This brief paper considers the historical development of comparative education and consequent problems. It is argues that the origin of comparative education was found in the possibility of being both national and supranational in one's orientation to the study of education. This has led to confusion in what is being studied and the concepts used…

Three studies which examine the academic achievement of secondary students in British comprehensive schools as compared to their achievement in selective schools are critiqued. Research problems found in each of the studies are examined. (RM)

This paper examines how educational comparisons might be used by the educational practitioners, and how the educator can contribute to the comparativists' work. Currently, it is argued, a gap exists between comparative educational study and the theory and practice of education. This leads to three areas of need. First, professional comparativists…

An examination of the technical and theoretical strengths and weaknesses of three British research studies on the effectiveness of selective and nonselective schooling shows that the reorganization of British schools has not produced the lowering of educational standards that politically motivated groups would like people to believe. (RM)

This paper inquires analytically about the connotative meaning of the terms poverty and learning as they function in the language of comparative education research. In the analysis of concepts, the analytical techniques used are the techniques of definition, explication, illustration, and substitution. Four conceptions of the term learning and…

An analysis of three research studies which examined the movement towards comprehensive schooling in Great Britain shows that the answer to the question "has it worked" can be yes or no, depending on the selection of data and of statistical techniques. (RM)

Three British studies recently compared the examination results of pupils from comprehensive schools with those of selective schools. Each study reached somewhat contrasting conclusions. Major differences among the studies are discussed in order to clarify reasons for the contrasting interpretations and to illustrate the major difficulties in…

An analysis of data showed that British students in local education authorities which have retained selection to a greater or lesser extent did not achieve better examination results than students in those authorities which have gone fully comprehensive. (RM)

Contends that the high quality of the probability sampling used by the International Association for the Evaluation of Educational Achievement (IEA) is due, in large part, to procedures developed by IEA's first statistical consultant, Gilbert Peaker. Concludes that the Peaker process is a first-class sample design. (CFR)

Discussed are the assumptions which underpin research studies of the effects of pupil, school, and local education authority characteristics on student achievement in Great Britain. The purpose is to clarify the necessary limitations on knowledge imposed by various research methods and to suggest how these might be improved. (RM)

Asserts that educational policymakers must measure student achievement and school system performance accurately to help provide skills demanded by society. Contends that many international surveys either fail to provide adequate and precise answers to the intended research questions or provide inaccurate and faulty results. (CFR)

Reviews materials developed by the now-defunct Russian President's Coordinating Committee for Handicapped Affairs. Reveals a system barely meeting the needs of its handicapped citizens and hampered by inadequate accounting and reporting. Provides a broad range of information on the handicapped in Russia based on approximate data. (MJP)

Briefly presents the results of a study comparing the responses of Asian Canadian students and European Canadian students for evidence of social responsibility bias. Using the Balanced Inventory of Desirable Responding, the study found little evidence of bias. Discusses implications and weaknesses of the experiment. (MJP)