scispace - formally typeset
Search or ask a question
JournalISSN: 0305-7925

Compare 

Taylor & Francis
About: Compare is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Comparative education & Higher education. It has an ISSN identifier of 0305-7925. Over the lifetime, 1740 publications have been published receiving 31380 citations.


Papers
More filters
Journal ArticleDOI
01 Jan 2010-Compare
TL;DR: This paper explored the complexities of international students' transitional experiences both in terms of their maturation and human development and their intercultural adaptation within a different educational environment and a different culture and society.
Abstract: This paper discusses the background and key findings of a two‐year Economic and Social Research Council (ESRC) funded mixed‐method research project (2006–2008) which was designed, within the context of university internationalisation, to provide an investigation of the experiences of first‐year international students during their undergraduate study at four UK higher education institutions. The research explored the complexities of international students' transitional experiences both in terms of their maturation and human development and their intercultural adaptation within a different educational environment and a different culture and society. These two types of transition interactively influenced the nature and process of students' change and development over time. Findings of the research challenge the psychological model of international students' linear intercultural adaptation and point to the presence of a complex set of shifting associations between language mastery, social interaction, persona...

365 citations

Journal ArticleDOI
01 Dec 2006-Compare
TL;DR: In this paper, the authors present the dynamics of interrelation in the growth of private supplementary tutoring in East Asia and in Africa, Europe, and North America, including Japan, Hong Kong, South Korea and Taiwan.
Abstract: Private supplementary tutoring has long been a major phenomenon in parts of East Asia, including Japan, Hong Kong, South Korea and Taiwan. In recent times it has grown dramatically in other parts of Asia and in Africa, Europe and North America. The factors underlying the growth of private tutoring vary, but in all settings it has major implications for learning and livelihood. Families with the necessary resources are able to secure not only greater quantities but also better qualities of private tutoring. Children receiving such tutoring are then able to perform better in school, and in the long run to improve their lifetime earnings. By contrast, children of low‐income families who do not receive such benefits may not be able to keep up with their peers and may drop out of school at an earlier age. Tutoring also of course has a direct impact on the livelihoods of the tutors, providing employment and incomes for a range of professionals and amateurs of different age groups. The dynamics of inter‐relation...

217 citations

Journal ArticleDOI
01 Mar 2005-Compare
TL;DR: In this paper, the authors examine the role of national politics and power relationships in giving internationally borrowed ideas their meaning and shape in the South African curriculum and discuss the circulation of ideas between global, national and regional levels.
Abstract: This article takes the case of the South African curriculum to examine the role of national politics and power relationships in giving internationally borrowed ideas their meaning and shape. It discusses the circulation of ideas between global, national and regional levels. In exploring the particular dynamics shaping the South African curriculum, it argues that there were three dominant influences on South African curriculum‐making between 2000 and 2002: the African National Congress, teacher unions and university‐based intellectuals. The ANC introduced a reforming, pragmatic approach to curriculum reform. Teacher unions reasserted the importance of outcomes‐based education as foundational philosophy, and established the necessity for a workable and implementable post‐apartheid curriculum. They united around a secular, humanist, rights‐based curriculum. Radical intellectuals created the context for democratic debate and discussion of the post‐apartheid curriculum and the theoretical and empirical climate for reform of the curriculum. The article uses primary and secondary sources collected through participation in the processes described and includes a discussion of the methodological issues involved.

213 citations

Journal ArticleDOI
01 Jun 2004-Compare
TL;DR: The authors compare and contrast the different usages of the term "international education" and discuss internationalism and globalization as contexts for international education, as practised in international schools and other institutions, particularly with reference to the history and programs of the International Baccalaureate Organization (IBO).
Abstract: A problem with the construction of an inclusive definition of international education is that the word ‘international’ has a variety of connotations. It is proposed that the term ‘international education’ is ambiguous because it appears to refer to contrasting usages in educational studies. International education is frequently discussed in the context of the related field of comparative education, but a different sense of the term has also developed in the context of the theory and practice of education in international schools and other institutions. This paper compares and contrasts the different usages of the term ‘international education’. It also discusses internationalism and globalization as contexts for international education, as practised in international schools and other institutions, particularly with reference to the history and programmes of the International Baccalaureate Organization (IBO).

211 citations

Journal ArticleDOI
22 Mar 2007-Compare
TL;DR: The authors explored the threefold "stress-adaptation-growth" intercultural learning process of these participants by focusing the discussions on the their lived experience in the UK, which has the potential to bring about profound changes in overseas students themselves, transforming their understanding of the learning experience, self knowledge, awareness of the Other and values and worldview.
Abstract: In the context of increasing recruitment of overseas students by British higher education (HE) institutions, there has been a growing need to understand the process of students' intercultural adaptation and the approaches that can be adopted by British academic institutions in order to facilitate and support these students' learning experience in the UK. Drawing upon one‐year of in‐depth qualitative research investigating the experience of a small cohort of Chinese postgraduate students' in a British university, I explore the three‐fold ‘stress‐adaptation‐growth’ intercultural learning process of these participants by focusing the discussions on the their lived experience in the UK. The key argument of this article is that intercultural adaptation is in itself a process of intercultural learning, which has the potential to bring about profound changes in overseas students themselves, transforming their understanding of the learning experience, self knowledge, awareness of the Other, and values and worldview.

204 citations

Performance
Metrics
No. of papers from the Journal in previous years
YearPapers
202337
202268
2021151
2020143
201957
201876