eckstein, Arnold Anderson etc., in Part 1 of this selection.

Goldschmidt, Peter and Eyermann, Therese, “International Educational Performance of the United States: is there a problem that money can fix?” CE, Vo. 35, No. 1, March, 1999, pp. 27-33.

Grigoenko, Elena L., “Hitting, Missing and in between: a typology of the impact of western

8

8

education on the non-western world,” in Comparative Education, Vol. 43, No. 1, February, 2007,

pp. 165-186.

Husen, T., International Study of Achievement in Mathematics: A Comparative of Twelve Countries [New York: Wiley, 1971].

*Husen, Torsten and Postlethwaite, T. Neville, “A Brief History of the International Association for the Evaluation of Education,” in Assessment in Education, Vol. 3, No. 2, 1996, pp. 129-141.

Ma, Xin, “Within-School Gender Gaps in Reading, Mathematics, and Science Literacy, in Comparative Education Review, Vol. 52, No. 3, August, 2008, pp. 437-460. (Focus on PISA Research)

Nagel, Ernst, The Structure of Science [New York: Harcourt, Brace and World, 1961].

*Noah, Harold J. and Eckstein, Max, Doing Comparative Education: Three Decades of

Collaboration [Hong Kong: Comparative Education Research Centre, University of Hong Kong, 1998], Chapters 18-21, pp. 179-210.

Park, Hyunjoon, “The Varied Educational Effects of Parent-Child Communication: A

Comparative Study of Fourteen Countries, in Comparative Education Review, Vol. 52, No. 2, May, 2008, pp. 219-243. (Using PISA data)

Passow, A. Harry, Noah, Harold J., Eckstein, Max A., Mallea, John R., The National Case Study: An Empirical Study of Twenty-One Educational Systems [New York: John Wiley and Sons, 1976].

Peaker, Gilbert T., An Empirical Study of Education in Twenty-One Countries; A Technical Report [New York: John Wiley and Sons, 1975].

Purves, Alan and Levine, Daniel, Educational Policy and International Assessment [Berkeley, California: McCutchan Publishing Corp., 1975].

Xu, Jun, “Sibship Size and Educational Achievement: The Role of Welfare Regimes

Cross-Nationally,” in Comparative Education Review, Vol. 52, No. 3, August, 2008, pp. 413-436.

Websites:

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

Session 3: Phenomenological, Ethnographic and Narrative Approaches to Comparative Education

9

9

Common Readings

1. King, Edmund, Other Schools and Ours [London: Holt, Rinehart and Winston, 1973, 5th Edition], Part II, Chapter 3, pp. 47-62.

2. *Masemann, Vandra Lea, “Critical Ethnography in the Study of Comparative Education,” CER Vol. 6, No. 1, February, 1982.

3. Fox, Christine, “Stories within Stories: dissolving the boundaries in narrative research and analysis,” in Trahar, Sheila, Narrative Research on Learning: comparative and international perspectives (Oxford: Symposium Books, 2006), pp. 47-60

Discussion Questions 1. What role does language play in King?s approach to comparative education, and how does this contrast with the scientific approach of Noah and Eckstein?

2. What does King see as the purpose of comparative education, and how does this shape the framework he suggests, moving from context to concepts, institutions and operations. 3. Compare the approach to \

ethnographic approach suggested by Masemann in her 1982 article? How do they differ in their views of social change?

4. What new elements does narrative methodology bring to comparative education. Why is it seen as particularly important in a period of globalization?

Additional Readings:

Berger, Peter, The Social Construction of Reality [New York: Doubleday, 1967].

Cowen, R., \International Review of Education, No. 22, 1981.

Delamont, S. and Atkinson, P., \Anthropology Compared\British Journal of Sociology of Education, No. 1, 1980.

*Hayhoe, Ruth “Language in Comparative Education: Three Strands”, in Hong Kong Journal of Applied Linguistics, Vol. 3, No. 2, Dec 1998, pp. 1-16.

*Hayhoe, Ruth, “Ten Lives in Mine: Creating Portraits of Influential Chinese Educators,” International Journal of Educational Research, Vol. 41, Nos. 4-5, 2005, pp. 324-338.

Heyman, Richard, \CE, Vol. 14, No. 3, 1979, pp. 241-250.

Jones, P., Comparative Education: Purpose and Method, [St. Lucia: University of Queensland

10

10

Press, 1971].

King, E., Comparative Studies and Educational Decision, [New York: The Bobbs Merrill Company, 1968].

King, E., Education and Social Change, [Oxford: Pergamon Press, 1966].

*King, E. , Post-Compulsory Education: A New Analysis in Western Europe [London: Sage, 1974]

King, E., Post-Compulsory Education II: The Way Ahead, [London: Sage, 1975]

King, Edmund, “Education Revised for a World in Transformation” CE, Vol. 35, No. 2, 1999, pp. 109-117.

King, Edmund, “ A Century of Evolution in Comparative Studies,” CE, Vol. 36, No. 3, 2000, pp. 267-277.

Liu, Judith, Ross, Heidi A., Kelly, Donald P., The Ethnographic Eye: An Interpretive Study of Education in China [New York: Falmer Press, 2000]

Maddox, Bryan, “What can ethnographic studies tell us about the consequences of literacy?” in Comparative Education, Vol. 43, No. 2, May 2007, pp. 253-271.

Masemann, Vandra, \CER, Vol. 23, No. 3, October, 1976, pp. 368-380.

*Masemann, Vandra Lea, “Ways of Knowing: Implications for Comparative Education,” in Comparative Education Review, Vol. 34, No. 4, 1990, pp. 465-473.

*Masemann, Vandra Lea, “Culture and Education,” in R. Arnove and C. Torres, Comparative Education: The Dialectic of the Global and the Local (Lanham: Rowen & Littlefield Publishers, 1999), pp. 91-114.

Nellmann, Karl, \and Examples of Controlled Understanding through Interpretive Methods\IRE , Vol. 33, No. 2, 1987, pp. 159-170.

Stenhouse, Lawrence, \CE, Vol. 15, No. 1, 1979, pp. 5-10.

Winch, P., The Idea of a Social Science and Its Relation to Philosophy, [London: Routledge and Kegan Paul, 1958].

百度搜索“77cn”或“免费范文网”即可找到本站免费阅读全部范文。收藏本站方便下次阅读，免费范文网，提供经典小说综合文库比较教育理论与方法课程纲要(2)在线全文阅读。