ORCID Profile
0000-0001-9201-4677
Current Organisation
University of New England
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Publisher: Springer Science and Business Media LLC
Date: 21-02-2008
Publisher: Emerald
Date: 04-01-2013
DOI: 10.1108/20463161311297590
Abstract: Historical studies of comparative education have been available and utilised in Europe and North America to justify and legitimise comparative and international education research in present day contexts (Cowen Masemann et al. Psacharopoulos Schriewer). However, a review of the literature of comparative education research in Asia and the Pacific discloses that very little is known about its own history, purpose, or direction. The aim of this paper is to explore the idea that part of this circumstance stems from the fact that these fields of study are often perceived as undefined. This analysis suggests that in the Asia and Pacific region, research in comparative and international education is generally perceived as narrowly defined. This article points out that the “fields” differ in terms of paradigmatic representation but are both change‐dependent, and that while comparative education research does not necessarily require an international dimension to it, international education must contain comparative elements for critical analysis and reflection. The first study of its kind to review the history of comparative education research in the region.
Publisher: Canadian Center of Science and Education
Date: 25-03-2013
DOI: 10.5539/HES.V3N2P24
Publisher: OsloMet - Oslo Metropolitan University
Date: 19-04-2018
DOI: 10.7577/NJCIE.2600
Abstract: It is erroneous to draw too many conclusions about global university rankings. Making a university’s reputation rest on the subjective judgement of senior academics and over-reliance on interpreting and utilising secondary data from bibliometrics and peer assessments have created an enmeshed culture of performativity and over-emphasis on productivity. This trend has exacerbated unhealthy competition and mistrust within the academic community and also discord outside its walls. Surely if universities are to provide service and thrive with the advancement of knowledge as a primary objective, it is important to address the methods, concepts, and representation necessary to move from an emphasis on quality assurance to an emphasis on quality enhancement.This overview offers an analysis of the practice of international ranking. US News and World Report Best Global Universities Rankings, the Times Supplement World University Rankings, and the Shanghai Jiao Tong University Academic Ranking of World Universities are analysed. While the presence of Nobel laureates in the hard sciences has been seized upon for a number of years as quantifiable evidence of producing world-class university education, Nobel laureates in peace and literature have been absent from such rankings. Moreover, rankings have been based on employment rather than university affiliation. Previously unused secondary data from institutions where Nobel peace and literature laureates completed their terminal degrees are presented. The purpose has been to determine whether including peace and literature laureates might modify rankings. A caveat: since the presence of awarded Nobel laureates affiliated at various institutions results in the institutions receiving additional ranking credit in the hard sciences of physics, chemistry, medicine, and economic sciences, this additional credit is not recognised in the approach used in this study. Among other things, this study suggests that if educational history were used in assembling the rankings as opposed to one’s university affiliation, conclusions might be very different.
Publisher: American Psychological Association (APA)
Date: 2010
DOI: 10.1037/A0018433
Abstract: In 3 experiments, we examined Perruchet, Cleeremans, and Destrebecqz's (2006) double dissociation of cued reaction time (RT) and target expectancy. In this design, participants receive a tone on every trial and are required to respond as quickly as possible to a square presented on 50% of those trials (a partial reinforcement schedule). Participants are faster to respond to the square following many recent tone-square pairings and slower to respond following many tone-alone presentations. Of importance, expectancy of the square is highest when performance on the RT task is poorest-following many tone-alone trials. This finding suggests that RT performance is determined by the strength of a tone-square link and that this link is the product of a non-expectancy-based learning mechanism. The present experiments, however, provide evidence that the speeded RTs are not the consequence of the strengthening and weakening of a tone-square link. Thus, the RT Perruchet effect does not provide evidence for a non-expectancy-based link-formation mechanism.
