EDF 6812: International and Comparative Education, Spring 2018 1

EDF 6812: International and Comparative Education (v. 2016)

College of Education

School of Teaching and Learning

Spring, 2018

Mondays from 1-4 pm (periods 6-8)

Norman Hall, Room 0288 (old Norman Hall)

Maria R. Coady, Ph.D. Office: NRN 2414

Office hours: Wednesdays 11am-12pm or appointment

352.273.4228 (office)

352.359.9995 (cell) mcoadyuf (Skype)

COURSE DESCRIPTION

In our interconnected and interdependent global world, academics, educational policy

makers, non-profit leaders, non-governmental organizational (NGO) leaders, and government

officials must actively acknowledge and address the global forces shaping educational policies

and practices today. This requires an interdisciplinary approach that reflects a deep

understanding of the historical, political, social, and economic dimensions of education within

a given nation (intra-state), as well as among various nations.

Using an equity/equality framework, this course builds a broad knowledge-base in

order to frame education in the current global context. The course examines regional

educational issues to deepen students’ knowledge and to situate global educational equity issues

such as development, gender, language, and race. Students will read educational texts,

theoretical articles, and empirical research studies; they will also access digital resources

(videos, audio, websites) and engage in small-group book clubs to support their learning. By

the end of this course, students will be prepared to situate their own school or educational

system within a global context, and have a solid understanding of comparative education

methods.

Throughout the course of the semester we will examine some or all of the following:

Comparative Studies, Education Abroad/International Education, Development Education,

Globalization, and Theory and Research in Comparative Education. These topics will be

examined of in light of the theoretical, methodological, and conceptual aspects of the field.

EDF 6812: International and Comparative Education, Spring 2018 2

Learning Objectives

The overarching instructional objectives for this course are as follows:

• Developing an understanding of comparative education as a field of inquiry. This will

serve as the basis for examining current trends in the discipline. (Part I of the course)

• Critically analyzing the globalization and internationalization of education and

educational policies, specifically using a framework of equity and social justice. (Part II

of the course)

• Examining in-depth several key international educational contexts and conducting

cross-analyses of those contexts, using our learning and collective knowledges as a basis

for the analysis. (Part III of the course)

Undergraduate Student Learning Objectives—from the UF Quality Enhancement Plan (QEP):

• SLO 1: Identify, describe, & explain global and intercultural conditions and

interdependencies. See rubric below.

Course Texts

Please purchase the following course books, PLUS one additional book for the book club (see

#2 below under Additional Course Readings).

Phillips, D. & Schweisfurth, M. (2014). Comparative and international education, 2nd

Ed., New

York: Bloomsbury.

Sharpes, D. K. (Ed.) (2016). Handbook on comparative and international studies. Information

Age Publishing.

Additional Course Readings

(1) Course readings are available on UF online library reserves system. They may later be

made accessible on online.education.ufl.edu under Canvas. (Required)

(2) In addition, students will form small reading groups and will choose one of the following

texts to present in class:

Carnoy, M. (2007). Cuba’s academic advantage: Why students in Cuba do better in

school. Stanford: Stanford University Press.

Darling-Hammond, L. & Rothman, R. (2015). Teaching in the flat world: Learning

from high performing systems. New York: Teachers College Press.

Hauser, B. (2012). The new kids: Big dreams and brave journeys at a high school for immigrant teens. Atria Books.

EDF 6812: International and Comparative Education, Spring 2018 3

Ripley, A. (2013). The smartest kids in the world and how they got that way. New

York: Simon and Schuster.

Sahlberg, P. (2014). Finnish lessons 2.0: What can the world learn from educational

change in Finland? New York: Teachers College Press.

Tobin, J., Hsueh, Y., & Karasawa, M. (2011). Preschool in three cultures revisited:

China, Japan, and the United States. Chicago: University of Chicago Press.

OTHER—bring me your book idea(s) for the book club.

