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Major globalization facts and some important issues for educational


									    Major globalization facts and some
important issues for educational research in
               a global world

                 Erik De Corte
     Center for Instructional psychology and
         University of Leuven, Belgium

        Paper presented in a panel session on:
 Globalism’s contributions to educational research
      and the development of new knowledge,
   organized at the Annual Meeting of the American
          Educational Research Association,
           San Diego, April 13 – 17, 2009

• Some   background

• Major globalization facts on the road to
     educational research globalism

• Some issues for educational research in a
     global world
  Some background: What is globalism?
Globalism is a belief system that emphasizes the current
trend toward international organizations and institutions

Globalization denotes a process of increased global
interaction and integration among people,
companies,and governments of different nations
It has effects on the environment, on culture, on political
systems, on economic development and prosperity, and
on physical well-being in societies around the world

Globalization is an element of globalism
Globalism has ancient roots, but so called “thick
globalism” characterized by an increasig density of
interactions is a post-second World War phenomenon

Already in 1971 a colleague of mine published a book
The world is our village
 Major globalization facts on the road to
    educational research globalism
AERA 1979: restricted number of “aliens”
AERA mid-1990s: the number was much bigger and
has continued to grow

Europe: in the 1970s not much contact between
scholars. Euro-colleagues met each other in this

Since the foundation of EARLI in 1985 exchange and
cooperation between researchers has been soaring
and has led to many spin-off networks and projects
Currently a substantial number of EARLI members and
participants in the biennial conferences are non-
EARLI has currently two successful, high-quality
journals that have become popular among non-
European scholars as a channel for publishing their
* Learning and Instruction (since 1991)
* Educational Research Review (since 2006)

In 1994 EERA was founded as an association of
national educational research associations, and has
stimulated interaction and collaboration in Europe

Currently there is still potential for more
Europeanization in the direction of Central and Eastern
   EERQI: European Educational Research
   Quality Indicators (supported by the EU)
The goal of EERQI is to reinforce and enhance the
worldwide visibility and competitiveness of European
educational research

More specifically, the project aims to:

* develop new indicators and methodologies to
      determine quality of educational research

* propose a prototype framework for establishing
      such indicators and methodologies

* make this framework operational on a multilingual
     basis (starting with English, German, and
A last and very recent development in the
globalization of educational research is the
establishment (in fact in the margin of this
AERA meeting) of

WERA, the World Educational Research

an association of about 25 national, regional,
and international educational research
associations (see Educational Researcher,
38(1), January/February 2009)
  Some issues for educational research
           in a global world
No doubt that educ. res. has benefited from those
international developments (i.e. globalization)
Good example: research on math education:
exchanges and interactions in meetings of PME and
ICME, but also at this annual meeting have contributed
to our better understanding of students’ math learning
and to the development of new approaches to teaching
This work has been enriched by the so-called
“ethnomathematics”, the study of math practiced,
expressed, and transmitted in identifiable socio-
cultural groups, such as non-Western indigenous
      International comparative studies of
            educational achievement
TIMSS (Trends in International Mathematics and
Science Study; more than 60 countries in 2007)
PIRLS (Progress in International Reading Literacy
Study; more than 50 countries in 2011)
organized by the International Association for the
Evaluation of Educational Achievement (started in

PISA (Programme for International Student
Assessment), started in 2000 with 43 countries; 62
countries will participate in 2009)
organized by OECD
These studies are constantly the object of debate and
For instance, they are sometimes called horse race
studies that raise a lot of critical questions relating to
differences in curricula, time spent in school and
student population, etc.

But they certainly have also been useful in some
respects, such as forcing countries to submit their
curricula to a close scrutiny and to examine factors
that are likely to influence educational achievement

Moreover, some developments in this kind of studies
are promising, especially the fact that besides
quantitative also qualitative data are collected and
analyzed that are very informative (e.g., about class
size, functioning of teacher as a professional group,
spiral curriculum, etc.)
            Some other relevant topics
     derived partly from a small survey among IAE Fellows

World-wide research addressing the issue of what are
the basic competencies (fundamental knowledge and
skills) that should be included in any K-12 curriculum?
And in what grade levels should these competencies be

The European Commission has just unveiled an
initiative called New Skills for New Jobs that aims at
anticipating the skills needed for the jobs of the future
Fundamental research, using quantitative as well as
qualitative data, is needed to provide such reliable
anticipative information. Developing common tools and
methodologies is a essential requirement to ensure
valid comparability
How can/should education cope with the increasing
diversity that accompanies globalization?

How can education best deal with individual
differences based on an analysis of the different ways
that nations currently cope with such differences?

Capacity building in universities in the so-called
developing countries (Africa, Asia, Latin America)
  Initiatives of the International Academy of
  contributing to the globalization of educ. res., esp.
  of evidence-based outcomes of general relevance
Educational Practices Series: short publications
addressed to practioners which present the results of
well-established bodies of research on specific topics
in easy-to-read booklets (18 booklets available;
published and distributed through a cooperative
arrangement with the International Bureau of
Education in Geneva)

Educational Policy Series: A similar series aimed at
policy- and decision-makers (10 booklets; published
and distributed through a cooperative arrangement
with the International Institute for Educational
Planning in Paris)
Teaching by Brophy, J.

Parents and Learning by Redding, S.

Effective Educational Practices by Walberg, H.J., & Paik, S.J.

Improving Student Achievement in Mathematics by Grouws, D.A.,
& Cebulla, K.J.

Tutoring by Topping, K.

Teaching Additional Languages by Judd, E.L., Tan, L., & Walberg,

How Children Learn by Vosniadou, S.

Preventing Behaviour Problems: What Works by Foster, S.L.,

Brennan, P., Biglan, A., Wang, L., & al–Ghaith, S.
Preventing HIV/AIDS in Schools by Schenker, I.

Motivation to Learn by Boekaerts, M.

Academic and Social Emotional Learning by Elias, M.

Teaching Reading by Pang, S., & Muaka, A., & Bernhardt, E., &
Kamil, M.

Promoting Pre–School Language by Lybolt, J., & Gottfred, C

Teaching Speaking, Listening and Writing by Wallace, T., Stariba,
W.E., & Walberg, H.J.

Using New Media by Chung–wai Shih, C., & Weekly, D.E.

Creating a Safe and Welcoming School by Mayer, D.E.

Teaching Science by Staver, J.R.

Teacher professional learning and development by Timperley, H.
Accountability in education
by Jo Anne Anderson
Recruitment, retention and development of school principals
by Judith D. Chapman
School-based management
by Brian J. Caldwell,
Economic outcomes and school quality
by Eric E. Hanushek
Preparation, recruitment, and retention of teachers
James M . Cooper and Amy Alvarado
Grade repetition
by Jere Brophy
Demand-side financing in education
by Harry Anthony Patrinos
Program evaluation: large-scale and small-scale studies
by Lorin W. Anderson and T. Neville Postlethwaite
National assessment of educational achievement by T. Neville
Postlethwaite and Thomas Kellagan
Poverty and education by Servaas Van der Berg

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