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A Comparative Study of the Comparative Education Research in China and the Western Countries

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Abstract:

Title:A Comparative Study of the Comparative Education Research in China and the Western Countries: A Content Analysis of China’s "Comparative Education Review" and England’s "Comparative Education"

Co-authors:LIAO Fangping & HUANG Yating

Abstract:
Since it was originated in 1817 and developed afterwards, comparative education in the western countries has undergone a long history and become a fully established academic field of study, while on the other hand, China has been a relatively late starter in the field of comparative education research which was not really given attention and supported until 1980s. Meanwhile, China has been influenced a lot by the previous and contemporary study of comparative education in the western countries, different from the latter that has experienced a much earlier and endogenous development. For better understanding the development of comparative education research in both China and other western countries over time, and be better aware of the gap between each party at the same time, the paper carefully detailed this into more specific questions as to know what patterns specially feature the development of China’s comparative education research since its start, whether it follows the same path as it is evolved in the western countries, and what differences and preferences do they have when putting them at the parallel time stage. For answering these questions, the research articles from the core scholarly journals in the field of comparative education in each country could provide for a feasible access. Specially, this paper has made a comparison and content analysis of the articles in Comparative Education of England during the period of 1964-2007, as well as articles in Comparative Education Review of China during the period of 1980-2010 since the publication of both journals. Through interval sampling, 88 articles from Comparative Education and 178 articles from Comparative Education Review fall into the samples of this analysis. During the coding of these samples, 6 major categories were established as well as author information and periodical information included. The 6 major categories that are directly relevant to the study are countries being studied, research methods, research categories, research fields, research themes and research purposes. After all these samples have been coded into each classification, comparison and analysis were made applying Microsoft Excel.

The findings of the statistical analysis indicate that in both China and the western countries, education in the developed countries is the main focus of their comparative education research, but relatively speaking, Comparative Education also gives more attention to education in the developing countries of Asia, Africa and Latin America; as to the research methods being used, quantitative research method is far less used in China than the western countries; meanwhile, both China and the western countries have seen the decrease of the number of research that falls into the category of “foreign education study”; again , both China and the western countries tend to have the majority of research in the filed of educational economy and management, and they both tend to focus on the theme of educational practices and systems, while with less focus on educational thought and the disciplinary construction of the comparative education. As to the research purposes, the majority of China’s comparative education research (62.75% during 2001-2010, 74.36% during 1991-2000, and 84.21% during 1980-1990) is to seek and describe the particularity of other countries’ educational systems and practice. While in Comparative Education, their purposes are more widely and proportionally distributed, with the number of research that is aimed at either assisting the development of educational institutions and practices or identifying the development trends increasing steadily during different time periods while surpassing China with a proportion that is statistically significant.
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Name: 57th Annual Conference of the Comparative and International Education Society
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MLA Citation:

LIAO, Fangping. and HUANG, Yating. "A Comparative Study of the Comparative Education Research in China and the Western Countries" Paper presented at the annual meeting of the 57th Annual Conference of the Comparative and International Education Society, Hilton Riverside Hotel, New Orleans, LA, Mar 10, 2013 <Not Available>. 2014-12-11 <http://citation.allacademic.com/meta/p636209_index.html>

APA Citation:

LIAO, F. and HUANG, Y. , 2013-03-10 "A Comparative Study of the Comparative Education Research in China and the Western Countries" Paper presented at the annual meeting of the 57th Annual Conference of the Comparative and International Education Society, Hilton Riverside Hotel, New Orleans, LA <Not Available>. 2014-12-11 from http://citation.allacademic.com/meta/p636209_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Title:A Comparative Study of the Comparative Education Research in China and the Western Countries: A Content Analysis of China’s "Comparative Education Review" and England’s "Comparative Education"

Co-authors:LIAO Fangping & HUANG Yating

Abstract:
Since it was originated in 1817 and developed afterwards, comparative education in the western countries has undergone a long history and become a fully established academic field of study, while on the other hand, China has been a relatively late starter in the field of comparative education research which was not really given attention and supported until 1980s. Meanwhile, China has been influenced a lot by the previous and contemporary study of comparative education in the western countries, different from the latter that has experienced a much earlier and endogenous development. For better understanding the development of comparative education research in both China and other western countries over time, and be better aware of the gap between each party at the same time, the paper carefully detailed this into more specific questions as to know what patterns specially feature the development of China’s comparative education research since its start, whether it follows the same path as it is evolved in the western countries, and what differences and preferences do they have when putting them at the parallel time stage. For answering these questions, the research articles from the core scholarly journals in the field of comparative education in each country could provide for a feasible access. Specially, this paper has made a comparison and content analysis of the articles in Comparative Education of England during the period of 1964-2007, as well as articles in Comparative Education Review of China during the period of 1980-2010 since the publication of both journals. Through interval sampling, 88 articles from Comparative Education and 178 articles from Comparative Education Review fall into the samples of this analysis. During the coding of these samples, 6 major categories were established as well as author information and periodical information included. The 6 major categories that are directly relevant to the study are countries being studied, research methods, research categories, research fields, research themes and research purposes. After all these samples have been coded into each classification, comparison and analysis were made applying Microsoft Excel.

The findings of the statistical analysis indicate that in both China and the western countries, education in the developed countries is the main focus of their comparative education research, but relatively speaking, Comparative Education also gives more attention to education in the developing countries of Asia, Africa and Latin America; as to the research methods being used, quantitative research method is far less used in China than the western countries; meanwhile, both China and the western countries have seen the decrease of the number of research that falls into the category of “foreign education study”; again , both China and the western countries tend to have the majority of research in the filed of educational economy and management, and they both tend to focus on the theme of educational practices and systems, while with less focus on educational thought and the disciplinary construction of the comparative education. As to the research purposes, the majority of China’s comparative education research (62.75% during 2001-2010, 74.36% during 1991-2000, and 84.21% during 1980-1990) is to seek and describe the particularity of other countries’ educational systems and practice. While in Comparative Education, their purposes are more widely and proportionally distributed, with the number of research that is aimed at either assisting the development of educational institutions and practices or identifying the development trends increasing steadily during different time periods while surpassing China with a proportion that is statistically significant.


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