COURSE FORMAT

Class Participation 25%

Active student participation is a cornerstone of the course. You simply have to be present for

all classes as scheduled. Participation entails the following:

Analysis/Policy Questions 10%

For each class period students will develop and (verbally) deliver a question

concerning class materials, readings, or guest speaker presentations. These

questions will serve as the basis for class discussions and should provide a

synthesis and analysis based on the articles’ or digital medias’ relevancy and

contribution to the field of comparative education.

Small Group Participation 15%

Active student engagement is necessary given the complex content, research,

theoretical and methodological issues addressed in this course. As a result,

students will participate in small group discussions (on various topics, including

Book Club) throughout the semester. These groups will share their analyses

with the entire class.

Small Group Book Club and Presentation 25% In an effort to add to a more in-depth understanding of comparative education in international

contexts, students will participate in a small group book clubs. Student groups will be

comprised of a minimum of four students (depending upon class size).

Each small group will choose from one of the books listed above or can suggest a different

book with the instructor’s approval. A small amount of class time will be dedicated to student

discussions for the book club; however, the vast majority of the work (read, analyze, and

discuss the material) must be conducted outside of class. Each small group will prepare and

implement a presentation (you can use a lesson plan, TED talk format, Socratic format) to

present this material/the book to classmates. This will occur during the middle to second half

of the semester (there will be designated dates for these). The presentation should be about ½

the class period (1 hour or so) and should engage classmates in the topic by presenting the

EDF 6812: International and Comparative Education, Spring 2018 4

authors’ position and viewpoint(s), the work’s application to international education, and the

robustness of the comparisons made by the author (where applicable).

Research Paper 50%

A 4,500-5,000 word research paper (about 15-20 double spaced pages [NOT including cover

pages] written in Times New Roman, 12 point font, 1-inch margins all around the paper) will

examine a comparative educational issue in the context of an intra-state or multi-state analysis.

Students must ensure that their analysis provides a conceptual/ theoretical framework,

discusses implications for educational policy, and explicitly describes how further research in

the chosen topic will add to the field of comparative education. Drafts are due throughout the

semester as follows: (1) early in the semester—overview of the topic [1-2 paragraphs] and a

minimum of six citations related to the topic); (2) full citations and draft of the literature review;

(3) final paper due by the end of the semester. The final paper should use consistent citations

using APA (6th

ed.) format. For help, see: https://owl.english.purdue.edu/owl/resource/560/01/

Note: a literature review refers to a collection of materials on a specific topic. Not to be

confused with a book review, a literature review surveys scholarly articles, books, and other

sources (e.g. dissertations, conference proceedings) relevant to a particular issue, area of

research, or theory, providing a description, summary, and critical evaluation of each work.

The purpose of the literature review is to offer an overview of significant literature published

on a topic. Place each work in the context of its contribution to the understanding of the

subject under review.

• Describe the relationship of each work to the others under consideration

• Identify new ways to interpret, and shed light on any gaps in previous research

• Resolve conflicts among seemingly contradictory previous studies

• Identify areas of prior scholarship to prevent duplication of effort

• Point the way forward for further research

• Place original work (in the case of theses or dissertations) in the context of existing

literature

Final paper format should include the following five sections:

I. Introduction

II. Literature Review of topic

III. Methods of comparison (comparing two or more contexts across themes – see course

readings and materials, especially Phillips book, especially Chapters 6-9)

IV. Implications for educational policy

V. Future Research and Conclusions

COURSE POLICIES AND EXPECTATIONS

Participation

Your active participation is vital to your success and that of the others in the class. All readings

and assignments must be completed as assigned so that you are prepared to engage in

discussion and provide your insights.

EDF 6812: International and Comparative Education, Spring 2018 5

Late Arrivals and Early Departures

You are expected to come to class on time and not leave prior to its conclusion. Please let me

know of any emergencies. Remember, you are responsible for all course material whether in

attendance or not.

Missed Materials/Announcements

I will use the UF listserv (which sends email messages to your UF account only) and/or the

online course (online.education.ufl.edu), which you will have access to, to make

announcements and disseminate any additional materials. Please discuss other questions you

may have during my office hours or immediately after class.

