A critical analysis of comparative research

Prospects

Volumn 32, Issue 1, 2002, Pages 51-73

  Benavot, Aaron ^a  

^a HEBREW UNIVERSITY OF JERUSALEM   (Israel)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84967051283     PISSN: 00331538     EISSN: 15739090     Source Type: Journal    
DOI: 10.1023/A:1019796410415     Document Type: Article

References (96)

1. Altbach, P.; Kelly, G., eds. 1988. Textbooks in the third world: policy content and context. New York, Garland.
2. Amadio, M. 1998. Instructional time and teaching subjects during the first four years of primary education. Educational innovation and information (Geneva), no. 96, pp. 1–7.
3. Apple, M. 1979. Ideology and curriculum. London, Routledge.
4. Apple, M. 1986. Teachers and texts. New York, Routledge.
5. al-Ashmawi, F. 1996. Comparative study of the history textbooks of seven Mediterranean countries. Paris, UNESCO.
6. Baker, D.; LeTendre, G. 2000. Comparative sociology of classroom processes, school organization and achievement. In: Hallinan, M., ed. Handbook of sociology of education, pp. 345–364. New York, Kluwer/Plenum.
7. Benavot, A. 1992. Curricular content, educational expansion and economic growth. Comparative education review (Chicago, IL), vol. 36, pp. 150–174.
8. Benavot, A. 1996. Education and political democratization: a cross-national and longitudinal study. Comparative education review (Chicago, IL), vol. 40, no. 2, pp. 377–403.
9. Benavot, A. et al. 1991. Knowledge for the masses: world models and national curricula, 1920–1986. American sociological review (Madison, WI), vol. 56, no. 1, pp. 85–100.
10. Benavot, A.; Kamens, D. 1989. The curricular content of primary education in developing countries. Washington, D.C., The World Bank. (Policy, planning and research working papers: education and employment. Working papers series, no. 237.)
11. Benavot, A.; Resh, N. 2001. The social construction of the local school curriculum: patterns of diversity and uniformity in Israeli junior high schools. Comparative education review (Chicago, IL), vol. 45, no. 2, pp. 504–536.
12. Bledsoe, C. et al. 1999. Critical perspectives on schooling and fertility in the developing world. Washington, D.C., National Academy Press.
13. Boli, J. 1997. Globalization. In: Cookson, P. Jr.; Sadovnik, A.; Levinson, D.L., eds. Encyclopedia on education and sociology. Cambridge, MA, Garland.
14. Bowles, S.; Gintis, H. 1976. Schooling in capitalist America. New York, Basic Books.
15. Bray, M.; Steward, L., eds. 1998. Examinations systems in small states: comparative perspectives on policies, models and operations. London, Commonwealth Secretariat.
16. Cha, Yun-Kyung. 1991. The effect of the global system on language instruction, 1850–1986. Sociology of education (Albany, NY), vol. 64, no. 1, pp. 19–32.
17. Chabbott, C. 1996. Constructing educational development: international development organizations and the World Conference on Education for All. Unpublished doctoral dissertation. School of Education, Stanford University.
18. Chabbott, C.; Ramirez, F. 2000. Development and education. In: Hallinan, M., ed. Handbook of sociology of education, pp. 163–188. New York, Kluwer/Plenum.
19. Cohen, E.H. 2001. A structural analysis of the R. Kahane code of informality: elements toward a theory of informal education. Sociological inquiry, vol. 71, no. 3.
20. Crossley, M.; Murby, M. 1994. Textbook provision and the quality of the school curriculum in developing countries. Comparative education, vol. 30, no. 2, pp. 99–114.
21. Cummings, W. 1999. The institutions of education: compare, compare, compare! Comparative education review (Chicago, IL), vol. 43, no. 4, pp. 413–437.
22. Cummings, W.; Riddell, A. 1994. Alternative policies for the finance, control and delivery of basic education. International journal of educational research, vol. 21, no. 8, pp. 751–776.
23. Daniel, J. 2001. Learning to live together: a priority challenge at the dawn of the twenty-first century. Prospects, vol. 31, no. 3, pp. 263–268.
24. Davies, L. 2001. Education and conflict: learning from comparative education. Paper presented at the World Congress of Comparative Education Societies. Seoul, South Korea, July.
25. Delors, J. et al. 1996. Learning: the treasure within. Paris, UNESCO.
26. Dottrens, R. 1962. The primary school curriculum. Paris, UNESCO.
27. Dreeben, R. 1968. On what is learned in school. Reading, MA, Addison Wesley.
28. Durkheim, E. 1977 [1938]. The evolution of educational thought. London, Routledge.
29. Eckstein, M.; Noah, H. 1993. Secondary school examinations: international perspectives on policies and practice. New Haven, CT, Yale UP.
