Understanding Others, Educating Ourselves Getting More from International Comparative Studies in Education (2003) / Chapter Skim
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5 Infrastructure
5 Infrastructure
Pages 64-69
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From page 64... ...
studies throughout the 1990s, this capacity is institutionalized in international organizations such as the International Study Center at Boston College, the IEA Data Processing Center in Hamburg, Germany, the Organisation for Economic Co-operation and Development's (OECD) Directorate for Education, and a half-dozen other nonprofit and for-profit educational research centers, such as the Australian Council for Educational Research, the Educational Testing Service in the United States, and the Japanese National Institute for Education Research.
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From page 65... ...
government investments encompassing Type II and III studies has not been developed. Recommendation 5: The federal government should create a broadly participatory infrastructure to plan and conduct its international comparative education studies.
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From page 66... ...
, and through the international program coordinating responsibilities of the Office of the Under Secretary, the department is clearly positioned to fulfill the leadership role for international comparative education research studies expressed in our recommendation. This program should be staffed with experts in international comparative studies in education, and its tasks should include developing policy statements to guide the agenda, inform funding decisions, and monitor all types of studies; updating existing NCES strategy for Type I studies; developing incentives for incorporating international perspectives into more domestically oriented education studies; and planning for building up the international comparative education research community.
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From page 67... ...
The 1993 Agenda called for "syntheses of empirical research throughout the world, bringing such research to bear on broad comparative questions of wide interest," but almost 10 years later few such syntheseswhich are most likely to qualify as Type II studies have been undertaken. The lack of secondary analyses and cross-national syntheses of research may be attributed in part to the reward structure in the U.S.
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From page 68... ...
For significant periods in their careers, these scholars may live outside the United States, and their studies may not be directly related to education. Much of the education regional expertise now extant in the United States was funded piecemeal as future scholars begin language and cultural studies through student exchange programs, proceed through Fulbright-Hays training grants, the Peace Corps, the Department of Education's foreign language and area studies fellowships, and American Association for the Advancement of Science fellowships with international development organizations, independent of funding specific to education studies.
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From page 69... ...
The cost of the type of study we envision might be as low as several thousand dollars. There is a large pool of foreign education students and scholars already in the United States on which to draw; facilitating their work may or may not require modest diplomatic capital; and, as noted above, the small-scale studies they undertake tend to be less demanding of student, teacher, and administrator time than Type I or II studies.
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