Incomplete Grades

Verifiable extreme illness, family emergency, or hospitalizations are the few circumstances in

which I will give an incomplete (I). Verifiable indicates a written excuse from a physician or

other authority.

Respectful Discourse

We will be discussing complex and often times controversial issues. In keeping with the long-

standing tradition of intellectual freedom, it is of vital importance that we all respect everyone’s

right to their point of view.

Student Academic Misconduct/Academic Honesty

All student work should represent the highest level of integrity and honesty. Plagiarism,

cheating and/or misrepresentation are serious violations of the University of Florida’s “Honor

Code”. I check work for authenticity. For clarification on these terms or the Honor Code, I

encourage you to visit https://www.dso.ufl.edu/sccr/process/student-conduct-honor-code/

Academic Accommodations

Any student who is in need of academic accommodations as a result of physical, mental, or

learning disabilities should contact me as well as the Disability Resource Center in the Dean of

Students Office. See: https://www.dso.ufl.edu/drc/

Grading Scale

A= 93-100% A-= 90-92%

B+= 86-89% B= 83-85% B-= 80-82%

C+= 76-79% C= 73-75% C-= 70-72%

Anything lower: see me

TENTATIVE SCHEDULE for SPRING 2018 (subject to change)

The following is a tentative schedule for the course. While I will do my best to maintain this

schedule, I do reserve the right to revise it at any time during the semester.

Part I: Comparative and International Education

INTRODUCTION: SETTING THE STAGE

EDF 6812: International and Comparative Education, Spring 2018 6

Week 1:

January 8, 2016 Phillips & Schweishfurth, Introduction

Sharpes, Introduction

COMPARATIVE EDUCATION: DEFINITIONS and THEMES

Week 2: January 15 NO F2F class this week due to federal holiday *please read ahead for the following weeks

Week 3: January 22 Phillips & Schweishfurth, Chapters 1 & 2

Klees, S. (2008).

OECD/PISA: http://www.oecd.org/pisa/

Read report and identify ONE data table that engages

you:

http://www.oecd.org/pisa/keyfindings/pisa-2012-results-

overview.pdf

Week 4: January 29 Phillips & Schweishfurth, Chapters 3 & 4

Sahlsberg, P. (2011)

COMPARATIVE EDUCATION: METHODS and ETHICS

Week 5: February 5 Phillips & Schweishfurth, Chapters 6 & 7

Sharpes, Chapter 1

Steiner-Khamsi, G. (2012)

Part II: International Education and Development

UNDERSTANDING ‘DEVELOPMENT’

Week 6: February 12

Phillips & Schweishfurth, Chapter 5

Sharpes, Chapters 2, 3, and 4

EDF 6812: International and Comparative Education, Spring 2018 7

UN Millennium Development Goals (MDGs)*

http://www.un.org/millenniumgoals/

MDG Report *Please focus on Goal #s 1 and 2

and the UN Sustainable Development Goals (SDGs)*

http://www.un.org/sustainabledevelopment/sustainable-

development-goals/ *Please focus on Goal #4

PhD students Apple, M. (2001, 2006) online http://evangeorge-

law.com/ http://evangeorge-law.com/

INTERNATIONAL EDUCATION AROUND THE GLOBE

Week 7: February 19 Middle East & North Africa: Focus on Gender

Sharpes, Chapters 4 (review), 5 and 13

Shafiq & Ross (2010).

DUE: Part I of final course paper due today by end of class

(hardcopy turned in)

Week 8: February 26 Asia: Parents, Teachers, and Students

Sharpes, Chapters 22, 26, 27, and 29

TED Talk: My Daughter Malala (Ziauddin Yousafzai) (16’32”)

https://www.ted.com/talks/ziauddin_yousafzai_my_daughter_ma

lala

TED Talk: For These Women, Reading is a Daring Act (5’06”)

https://www.ted.com/talks/laura_boushnak_for_these_women_r

eading_is_a_daring_act

March 5 NO class – Spring Break

Week 9: March 12 Asia: Focus on Socioeconomics and Access

Sharpes, Chapters 18, 28, and 30

TED Talk: Build a School in the Cloud (Sugata Mitra) (22’24”)

https://www.ted.com/talks/sugata_mitra_build_a_school_in_the_

cloud

EDF 6812: International and Comparative Education, Spring 2018 8

Week 10: March 19 North & South America: Issues and Perspectives

Narvaez Trejo & Heffington (2011) PLUS guest presentation

Sharpes, Chapters 4, 10, and 31

DUE: Part II draft literature review of final course paper due today in class (hardcopy turned in)

