The growth of structured, outside-school activities for improving students’ mathematics achievement is an enduring feature of modern schooling with major policy implications. These "shadow education " activities mimic, or shadow, formal schooling processes and requirements. Using extensive cross-national data from the Third International Mathematics and Science Study, we examine shadow education as a macro-phenomenon of modern schooling through its (a) prevalence, (b) strategies for use, and (c) associated national characteristics. We find that shadow education is prevalent worldwide, but that there is consider­able cross-national variation in its use. Contrary to findings from single country studies, we find most shadow education is remedial in nature. We then test hypotheses concerning the national origins of shadow education and its impact on nations’ production of mathematics achievement. Our results show that institutional factors of education, including limited access and lower levels of funding, drive the use of shadow education, instead of high-stakes testing and national achievement incentives. We conclude by discussing implications for both educational policy and theory regarding the degree to which institutional­ization of mass schooling increasingly dominates contexts of schooling.

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Policy debates in the U.S. are increasingly informed by use of internationally generated, comparative data. Many arguments revolve around whether or not such comparison makes “cultural sense” or whether specific educational activities that appear successful in one nation are “culturally appropriate” in another. These arguments clash with the work of anthropologists and sociologists who demonstrate that global cultural dynamics influence national patterns of schooling around the world. Using both the survey and case study data from the Third International Math-Science Study (TIMSS), we examine the working conditions and beliefs of teachers in Japan, Germany, and the U.S. in order to assess the relative merits of competing theoretical perspectives. We find some differences in how teachers’ work is organized, but similarities in teachers’ belief patterns. We find that core teaching practices and teacher beliefs show little national variation, but that other aspects of teachers’ work (e.g., non-instructional duties) do show variation. We show that models of national cultures of learning or “national teaching scripts” may overemphasize cultural differences and underestimate the impact of institutional isomorphism in schooling. We argue that rather than change values, educational policy will be best served by identifying specific features of teacher work and analyzing how to improve these working conditions.

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Recent international education reports have highlighted some of the progress (as well as remaining disparity) in gendered education enrollment rates. But, the problem of gender segregation is still a very real issue even in some nations where girls are enrolled at levels on par with boys. Separate classes, curricula, and in many countries separate schools for boys and girls persist. This is juxtaposed against the opposite extreme that exists in some other countries' educational systems where girls are sometimes pushed into classes and advanced curricula for which they have not been adequately prepared. Using data from the most recent Trends in International Mathematics and Science Study (TIMSS) and the United Nations Educational, Scientific and Cultural Organization (UNESCO), this article reports on gender parity across approximately 45 nations in access (measured by enrollment rates), performance (mathematics achievement scores), and opportunity (implemented curriculum, teacher characteristics, classroom interaction) among 13-year-old girls and boys. The results of this study suggest that while cross-national gender parity numerically exists in many of these 45 nations in access, performance, and opportunity, the implications for gender equality are less clear. Several theoretical propositions are posited to explain these crossnational trends in gender parity versus equality.

The rise in globalisation studies in comparative education places neoinstitutional theory at the centre of many debates among comparative education researchers. However, uncertainty about how to interpret neoinstitutional theory still persists among educational comparativists. With this uncertainty comes misinterpretation of its principles, variations and explanatory power. Two problematic misconceptions prevail: (1) the belief that the 'world culture' strand is the only version of neo-institutional theory applicable to comparative education research; and (2) the assumption that the global homogenisation of society, culture and schooling is a goal of researchers applying neo-institutional theory to comparative education phenomena. This article addresses these misconceptions, elucidating neo-institutional theory and its applicability to comparative education research. Our findings suggest that neo-institutional frameworks for comparative education research are useful, but that complementary approaches and methods are also necessary.

Polycyclic nitrogen heterocyclic compounds (PANHs) can be protonated in the gas phase in mass spectrometry, in solution in acidic and biological environments, and if present, in interstellar clouds. Intrinsic molecular effects on PANH basicities can be observed by their gas phase protonation thermochemistry. We determined the gas phase basicities/proton affinities (GBs/PAs) of prototype one-nitrogen, 3-5-ring PANH compounds of increasing sizes and polarizabilities by kinetic bracketing, using proton transfer reactions to reference bases. The experimental proton affinities increase from 1-ring (pyridine, 222.2); to 2-ring (quinoline, 227.8); to 3-5-ring compounds, 227-234 kcal mol(-1). We also calculated the GB/PA values at the M06-2X/6-311+G**//B3LYP/6-31g* level. The computed PAs agree, within the experimental uncertainty, with the experimental values anchored to the upper range of the NIST GB/PA database. Specifically, the computed PAs are smaller than the experimental values by 1.4 ± 0.9 kcal/mol for nonaromatic nitrogen reference bases and for 1-5-ring PANHs, independently of the number of rings, aromaticity, and molecular size. Therefore, a useful method to calculate proton affinities of PANH compounds can use M06-2X/6-311+G**//B3LYP/6-31g* computational PAs + 1.4 ± 0.9 kcal mol(-1). The agreement with experiment supports the NIST database within this accuracy, in the upper range up to 235 kcal mol(-1), even though there are no direct absolute experimental anchor points in this range. For astrochemical applications, the measured PAs allow calculating the energies of the (PANH)(+•) + H2 → (PANH)H(+) + H(•) reactions that may convert the radical ions to less reactive 11-electron ions. The reactions are endothermic or nearly thermoneutral for the 3-5-ring ions and would be very slow at low temperatures, allowing reactive (PANH)(+•) radical ions to persist in interstellar clouds.