IN510 Introduction to
Comparative Education
IN510 Introduction to
Comparative Education
I. Catalog Description and Credit Hours of Course:
An examination of schooling in different countries through contextual frameworks: philosophical and ideological; structural frameworks: social, cultural, economic, and political; and operational frameworks: pedagogical.
II. Prerequisite(s):
None.
III. Purposes or Objectives of the Course:
A. Identify the philosophical and ideological perspectives that frame education throughout the world.
B. Identify various historical, social, cultural, economic and political forces at work which impact educational system.
C. Identify the theoretical underpinnings of education in representative societies.
D. Identify pedagogical practices (methodology, materials and assessment) in representative societies that compare and contrast with the United States.
E. Identify the roles that administrators, faculty, students, and parents play in representative societies.
F. Identify ways in which technology is used for educational purposes in selected societies.
IV. Expectations of the Students:
A. Each student will attend class regularly.
B. Each student will prepare for and participate in class discussions and activities.
C. Each student will do assigned readings.
D. Each student will take class examinations as scheduled.
E. Each student will complete assignments as explained by instructor. In addition to the regular assignments, graduate students will also complete a term research project.
V. Course Outline: Hours
A. Introduction, definition of comparative education (1)
B. Objectives of education (2)1. Philosophical and ideological constructs
2. Reasons for each system of education
C. History (6)
1. Beginnings
2. Status
D. Social, cultural, economic and political forces at work in education institutions (12)
E. Theory (9)
1. Learning
2. Teaching
F. Applications (9)
1. Academic curriculum
2. Non-academic curriculum
3. Student evaluation
4. Counseling
5. Discipline
6. TechnologyG. Roles (6)
1. Administration
2. Faculty
3. Students
4. Parents
N.B. Educational systems of countries from each of the representative national areas will be used to develop a comparative understanding of schooling world-wide. These are: Latin America, Western Europe, Eastern Europe, Africa, Middle East, Central Asia, Southeast Asia, Far East. Focus countries will vary from semester to semester.
VI. Textbook(s) and/or Other Required Materials or Equipment:
Thomas, R. M. (1990). International comparative education: Practices, issues, and prospects. New York: Pergamon Press.
VII. Basis for Student Evaluation:
Evaluation will be based upon the knowledge demonstrated on the exams, papers, and classroom activities; and upon the quality of the work. Graduate students will also be evaluated on depth of critical analysis, synthesis, and evaluation of problem development for the term project, and the subsequent generation of possible solutions for the problem within a realistic context of schooling in diverse societies.
VIII. Knowledge Base:
A. Philosophical and ideological aspects:
Thomas, R.M. (1992). Education’s role in national development plans: Ten country cases. New York: Praeger.
B. Historical, social, cultural, economic, political aspects:
Comparative Education Review. Vol. 24, No., Part 2. June 1980. Special issue on women and education in the third world.
Coombs, P. H. (1985). The world crisis in education. New York: Oxford University Press.
Fagerlind, I., Saha, L. J. (1983). Education and national development: A comparativeperspective. New York: Pergamon.
King, E. (1979). Other schools and ours. New York: Holt, Rinehart & Winston.
Simmons, J. (Ed). (1980). The education dilemma: Policy issues for developing countries inthe 1980s. New York: Pergamon.
Smock, A.C. (1981). Women’s education in developing countries: Opportunities and outcomes.New York: Praeger.
C. Pedagogical aspects:
Broadfoot, P., Osborn, M. (1993). Perceptions of teaching: Primary school teachers in England and France. New York: Cassell.
Colclough, C., Lewin, K.M. (1993). Educating all the children: Strategies for primaryschooling in the South. Oxford: Clarendon Press.
Comparative Education Review. Vol. 40, No. 1. February 1996. Special issue on religion.
Elley, W.B. (1994). The IED study of reading literacy: Achievement and instruction in thirty-two school systems. New York: Pergamon.
Farrell, J.P., Oliviera, J.B. (1993). Teachers in developing countries: Improving effectiveness and managing costs. Washington, DC: World Bank.
Hayhoe, R. (1992). Education and modernization: The Chinese experience. New York:Pergamon.
McAdams, R.P. (1993). Lessons from abroad - How other countries educate their children.Lancaster, PA: Technomic Publishing Co.
Mukhopadhyay, C.C., Seymour, S. (Eds.) (1994). Women, education, and family structure in India. Boulder, CO: Westview Press.
Myers, R. (1992). The twelve who survive: Strengthening programs of early childhood development in the third world. New York: Routledge.
Smith, F. (1993). Whose language? What power? A universal conflict in a South African setting. New York: Teachers College Press.
Stromquist, N. P. (Ed). (1992). Women in Latin America: Knowledge, power, and change. Boulder, CO: Lynne Rienner Publishers.
Tjeldvoll, A. (1992). Education in East/Central Europe: Report of the Oslo Seminar. Buffalo, NY: State University of New York at Buffalo.
D. Web Sites:
E. Journals:
Comparative Education Review
Comparative Education
WCCI Forum