30. European Commission. 2000. Key data on education in Europe. Brussels, EC.
31. Fiala, R.; Lansford, A. 1987. Educational ideology and the world educational revolution, 1950–1970. Comparative education review (Chicago, IL), vol. 31, no. 3, pp. 315–332.
32. Firer, R. 1998. Human rights in history and civics textbooks: the case of Israel. Curriculum inquiry, vol. 28, pp. 195–208.
33. Frank, D.J. et al. 2000. Embedding national societies: worldwide changes in university history curricula, 1985–1994. Comparative education review (Chicago, IL), vol. 44, no. 1, pp. 29–53.
34. Fuller, B. 1987. What school factors raise achievement in the Third World? Review of education research (Washington, DC), vol. 57, no. 3, pp. 255–272.
35. Fuller, B. 1991. Growing up modern: the Western state builds Third World schools. New York, Routledge.
36. Fuller, B.; Rubinson, R., eds. 1992. The political construction of education: the state, school expansion, and economic change. New York, Praeger.
37. Garet, M.; Delany, B. 1988. Students, courses and stratification. Sociology of education (Albany, NY), vol. 61, pp. 61–77.
38. Glenn, C.L. 1988. The myth of the common school. Amherst, U Massachusetts P.
39. Goodson, I. 1993. School subjects and curriculum change: studies in curriculum history, 3rd ed. London, Falmer.
40. Goodson, I. 1995. The making of curriculum: collected essays. London, Falmer.
41. Hadenius, A. 1992. Democracy and development. Cambridge, Cambridge UP.
42. Hanushek, E.A.; Kimko, D. 2000. Schooling, labor-force quality, and the growth of nations. American economic review, vol. 90, no. 5, pp. 1184–1208.
43. Harmon, M. et al. 1997. Performance assessment in IEA’s third international mathematics and science study. Chestnut Hill, MA, Center for the Study of Testing, Evaluation and Educational Policy.
44. Harrison, J. 1994. Unity and diversity of culture and curriculum in the Israeli education system. Jerusalem, Institute for the Study of Educational Systems.
45. Heyneman, S.; Jamison, D. 1980. Student learning in Uganda: textbook availability and other factors. Comparative education review (Chicago, IL), vol. 24, no. 2, pp. 206–220.
46. Holmes, B.; McLean, M. 1989. The curriculum: a comparative perspective. London, Routledge.
47. Inkeles, A.; Smith, D. 1974. Becoming modern. Cambridge, MA, Harvard UP.
48. Kahane, R. 1997. Informal knowledge and curricula. In: Reuven K.; Rapoport, T., eds. The origins of postmodern youth, pp. 117–146. Berlin, de Gruyter.
49. Kamens, D. 1988. Education and democracy: a comparative institutional analysis. Sociology of education (Albany, NY), vol. 61, pp. 114–127.
50. Kamens, D.; Benavot, A. 1991. Elite knowledge for the masses: the origins and spread of mathematics and science education in national curricula. American journal of education, vol. 99, pp. 137–180.
51. Kamens, D.; Meyer, J.W.; Benavot, A. 1996. Worldwide patterns in academic secondary education curricula, 1920–1990. Comparative education review (Chicago, IL), vol. 40, no. 2, pp. 116–138.
52. Kerckhoff, A. 2000. Transition from school to work in comparative perspective. In: Hallinan, M., ed. Handbook of sociology of education, pp. 453–474. New York, Kluwer/Plenum.
53. Kleibard, H. 1986. The struggle for the American curriculum, 1893–1958. Boston, MA, Routledge.
54. Lapointe, A.; Mead, N.; Phillips, G. 1989. A world of differences: an international assessment of mathematics and science. Princeton, NJ, Educational Testing Service.
55. Lockheed, M.; Verspoor, A. 1991. Improving primary education in developing countries. New York, Oxford UP.
56. Lynch, K. 1989. The hidden curriculum: reproduction in education, an appraisal. London, Falmer.
57. Maynes, M.J. 1985. Schooling in Western Europe. Albany, NY, SUNY P.
58. McEneaney, E. 1998. The transformation of primary science and mathematics: a cross-national analysis, 1900–1995. Unpublished doctoral dissertation. Department of Sociology, Stanford University.
59. McEneaney, E.; Meyer, J.W. 2000. The content of the curriculum. In: Hallinan, M., ed. Handbook of the sociology of education, pp. 189–211. New York, Kluwer/Plenum.
60. McNeely, C. 1995. Prescribing national education policies: the role of international organizations. Comparative education review (Chicago, IL), vol. 39, no. 4, pp. 483–507.
61. Meyer, J.W. 1977. The effects of education as an institution. American journal of sociology (Chicago, IL), vol. 83, pp. 53–77.
62. Meyer, J.W.; Jepperson, R. 2000. The ‘actors’ of modern society: the cultural construction of social agency. Sociological theory, vol. 18, no. 1, pp. 100–120.
63. Meyer, J.W. et al. 1997. World society and the nation-state. American journal of sociology (Chicago, IL), vol. 103, no. 1, pp. 144–181.
