Stanford, California : Stanford University Press, 
Book — ix, 262 pages : illustration ; 23 cm
The strands of comparative and international education : a brief history
How one comparative education program managed to survive and make its mark on the field
The 1960s and 1970s : human capital
The 1970s : comparative education and modernity
The 1970s : colonialism, neocolonialism, and comparative education
The 1970s and 1980s : world society theory and comparative education
The 1980s : the politics of education: legitimation, reform, and knowledge
The 1980s : the state and comparative education
The 1990s : comparative education and the impact of globalization
The 2000s : impact evaluation and comparative education
The 2000s : international tests and comparative education
Where is theory headed in international and comparative education?.
Over the past fifty years, new theoretical approaches to comparative and international education have transformed it as an academic field. We know that fields of research are often shaped by "collectives" of researchers and students converging at auspicious times throughout history. Part institutional memoir and part intellectual history, Transforming Comparative Education takes the Stanford "collective" as a framework for discussing major trends and contributions to the field from the early 1960s to the present day, and beyond. Carnoy draws on interviews with researchers at Stanford to present the genesis of their key theoretical findings in their own words. Moving through them chronologically, Carnoy situates each work within its historical context, and argues that comparative education is strongly influenced by its economic and political environment. Ultimately, he discusses the potential influence of feminist theory, organizational theory, impact evaluation, world society theory, and state theory on comparative work in the future, and the political and economic changes that might inspire new directions in the field. (source: Nielsen Book Data)
New Delhi, India ; Thousand Oaks, California : SAGE, 2018.
Book — xx, 478 pages : illustrations ; 23 cm.
Preface Acknowledgements Introduction: Higher Education in Federal Countries - Simon Marginson and Martin Carnoy The United States of America: Changes and Challenges in a Highly Decentralized System Anthony - Lising Antonio, Martin Carnoy and C Rose Nelson Canada: Provincial Responsibility, Federal Influence, and the Challenge of Coordination - Glen A Jones and Christian Noumi Australia: Benefits and Limits of the Centralized Approach - Simon Marginson Germany: Continuous Inter-governmental Negotiations - Ulrich Teichler Brazil: Problematics of the Tri-partite Federal Framework - Robert Evan Verhine and Lys M V Dantas India: The Unfulfilled Need for Cooperative Federalism - Jandhyala B. G. Tilak Mexico: Dilemmas of Federalism in a Highly Politicized and Semi-decentralized System - Imanol Ordorika, Roberto Rodriguez-Gomez and Marion Lloyd The Russian Federation: Pragmatic Centralism in a Large and Heterogeneous Country - Isak Froumin and Oleg Leshukov China: The `Commanding Heights' Strategy Revisited - Rong Wang and Po Yang Index.
(source: Nielsen Book Data)
Higher Education in Federal Countries: A Comparative Study is a unique study of higher education in nine federal countries-the United States, Canada, Australia, Germany, Mexico, Brazil, Russia, China and India. In this book, leading international scholars discuss the role of federalism and how it shapes higher education in major nation-state actors on the world stage. The editors develop an overarching comparative analysis of the dynamics of central and regional power in higher education, and the national case studies explain how each federal and federal-like higher education system has evolved and how it functions in what are highly varied contexts. The book makes a major contribution to higher education studies and defines a new field of comparative analysis. It also provides important insights into comparative governance and the study of federalism and federal arrangements, with their particular historical, political, legal and economic dimensions. (source: Nielsen Book Data)
Stanford, California : Stanford University Press, 2013.
Book — xviii, 384 pages : illustrations ; 24 cm
The state and higher educational change
The great higher education expansion
Economic returns to investing in higher education and their impact in the BRIC countries
The changing financing of BRIC higher education
BRIC universities as institutions in the process of change
Who are the students and how are they shaped by BRIC higher education?
The quality of BRIC higher education
BRIC higher education and social equity
What do BRIC higher education strategies imply for the future?
This is a study of higher education in the world's four largest developing economies-Brazil, Russia, India, and China. Already important players globally, by mid-century, they are likely to be economic powerhouses. But whether they reach that level of development will depend in part on how successfully they create quality higher education that puts their labor forces at the cutting edge of the information society.Using an empirical, comparative approach, this book develops a broad picture of the higher education system in each country in the context of both global and local forces. The authors offer insights into how differing socioeconomic and historic patterns of change and political contexts influence developments in higher education. In asking why each state takes the approach that it does, this work situates a discussion of university expansion and quality in the context of governments' educational policies and reflects on the larger struggles over social goals and the distribution of national resources. (source: Nielsen Book Data)
Cape Town : Human Sciences Research Council, 2012.
Book — xx, 172 p. : ill., maps ; 24 cm.
Background to the study-- Exploring policy differences and similarities-- Conceptual framework and methodology-- The schools' profile-- The school context: Characteristics of principals and instructional leadership-- Learner knowledge of mathematics-- Teacher knowledge of mathematics-- Teacher proficiency to teach mathematics-- Opportunity to learn and teaching and learning mathematics in Grade
6 classes-- Are more knowledgeable teachers better teachers and do they provide more opportunity to learn (OTL)?-- Testing the overall model of student achievement.
(source: Nielsen Book Data)
The low achievement trap is an empirical study of student mathematics learning in Grade 6 classrooms that is unique in its focus on two school systems shaped by different political histories on either side of the Botswana-South Africa border. The study provides a detailed examination of the capacity of teachers - how they teach, how much they teach, and what they teach. Because of this wealth of detail, The Low Achievement Trap gives us much greater insight than previous research into why students seem to be making larger gains in the classrooms of South Eastern Botswana than in those of North West Province, South Africa. Rather than identifying a single major factor to explain this difference, the study finds that a composite of inter-related variables revolving around teachers' mathematics knowledge and their capacity to teach mathematics are crucial to improving education in both regions. The message is a hopeful one: good teachers can make a difference in student learning. (source: Nielsen Book Data)