Week 11: March 26 Sub-Saharan Africa: Cross-Cultural Comparison

Sharpes, Chapters 9 and 16

Makalela (2015)

TED Talk: A Girl Who Demanded School (Kakenya Ntaiya)

(15’08”)

https://www.ted.com/talks/kakenya_ntaiya_a_girl_who_demande

d_school?language=en

Wek 12: April 2 Europe: Focus on Teacher Education

Sharpes, Chapter 21 and 24

Harford, J. (2010).

Roberts, R. & Sahin-Pekmez, E. (2012).

Week 13: April 9 Europe: Focus on Diversity

Sharpes, Chapter 7, 8, and 20

Cardona Moltó, M. C., Florian, L., Rouse, M. & Stough, L. M.

(2010).

Book club presentations

Week 14: April 16 Public Perspectives of International Education

Sharpes, Chapter 31

EDF 6812: International and Comparative Education, Spring 2018 9

Book club presentations

Week 15: April 23 Final Class: Themes from Comparative and International

Education

Phillips & Schweisfurth, Chapter 9: Outcomes of Comparative

Education: Selected Themes

Class short-presentations of final papers (for group feedback)

April 25 DUE: ALL FINAL PAPERS ARE DUE BY 5 PM PLEASE SUBMIT BOTH HARDCOPY TO DR. COADY’S MAILBOX

IN NORMAN HALL AND ELECTRONIC VERSION OF PAPER.

Conferences on education and international education

NOTE: We may all attend the UCF conference and can discuss in class.

Poverty, Globalization, and Schooling http://education.ucf.edu/form/PGS_reg.cfm

Date TBD UCF

Orlando, FL

National Association for Bilingual Education Feb. 28-March 3, 2018

Albuquerque, New Mexico

4th

Annual Universality of Global Education Issues Conference (Educational Mosaics)

http://www.shsu.edu/academics/education/universality-of-global-education-issues-

conference/ March 1-2, 2018

Houston, TX

Comparative International Education in Society (CIES) Annual Conference

https://cies2018.org/ March 25-29, 2018

Mexico City, Mexico

Sunshine State TESOL Conference http://sstesol.org

May 10-12, 2018

Orlando, Florida

EDF 6812: International and Comparative Education, Spring 2018 10

Bibliography

Apple, M. (2001). “Comparing Neo-Liberal Projects and Inequality in Education,”

Comparative Education 37(4), pp. 409-423.

Baker, D., Hayhoe, R., Heyneman, S., Lewin, K., Shafiq, M. N., Stambach, A., Stromquist,

N., & Vavrus, F. (2008). “Response to Steven Klees’ presidential address,” Invited

contributors. Available:

http://www.pitt.edu/~mnshafiq/M_Najeeb_Shafiq_(University_of_Pittsburgh)/Research

_files/Response%20to%20Klees%20%28Shafiq%29.pdf

Cardona Moltó, M. C., Florian, L., Rouse, M. & Stough, L. M. (2010) Attitudes to diversity: a

cross‐cultural study of education students in Spain, England and the United States,

European Journal of Teacher Education, 33(3), 245-264, DOI:

10.1080/02619768.2010.495771

Harford, J. (2010) Teacher education policy in Ireland and the challenges of the twenty‐first century, European Journal of Teacher Education, 33(4), 349-360, DOI:

10.1080/02619768.2010.509425

Klees, S. (August, 2008). Reflections on Theory, Method, and Practice in Comparative and

International Education, Comparative Education Review, 52(3), pp. 301-328.

