Publications

Global Perspectives on Education Research, Vol. I

Global Perspectives on Education Research echoes the breadth and scope of education research worldwide. It features the work of established and emerging scholars from a range of universities and research institutions in Africa, Europe, and North America. The book’s ten chapters are organized around four themes: Education Policy, Teaching and Learning, School Context and Student Outcomes, and Assessment and Measurement. Each chapter offers cross-cultural, transnational, or comparative insights on some of the most pressing challenges and promising opportunities for improving education around the world. Across thematic areas, these perspectives shape new ways of understanding context as an influence on, and a framework for, conceptual insights into education policy and practice at the international, national, and local levels. With chapters on topics including the cultural complexities of literacy, the effect of socioeconomic inequality on student learning, and the tension between education for global competitiveness and education for global citizenship as national policy strategies, Global Perspectives on Education Research addresses issues and questions that will interest education researchers, educators, policy makers, and societal leaders worldwide.

This volume is a publication of the World Education Research Association (WERA). WERA is an association of major national, regional, and international specialty research associations dedicated to advancing education research as a scientific and scholarly field. WERA undertakes initiatives that are global in nature and thus transcend what any one association can accomplish in its own country, region, or area of specialization.

Editors: Lori Diane Hill and Felice J. Levine

Education Science, Evidence, and the Public Good

This book series takes an analytic perspective on the theoretical underpinnings and practical examples of use of scientific evidence from education research to inform educational policy and practice in an international context. It examines a wide range of topics, including assessment and evaluation, educational administration and school governance, teaching and teacher education, education and workforce transitions, the structure of the curriculum, and policy. It ties in with current debates about the purpose and form of education in an era of post-truth, rapid technological change, globalization, demographic and political shifts, and growing economic inequities. With the contributions from national and international education research associations, organizations, and institutions, the series aims to ask, “What have we learned from the use of science as evidence in educational policy, research and practice that can support democratic, humanistic, and morally responsible development for individuals and societies in different regional and international contexts?” Thus, the main focus of the series is to explore the ways in which the use of scientific evidence in education has informed and transformed the relationships between research, policy, and practice for the public good in the regional and international levels.

Series editors: Mustafa Yunus Eryaman, Barbara Schneider, Felice J. Levine, Ingrid Gogolin

Editorial Board Members: Stephen Lamb, Victoria University, Australia; Jonathan Jahnsen, University of Free State, South Africa; Katariina Salmela-Aro, University of Helsinki, Finland; Alistair Ross, London Metropolitan University, UK; Dennis Beach, University of Gothenburg, Sweden; Tony Tam Wing, Chinese University of Hong Kong; Ong Kim Lee, Ohio University, USA; Nelofer Halai, Aga Khan University, Pakistan; Geovana Lunardi Mendes, Universidade do Estado de Santa Catarina, Brazil; Stéphan Vincent-Lancrin, OECD, France

World Education Research Yearbook, 1st Ed.

Reflective of the latest trends in education research, this inaugural volume of the World Education Research Yearbook captures the diverse concepts and various arenas of inquiry that are engaging education researchers across the globe. Comprised of nine chapters, the 2015 Yearbook brings together some of the most accomplished and emerging scholars in the field, from a breadth of universities and research institutions in the United States, Europe, Australia, Asia, and South America.

The Yearbook opens with the Presidential Address given at the 4^th WERA Focal Meeting by Yin Cheong Cheng, who proposes a new paradigm of educational reform to address the challenges impressed upon educators by the increased globalization of the modern world. Subsequent chapters make vivid the strengths of research with a broader work view. Chapter contributions shift the discourse through a global lens, addressing such topics as how international children’s TV can be used to further global health education and awareness, strategies for remedying low academic achievement among marginalized social and culture groups, and a new global model designed to aid countries in developing more effective indicators of quality education.

The 2015 World Education Research Yearbook is a crucial and long-awaited contribution to the field of education research. Its relevance extends beyond the borders of any single country or continent to encompass a worldwide perspective on educational developments which are of great value to researchers, educators, and students alike.

Editors: Lori Diane Hill, Felice J. Levine