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"International Programs"
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Student, school, and country differences in sustained test-taking effort in the 2009 PISA reading assessment
In this article, the change in examinee effort during an assessment, which we will refer to as persistence, is modeled as an effect of item position. A multilevel extension is proposed to analyze hierarchically structured data and decompose the individual differences in persistence. Data from the 2009 Program of International Student Achievement (PISA) reading assessment from N = 467,819 students from 65 countries are analyzed with the proposed model, and the results are compared across countries. A decrease in examinee effort during the PISA reading assessment was found consistently across countries, with individual differences within and between schools. Both the decrease and the individual differences are more pronounced in lower performing countries. Within schools, persistence is slightly negatively correlated with reading ability; but at the school level, this correlation is positive in most countries. The results of our analyses indicate that it is important to model and control examinee effort in low-stakes assessments.
Journal Article
“This Was Eye-Opening for Me”: A Case Study of Insider Perspectives on an International Program in Norway
This article explores the impacts of various components of an international program on the professional development of both international and local student teachers. The primary data source comprised the participants’ narratives across four cohort years (2019, 2021, 2022, and 2024, n = 50), supplemented by focus group interviews (n = 3) with eleven students from the 2021 cohort. Data were analyzed deductively, guided by the overarching purpose of teacher education and Biesta’s three functions of education. Our findings reveal that the international program significantly enhances participants’ qualification as future teachers, notably in professional competence, pedagogical knowledge and skills, intercultural competence, and subjectification regarding the ability to make independent professional decisions for their future careers. Additionally, the inclusion of both international and local students provides mutual benefits, albeit to varying extents and in different ways. The results suggest that thoughtfully designed program components and the integration of international and local students in higher education yield substantial benefits for all participating student teachers.
Journal Article
Fostering Global Perspectives in Teacher Education: A Virtual International Program between the USA and Zimbabwe
This study explores the impact of a virtual international program on promoting global experiences among teacher education students in the United States (US) and peers in Zimbabwe. Through this program, participants engaged in asynchronous dialogues, collaborations, and exchanges with peers overseas, in which they exchanged ideas on digital literacy and media literacy projects. Results indicate a notable enhancement in the US students’ abilities to engage with global issues and comprehend cultural differences through these dialogues. There are three key themes associated with global learning that emerged as a result of this study: (1) the crucial role of authentic discussions and exchanges, (2) the value of virtual online programs in providing global experiences, and (3) the influence of these engagements on enhancing intercultural literacy. This study highlights the potential for international collaboration in fostering authentic dialogue and understanding among students from diverse cultural backgrounds. The collaborative project served as a bridge between the US and Zimbabwe, providing participants with a platform for rich cultural exchanges and reflections on equitable access to technology and educational opportunities. Overall, this study highlights the importance of virtual international programs and the potential for international collaboration to enhance teacher education students’ ability to engage in meaningful international discourse and collaboration.
Journal Article
Can Big Bird fight terrorism? : children's television and globalized multicultural education
\"Sesame Street has taught generations of Americans their letters and numbers, and also how to better understand and get along with people of different races, faiths, ethnicities, and temperaments. But the show has a global reach as well, with more than thirty co-productions of Sesame Street that are viewed in over 150 countries. In recent years, the United States Agency for International Development (USAID) has provided funding to the New York-based Sesame Workshop to create international versions of Sesame Street. Many of these programs teach children to respect diversity and tolerate others, which some hope will ultimately help to build peace in conflict-affected societies. In fact, the U.S. government has funded local versions of the show in several countries enmeshed in conflict, including Afghanistan, Kosovo, Pakistan, Jordan, and Nigeria. Can Big Bird Fight Terrorism? takes an in-depth look at the Nigerian version, Sesame Square, which began airing in 2011. In addition to teaching preschool-level academic skills, Sesame Square seeks to promote peaceful coexistence-a daunting task in Nigeria, where escalating ethno-religious tensions and terrorism threaten to fracture the nation. After a year of interviewing Sesame creators, observing their production processes, conducting episode analysis, and talking to local educators who use the program in classrooms, Naomi Moland found that this child-focused use of soft power raised complex questions about how multicultural ideals translate into different settings. In Nigeria, where segregation, state fragility, and escalating conflict raise the stakes of peacebuilding efforts, multicultural education may be ineffective at best, and possibly even divisive. This book offers rare insights into the complexities, challenges, and dilemmas inherent in soft power attempts to teach the ideals of diversity and tolerance in countries suffering from internal conflicts.\"-- Provided by publisher.
Book
Measurement Issues in Research on Shadow Education: Challenges and Pitfalls Encountered in TIMSS and PISA
Expanding numbers of researchers are focusing on the scale and impact of private supplementary tutoring. Such tutoring is widely called shadow education, since much of its curriculum mimics that of regular schooling. Although shadow education has expanded significantly worldwide and is now recognized to have far-reaching significance, research faces methodological and conceptual challenges. This article focuses on analyses of shadow education data from the Third (or Trends in) International Mathematics and Science Study (TIMSS) and the Programme for International Student Assessment (PISA). An initial problem arises from definitions of shadow education and therefore from research focus. Further challenges arise from the initial phrasing and then translation of items in international questionnaires. The article notes that some studies have been grounded in problematic data, which has led to misleading pictures. Methods and approaches are maturing, but much refinement remains necessary for an adequate understanding of the nature and implications of shadow education.
Journal Article
Europe un-imagined : nation and culture at a French-German television channel
\"Europe Un-Imagined examines one of the world's first and only trans nationally produced television channels, Association relative لa la tâelâevision europâeenne (ARTE). ARTE calls itself the \"European culture channel\" and was launched in 1991 with a French-German intergovernmental mandate to produce television and other media that promoted pan-European community and culture. Damien Stankiewicz's ground-breaking ethnographic study of the various contexts of media production work at ARTE (the newsroom, the editing studio, the screening room), reveals how ideas about French, German, and European culture coalesce and circulate at the channel. He argues that the reproduction of nationalism often goes unacknowledged and unremarked upon, and questions whether something like a European \"imagination\" can be produced. Stankiewicz describes the challenges that ARTE staff face, including rapidly changing media technologies and audiences, unreflective national stereotyping, and unwieldy bureaucratic infrastructure, which ultimately limit the channel's abilities to cultivate a transnational, \"European\" public. Europe Un-Imagined challenges its readers to find new ways of thinking about how people belong in the world beyond the problematic logics of national categorization.\"-- Provided by publisher.
Book
Single-item measures of happiness and life satisfaction: the issue of cross-country invariance of popular general well-being measures
Single-item measures of general well-being are increasingly being analysed cross-culturally but without clear evidence of comparability level attainment. The primary objective of this study is to examine the cross-country measurement invariance of the two most common single-item measures—life satisfaction and happiness—across a large number of countries. For this purpose, 45 data sources from large-scale sample surveys conducted between 1976 and 2018 were used. This study presented a novel technique for examining the measurement invariance of individual items and used Bayesian approximation to evaluate the extent of the non-invariance of certain items across nations. The findings revealed that the happiness item’s factor loadings and intercepts deviated less, indicating comparability across more countries than the life satisfaction item. It is possible that the construct of happiness is more universally applicable across cultures than that of life satisfaction. However, the item parameters of the survey items varied among several countries in each round of the program, indicating that the observed score means could only be compared between a few participating countries.
Journal Article