Makalela, L. (2015). Translanguaging as a vehicle for epistemic access: Cases for reading

comprehension and multilingual interactions. Per Linguam, 31(1), 15-29.

Narvaez Trejo, O. M. & Heffington, D. (2011). Exploring Teachers’ Perceptions of their Role

in the EFL Classroom: Some Considerations. Memorias del VI foro de estudios en

lenguas internacional (FEL 2010).

http://www.uv.mx/personal/onarvaez/files/2012/09/Exploring-Teachers-perceptions-of-

their-Role-in-the-EFL-Classroom.pdf

OECD. PISA: http://www.oecd.org/pisa/http://www.oecd.org/pisa/keyfindings/pisa-2012-

results-overview.pdf

Roberts, R. & Sahin-Pekmez, E. (2012). Scientific evidence as content knowledge: a replication

study with English and Turkish pre-service primary teachers, European Journal of

Teacher Education, (35)1, 91-109, DOI: 10.1080/02619768.2011.633991

Sahlsberg, P. (2011). PISA in Finland: An Education Miracle or an Obstacle to Change?

Center for Education Policy Journal, 1(3), 119-140. Available:

https://pasisahlberg.com/wp-content/uploads/2013/01/PISA-in-Finland-CEPS-2011.pdf

Shafiq, M. N. & Ross, K. (2010). "Educational attainment and attitudes towards war in Muslim

countries contemplating war: The cases of Jordan, Lebanon, Pakistan, and Turkey,"

Journal of Development Studies, 46(8), pp. 1424-1441.

EDF 6812: International and Comparative Education, Spring 2018 11

Steiner-Khamsi, G. (2012). Understanding Policy Borrowing and Lending: Building

Comparative Policy Studies. In G. Steiner-Khamsi and F. Waldow (Eds.). World

Yearbook of Education 2012. (pp. 3-17). New York: Routledge Available:

http://www.tc.columbia.edu/faculty/steiner-

khamsi/_publications/Gitas%20Professional%20Files/Chapters%20in%20edited%20vol

umes/UnderstandingPolicyBorrowing2012.pdf

United Nations (2015) Millennium Development Goals Report

http://www.un.org/millenniumgoals/2015_MDG_Report/pdf/MDG%202015%20rev%2

0(July%201).pdf

United Nations (2017). Sustainable Development Goals

http://www.un.org/sustainabledevelopment/sustainable-development-goals/

Book Club Group Presentations EDF 6812/EDG 4930: International and Comparative Education

25% of Final Grade Spring 2018

Outstanding

Satisfactory

Unsatisfactory

Not Applicable

Points

Presentation: Audience

Engagement

(5 Points)

The group consistently engages the audience using a planned, appropriate design and techniques (lesson, Socratic, TED talk, other)

The group somewhat engages the audience using a planned, appropriate design or technique.

The group does not engage the audience and/or does not plan to engage the audience in the topic.

Not Applicable

Presentation: Group

Participation

(5 Points)

All members of the group consistently participate and engage in the presentation.

Some (more than 1/3%) members of the group consistently participate in the presentation.

Only a few members of the group consistently participate in the presentation.

Not Applicable

Concepts/ Principles

(10 Points)

Consistently and effectively demonstrates sophisticated understanding of the factors discussed and describe in the book, including its history, values, politics, economy, beliefs and/or practices.

Demonstrates some understanding of the complexity of factors discussed and described in the book, including its history, values, politics, economy, or beliefs and practices.

Rarely or does not demonstrate the complexity of factors discussed or described in the book including its history, values, politics, economy, or beliefs and practices.

Not Applicable

Analysis Logically Analyzes some Does not analyze

EDF 6812: International and Comparative Education, Spring 2018 12

(5 Points)

analyzes alternate points of view (including the author’s), recognizing important differences or similarities of cultural points of view related to international education issues.

alternate points of view (including the author’s), recognizing some differences or similarities of cultural points of view related to international education issues.

alternate points of view, recognizing some differences or similarities of cultural points of view related to international education issues.

Not Applicable

Total Points: _____________ Comments: