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Peabody Journal of Education, Volume 89, Issue 1, 2014

Issues in International Education

Many of the salient debates in domestic education discussions have parallels in international contexts. In this issue of the Peabody Journal of Education, Guest Editor Stephen P. Heyneman leads an extensive analysis in Comparative and International education. Heyneman begins the issue with an introduction, detailing the links between contemporary education debates in several OECD countries. Kara Brown and Doyle Stevick then examine the particularly contentious issue of teacher quality, discussing the importation of teachers as cultural ambassadors.

Next discussing the importance of quality research and evidence in education, Moses Oketch delineates the challenges to using randomized contrail trials in comparison to the advantages they may provide in terms of useful evidence. Analyzing another issue of particular importance in American education discussions, Jonathan Stern then discusses the use school vouchers to close the socioeconomic achievement gap in Colombia and proposes their expansion if particular adjustments are made.

Following its examination of voucher reform, the issue then examines the role of cognitive neuroscience in education, extending what has been a popular line of discussion of America. Helen Abadzi writes on the potential benefits to utilizing cognitive neuroscience in developing countries, where student academic outcomes are typically much lower. The issue then focuses sharply on the issue of educational corruption, first with an article by Amra Sabic-El-Rayess that samples students from Bosnia and Herzegovina. The first article seeks to discern the coping mechanisms of students exposed to academic corruption in higher education before Boehm and Caprio extend the discussion to the use of transparency through “transparency bulletin boards.”

As any discussion in comparative education ultimately presents the question of comparability of academic outcomes across countries, Jeongwoo Lee argues against the use of raw international test score data in mathematics, science, and reading as a true indicator of academic outcomes. Instead, he uses scores in disciplines such as civic education and analyses educational expenditures to derive a more nuanced picture of educational outcomes between countries, shedding light upon the question of efficiency in the process.

In the final two studies, contemporary issues of immigration and protests are examined with regard to their relationship with schooling. First, Laura Engel and colleagues explore the effects of mobility across countries and the role schooling can have on such impacts. Finally, in “Are Student Protests in Arab States Caused by Economic and Political Grievances? Empirical Evidence from the 2006–07 Arab Barometer,” Najeeb Shafiq and colleagues discuss the relationship between protests and education.

Throughout this issue, the authors thoughtfully examine issues relevant across educational contexts with a comparative perspective. We believe this issue provides a considerable contribution to the Comparative and International Education discussion and would like the thank Dr. Stephen P. Heyneman and each of the authors whose work is represented within this issue for their outstanding scholarship. Without their collaborative effort, this would not have been possible and we at the Peabody Journal of Education are proud to present this issue.