64. Meyer, J.W. et al. 1992. School knowledge for the masses: world models and national primary curriculum categories in the twentieth century. London, Falmer.
65. Meyer, J.W. et al. 1977. The world educational revolution, 1950–1970. Sociology of education (Albany, NY), vol. 50, pp. 242–258.
66. Meyer, J.W.; Ramirez, F.; Soysal, Y. 1992. World expansion of mass education, 1870–1980. Sociology of education (Albany, NY), vol. 65, pp. 128–149.
67. Modell, J. 1994. Schooling and learning in children’s lives. Comparative education review (Chicago, IL), vol. 38, no. 1.
68. Moulton, J. 1997. How do teachers use textbooks: a review of the research literature. Washington, DC, Office of Sustainable Development, Bureau for Africa, USAID. (Technical Paper, no. 74.)
69. Oakes, J.; Gamoran, A.; Page, R. 1992. Curriculum differentiation: opportunities, outcomes and meanings. In: Philip W.J., ed. Handbook of research on curriculum, pp. 570–608. New York, MacMillan.
70. O’Connor, S. 1988. Women’s labor force participation and preschool enrollment: a cross-national perspective, 1965–1980. Sociology of education (Albany, NY), vol. 61, no. 1, pp. 15–28.
71. OECD/CERI. 1992. The OECD international education indicators. Paris, OECD.
72. OECD/CERI. 1994. Making education count: developing and using international indicators. Paris, OECD.
73. OECD/CERI. 1995a. Measuring what students learn. Paris, OECD.
74. OECD/CERI. 1995b. Measuring the quality of schools. Paris, OECD.
75. OECD/CERI. 2000. Education at a glance: OECD indicators. Paris, OECD.
76. Pallas, A. 2000. The effects of schooling on individual lives. In: Maureen Hallinan, M., ed. Handbook of sociology of education, pp. 499–525. New York, Kluwer/Plenum.
77. Pelgrum, W.; Voogt, J.; Plomp, T. 1995. Curriculum indicators in international comparative research. In: OECD. Measuring the quality of schools, pp. 83–102. Paris, OECD.
78. Piper, K. 1995. Curriculum style as a process variable. In: OECD. Measuring what students learn, pp. 195–209. Paris, OECD.
79. Popkewitz, T.S. 1987. The formation of school subjects and the political context of schooling. In: Popkewitz, T.S., ed. The formation of the school subjects, pp. 1–24. New York, Falmer.
80. Ramirez, F.; Ventresca, M. 1992. Building the institution of mass schooling: isomorphism in the modern world. In: Bruce Fuller, B.; Rubinson, R., eds. The political construction of education: the state, school expansion, and economic change, pp. 47–60. New York, Praeger.
81. Ramirez, F.; Luo, X.; Schofer, E.; Meyer, J.W. 2001. Does academic achievement in mathematics and science promote economic growth? Paper under review. School of Education, Stanford University.
82. Rauner, M. 1998. The worldwide globalization of civics education topics from 1955–1995. Unpublished doctoral dissertation. School of Education, Stanford University.
83. Schafer, M. 1999. International nongovernmental organizations and Third World education in 1990: a cross-national study. Sociology of education (Albany, NY), vol. 72, no. 2, pp. 69–88.
84. Soysal, Y. 2000. Identity and transnationalization in German school textbooks. In: Hein, L.; Selden, M., eds. Censoring history: citizenship and memory in Japan, Germany, and the United States. Armonk, NY, W.E. Sharpe.
85. Stevenson, H; Lee, S.; Stigler, J. 1986. Mathematics achievement of Chinese, Japanese and American children. Science, vol. 14, pp. 693–699.
86. Torney-Purta, J. et al. 2001. Citizenship and education in twenty-eight countries: civic knowledge and engagement at age fourteen. Amsterdam, International Association for the Evaluation of Educational Achievement.
87. Travers, K.; Westbury, I. 1989. The IEA study of Mathematics I: analysis of mathematics curricula. Oxford, Pergamon.
88. UNESCO. 1979. International Conference on Education: recommendations 1934–1977. Paris, UNESCO.
89. UNESCO. 1965, 1976, 1985, 1995, 1999. Statistical yearbook. Paris, UNESCO.
90. UNESCO. 2000. World education report. Paris, UNESCO.
91. UNESCO:IBE. 1960. Preparation of general secondary school curricula, no. 216. Geneva, IBE.
92. UNESCO:IBE. 1999. World data on education, 3rd ed. Geneva, IBE.
93. UNESCO:IBE. 2000. World data on education: a guide to the structure of national education systems. Paris, UNESCO.
94. Waller, W. 1961 [1932]. The sociology of teaching. New York, Russell and Russell.
95. Wong, Suk-Ying. 1991. The evolution of social science instruction, 1900–1986. Sociology of education (Albany, NY), vol. 64, pp. 33–47.
96. Yair, G. 1997. When classrooms matter: implications of between-classroom variability for educational policy in Israel. Assessment in education, vol. 4, no. 2, pp. 225–248.