The Use and Abuse of Comparative Education

Noah, Harold J.

doi:10.1086/446467

Cited by 73 publications

(46 citation statements)

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“…Unlike previous comparative studies which were based on different assessment measures (Lindgren, De Renzi, & Richman, 1985;Malmquist, & Grundin, 1980;Noah, 1984;Vogel & Reder, 2001), this study utilized the identical measure, administered under the same conditions in each of the participating countries for the explicit purpose of understanding the national differences identified in the IALS (Vogel, 2001).…”

Section: Introductionmentioning

confidence: 99%

A comparative study of adults with and without self‐reported learning disabilities in six English‐speaking populations: What have we learned?

Vogel

Holt

2003

Dyslexia

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The purpose of this study was to compare adults with and without self-reported learning disabilities (SRLD and NSRLD) from six English-speaking populations including: English-speaking Canada, Great Britain, The Republic of Ireland, New Zealand, Northern Ireland, and the United States. These six populations were selected because they were all English-speaking populations, participated in the first administration of the International Adult Literacy Survey (IALS), and included the optional questions regarding the presence of a disability. In this study, we compared the groups on prevalence by population, percentage of each group by age and gender, awareness of learning disabilities and problems in school, document and quantitative literacy proficiency, educational attainment, reasons for dropping out of school, and employment, occupational and financial status. Findings were reported among these six populations within an historical perspective including differences in awareness and definition of learning disabilities, public policy, special education services, reading pedagogy, and teacher preparation. Recommendations are made for improving literacy and long-term outcomes for those with learning disabilities in all nations as well as future research directions.

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Section: Introductionmentioning

confidence: 99%

A comparative study of adults with and without self‐reported learning disabilities in six English‐speaking populations: What have we learned?

Vogel

Holt

2003

Dyslexia

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“…Lim Kit Siang, a Malaysian MP and a leading light in the opposition DAP party, described the rankings as 'a global blow'. Harold Noah's (1986) classic cautionary advice about the 'use and abuse' of comparative education certainly deserves both an updating and wider readership in days when it is too easily assumed that 'we are all comparativists now'. Yes it is good to see boundaries between disciplines and specialisms blurring, and to see new organisations and personnel engaging in comparative and international research -but this is a field with distinguished traditions, an extensive literature, and distinctive insights and perspectives.…”

Section: A Revitalised Fieldmentioning

confidence: 99%

Bridging Cultures and Traditions for Educational and International Development: Comparative Research, Dialogue and Difference

Crossley

2008

Int Rev Educ

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Addressing the central theme of the XIII World Congress, the paper explores a number of contemporary theoretical, methodological and organisational developments in the field of comparative education. In doing so it draws upon the author's recent work and a selection of studies carried out in the South Pacific, the Caribbean and Africa. It is argued that disciplined comparative and international research can contribute much to the development of theory and methodology -as well as to the improvement of policy and practice in education world-wide. For this to be realised it is maintained that ongoing efforts to challenge and 'reconceptualise' the field deserve sustained support -and increased attention to a more effective 'bridging of cultures and traditions'. This 'bridging' thesis is examined in greater depth, pointing to possible ways forward for those engaged in advancing the future of comparative research in education and in the social sciences more generally.

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“…Karşılaştırmalı eğitim, toplumlarda mevcut eğitim problemlerini ve bu problemleri doğuran nedenleri, diğer toplumlarda benzer faktörlere değinerek saptayan, yorumlayan bir inceleme ve araştırma alanı olarak tanımlanabilir (Demirel, 2000). Yabancı eğitim sistemlerini ve toplumları derinlemesine anlamamıza katkıda bulunarak yöneticilere ve politika analizcilerine yardımcı olan karşılaştırmalı eğitim, geçmişi ve bugünü anlamaya yardım ederken, gelecekteki eğitim sistemlerinin nasıl olabileceğini kestirmede de önemli rol oynar (Noah, 1984). Yapılan tanımlamalardan da anlaşılacağı gibi karşılaştırmalı eğitim, farklı eğitim sistemlerinin incelenerek benzerlik ve farklılıklarının tespit edilmesi, karşılaşılan sorun ve nedenlere benzer durumlarda benzer çözüm yolları önerilebilmesi ve yorumlanabilmesini kapsayan bir çalışma alanıdır (Çubukçu, Yılmaz ve İnci, 2016).…”

Section: Introductionunclassified

Türki̇ye Ve Abd Kali̇forni̇ya Eyaleti̇ Anadi̇li̇ Öğreti̇m Programlarinda İlk Okuma Yazma Öğreti̇mi̇

Taş¹

2018

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The Use and Abuse of Comparative Education

Cited by 73 publications

References 0 publications

A comparative study of adults with and without self‐reported learning disabilities in six English‐speaking populations: What have we learned?

A comparative study of adults with and without self‐reported learning disabilities in six English‐speaking populations: What have we learned?

Bridging Cultures and Traditions for Educational and International Development: Comparative Research, Dialogue and Difference

Türki̇ye Ve Abd Kali̇forni̇ya Eyaleti̇ Anadi̇li̇ Öğreti̇m Programlarinda İlk Okuma Yazma Öğreti̇mi̇

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