Global Perspectives on Education Research

Global Perspectives on Education Research- Front Cover
Global Perspectives on Education Research
Title Page
Copyright Page
Contents
Introduction
	Part I: Global Perspectives on Education Policy
	Part II: Teaching and Learning
	Part III: School Context Links to Student Outcomes
	Part IV: Assessment and Measurement
PART I:
Global Perspectives on Education Policy
Chapter 1: Literacy and Language Diversity: Challenges for Education
Research and Practice in the 21st Century
	‘Literacy’ and ‘Language’ – Understanding the Terms in a European Tradition
	21st Century Skills and Competences
	Language as a General Foundation of Skills and Competences
	Language Diversity as a Global Reality
	Open Questions, Controversies and Perspectives
	Notes
	References
Chapter 2: Framing Global Education in the United States: Policy
Perspectives
	Introduction
	Literature Review
	Methods
	Findings
	Discussion
	Acknowledgements
	References
Chapter 3: The Education of Refugee Children: Human Rights
Enactment and Educational Policy Discourses in Italy and
the UK
	Introduction
	Education Policy-Making, Policy Enactment and the Human Rights Arena
	International and National Contexts of Policy-Making and Policy Enactment
	Methodology and Data Sources
	Human Rights Principles versus Populist Discourses on Forced Migration
	The 4-As Scheme and Problems of Enactment
	‘Segregated Integration’ at the National Level
	Concluding Discussion
	Appendix: Interview Schedule
	Notes
	References
Chapter 4: Differentiation in Middle-Class Identities, Values and
Responses: Parental Choice in a Working-Class,
Multi-Ethnic School
	The Backdrop to the Study Context
	Theory and Research Design
	Findings
	Discussion and Conclusion
	Appendix 4.1: Osborne Student Demographics 2003–08
	Appendix 4.2: Overview of the Interviewees and the Number of Interviews
	Notes
	References
PART II:
Teaching and Learning
Chapter 5: Education as a Community Project: Understanding
Place-Based Learning
	Introduction and Overview
	Research Questions, Methods and Data Sampling
	Context: The Three Areas
	Place-Based Learning and the Curriculum
	Indicative Survey Findings
	Place-Based Learning Activities Presented through Three Case Studies
	Summary and Conclusions
	Notes
	References
	Interviews and Email Correspondence
Chapter 6: “The Children Come and Go”: How Educating
Military-Connected Students Impacts the Work of School
Teachers, Counselors, and Administrators
	Overview
	A Global Context for Education Research on Military- Connected Students
	Domains of Educational Risk for Military-Connected Students
	School-Wide Reform as a Model for School-Wide Responsiveness
	Research Questions
	Method
	Procedure
	Data Analysis
	Findings
	Discussion
	Future Directions
	Acknowledgment
	Notes
	References
PART III:
School Context Links to Student Outcomes
Chapter 7: Social Inequality in Attitudes and Behavior: The
Implications of the Flemish Tracking System for Equity
	Introduction
	Social Inequality, Attitudes, and Behaviors
	The Role of Tracking
	The Structure of the Flemish Educational System
	The Current Study
	Data and Methodology
	Results
	Discussion
	References
Chapter 8: A Transnational Analysis of Students’ Interests in Science
and Science-Related Research Careers
	Literature on Schools Cultivating Students’ Interest in Science
	Research Questions
	Data
	The Present Study
	Measures
	Findings and Discussion
	Scientific Significance and Implications
	Appendix A: Selected Definitions of Science Attitude Indices Used in PISA 2006 (OECD, 2007)
	Note
	References
PART IV:
Assessment and Measurement
Chapter 9: Exploring Possible Effects of Differential Item Functioning
on Reading Achievement across Language Subgroups: A
South African Perspective
	Introduction
	South Africa’s Participation in the Progress in International Reading Literacy Study (PIRLS)
	Data Source and Analysis Methods
	Results
	Discussion
	Note
	References
Chapter 10: The Conceptualization and Measurement of Student
Engagement in Science: A Cross-Cultural Examination
from Finland and the United States
	Background
	Theoretical Framework
	Research Questions
	Data and Methods
	Findings
	Discussion
	Appendix A: Student ESM Questionnaire
	Appendix B: Student Background Survey
	Notes
	References
List of Contributors
Index