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International Journal of Educational Development

March 2013 Volume 33, Number 2

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Table of Contents

Number of articles: 10

  1. Complex collaborations: India and international agendas on girls’ and women's education, 1947–1990

    Rosie Peppin Vaughan

    This article explores the dynamics of global campaigns for education through a study of the movement for girls’ and women's education in India since independence in 1947. In particular, it uses the... More

    pp. 118-129

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  2. School enrollment in Iraq during the U.S.-led invasion: A statistical analysis

    M. Najeeb Shafiq

    Little is known about the educational consequences in Iraq during the U.S.-led invasion of 2003–2010. This study examines school enrollment based on the 2007 Iraq Household Socio-Economic Survey.... More

    pp. 130-138

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  3. The inclusion of inclusive education in international development: Lessons from Papua New Guinea

    Guy Le Fanu

    A new ‘inclusive’ curriculum has been introduced in Papua New Guinea, with significant levels of support from a bilateral development agency. The curriculum is inclusive in the sense that it is... More

    pp. 139-148

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  4. The effects of individual characteristics, socioeconomic status, and political engagement on the attainment of student leadership roles in Chinese university students

    Ching-Ling Wu & Wei Bao

    This study analyzes the effects of individual characteristics, socioeconomic status, and political engagement among Chinese university students with respect to their attainment of student... More

    pp. 149-155

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  5. Civic education in Ethiopian schools: Adopted paradigms, instructional technology, and democratic citizenship in a multicultural context

    Tesfaye Semela, Thorsten Bohl & Marc Kleinknecht

    After nearly two decades of military dictatorship, democratic civic education has been integrated into the Ethiopian school curriculum. This paper examines the policy–practice concordance in... More

    pp. 156-164

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  6. The continua of identities in postcolonial curricula: Kenyan students’ perceptions of gender in school textbooks

    Kim Foulds

    The roles of textbooks in postcolonial states is increasingly complicated, even more so when engaging a gendered analysis. This is in large part due the pressure national education ministries face ... More

    pp. 165-174

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  7. First steps in teaching argumentation: A South African study

    Martin Braund, Zena Scholtz, Melanie Sadeck & Robert Koopman

    South African student teachers were studied to see how they coped with requirements to teach science using argumentation. Lesson observations, plans, reflective logs, post-teaching interviews and... More

    pp. 175-184

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  8. Promotion criteria, faculty experiences and perceptions: A qualitative study at a key university in China

    Zhang Jingning

    The purposes of this micro-level, detailed qualitative study of a university faculty in a large city in China are threefold: to identify the sources of institutional promotion criteria, to... More

    pp. 185-195

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  9. Dropping out: Identity conflict in and out of school in Ghana

    Máiréad Dunne & Eric Daniel Ananga

    This paper explores geographies of identity of Ghanaian school dropouts. In particular, we investigate how school dropouts in rural communities construct narratives of identity within and outside... More

    pp. 196-205

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  10. Bhutanese stakeholders’ perceptions about multi-grade teaching as a strategy for achieving quality universal primary education

    Pawan Kucita, Charles Kivunja, T.W. Maxwell & Bawa Kuyini

    This study employed document analysis and qualitative interviews to explore the perceptions of different Bhutanese stakeholders about multi-grade teaching, which the Bhutanese Government identified... More

    pp. 206-212

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