Publisher: Emerald
Date: 08-02-2016
DOI: 10.1108/IJCED-10-2015-0003
Abstract: – Worldwide, dichotomies exist within macro- and micro-educational planning of systems of education. Inner Mongolia represents an interesting case in the sense that its educational system has been influenced by its historical and passive reliance on China’s political reforms and ongoing identity issues. The purpose of this paper is to discuss how cultural ecology and isomorphism can be compared and managed in the form of a dualism, involving complex organisational structures, operational procedures, and learning outcomes. These may be macro in focus but may also promote the development of social and cultural identity at micro levels. Emphasis is placed upon examining cultural ecology, a concept advocated by the cultural anthropologist, Roy Rappaport, but with concern for embracing indigenous knowledge as a complement to traditional educational attainment. – This discussion further considers the feasibility and implementation of a rubric (the Denman-James Rubric (DJR)) that is a custom-tailored pilot project designed to visually demonstrate one’s mastery of creativity and communication, reflective thinking, and analytical and problem solving skills. A demonstration of the DJR is presented to highlight the progress made in its usage and utility in Inner Mongolia and elsewhere. – A primary research goal is to investigate whether differing teaching and learning approaches and the use of alternative assessments over a period of time can promote, encourage, and empower students into taking greater ownership of their learning. – This narrative is an original look at Inner Mongolia’s educational system and how it has been influenced by its historical and passive reliance on China’s political reforms and ongoing identity issues.
Publisher: Organisation for Economic Co-Operation and Development (OECD)
Date: 07-04-2004
Publisher: Springer Singapore
Date: 2018
Publisher: Organisation for Economic Co-Operation and Development (OECD)
Date: 08-12-2005
Publisher: Emerald
Date: 08-05-2017
DOI: 10.1108/IJCED-05-2017-0007
Abstract: Utilising dialogic meta-narrative analysis, a form of inquiry based on examining the difference between voices in meaningful and relevant dialogue (Wegerif, 2006, p. 347), the purpose of this paper is to present an examination of three relevant works on theories of the global South for identifying educational patterns, themes, and biases from the worldview perspectives of the respective authors. In comparative and international education “qualitative” research, the acceptance of differing points of view and reference have often resulted in a fragmented and fractitious affirmation of cultural relativity, whereby the pursuit of truth (Veritas) has been replaced by the pursuit and contestation of a plurality of knowledges and truths. Davies defines this as “discursive practice”, which refers to the way discourse and the production of selves produce and reconstitutes one’s social and psychological realities (Davies, 1999, p. 88). The positional and discursive worldviews relative to “other” are not only dependent on locational, contextual, and time (Zeitgeist) dimensions, but also on disciplinary methodological foundations and subjective interpretations of both experience and choice. The analysis of the three scholarly works identifies issues of comparative education research from a dialogic and dialectic perspective, suggesting that relativistic notions of research are required and necessary in order to expand horizons and “break out of the box” to broaden one’s imagination. The questions raised by all three worldviews require further research: Who pays? Who benefits? Should the field contest the positional points-of-reference of comparativists? Should theory and mode of inquiry be made more clear in order to understand and discern the positional authority of the researcher and the researched? Should relevant literature addressing subject material involve greater scrutiny – if not collaboration – between scholars from different worldview perspectives? Subjectivity, validation and significance of findings contribute to dissemination and advancement of knowledge, and if not robust or rigorous, are simply another point of view. This is a new paradigmatic approach to problematising comparative and international research from three positional worldviews. The value in problematising the three worldviews helps to delve deeper into the issues at hand regarding the global South.
Publisher: Organisation for Economic Co-Operation and Development (OECD)
Date: 08-09-2005
Publisher: Emerald Group Publishing Limited
Date: 06-01-2016
Publisher: Organisation for Economic Co-Operation and Development (OECD)
Date: 20-04-2004
Publisher: Springer Netherlands
Date: 2011
Publisher: Springer Netherlands
Date: 2008
Publisher: Springer Netherlands
Date: 2013
No related grants have been discovered for Brian Denman.