| PISA: multiple truths' and mediatised global governance |
16 |
| PISA for Development: how the OECD and World Bank shaped education governance post-2015 |
12 |
| Beyond internationalisation and isomorphism - the construction of a global higher education regime |
10 |
| The seeming 'round trip' of learner-centred education: a 'best practice' derived from China's New Curriculum Reform? |
7 |
| What did PISA and TIMSS ever do for us?: the potential of large scale datasets for understanding and improving educational practice |
7 |
| Departing from the beaten path: international schools in China as a response to discrimination and academic failure in the Chinese educational system |
6 |
| Comparing Southern Europe: the difference, the public, and the common |
5 |
| Israeli teachers make sense of global citizenship education in a divided society- religion, marginalisation and economic globalisation |
4 |
| Embodied comparative education |
4 |
| Revisiting comparative education in Latin America: traditions, uses, and perspectives |
4 |
| Towards a new articulation of comparative educations: cross-culturalising research imaginations |
3 |
| Lifelong learning policies shaping the life courses of young adults. An interpretative analysis of orientations, objectives and solutions |
3 |
| The governance of families in India: education, rights and responsibility |
3 |
| Neo-liberal influences in a 'conservative' regime: the role of institutions, family strategies, and market devices in transition to higher education in France |
2 |
| Of myths and monitoring: learner-centred education as a political project in Scotland |
2 |
| The spectacle of global tests in the Arabian Gulf: a comparison of Qatar and the United Arab Emirates |
2 |
| The Nazi seizure of the International Education Review: a dark episode in the early professional development of comparative education |
2 |
| Globalised student achievement? A longitudinal and cross-country analysis of convergence in mathematics performance |
2 |
| Toward a Wonderland of comparative education |
2 |
| What drives failed policy at the World Bank? An inside account of new aid modalities to higher education: context, blame, and infallibility |
2 |
| A critical policy analysis of Teach for Bangladesh': a travelling policy touches down |
2 |
| Constructing a national narrative in civil war: history teaching and national unity in South Sudan |
1 |
| Comparative education in Spain in the 21st century |
1 |
| Quality Assurance and Evaluation through Brazilian lenses: an exploration into the validity of umbrella concepts |
1 |
| Framing education policies and transitions of Roma students in Europe |
1 |
| Bereday and Hilker: origins of the four steps of comparison' model |
1 |
| Hechtius (1795-1798) - the beginnings of historical-philosophical-idiographic research in comparative education |
1 |
| Exploring educational and social inequality through the polyphonic voices of the poor: A habitus listening guide for the analysis of family-schooling relations |
1 |
| Teachers' beliefs and educational reform in India: from 'learner-centred' to 'learning-centred' education |
1 |
| Creativity: a challenge for contemporary education |
1 |
| Assessing the basic skills of the highly educated in 21 OECD countries: an international benchmark study of graduates' proficiency in literacy and numeracy using the PIAAC 2012 data |
1 |
| Combating low completion rates in Nordic welfare states: policy design in Norway and Sweden |
1 |
| Ethically scaling up interventions in educational development: a case for collaborative multi-sited ethnographic research |
1 |
| 'Culturespeak' is everywhere: an analysis of culturalist narratives in approaches to sexuality education in Mozambique |
1 |
| Unravelling the gender bind, uncovering the heterogeneity of domination |
0 |
| International student networks as transnational social capital: illustrations from Japan |
0 |
| Post-school transitions in Ireland: a case study of Russian-speaking students |
0 |
| Technologies of governance and education welfare: monitoring education transitions in Greece |
0 |
| Subtle distinctions in the construction of reference societies': the conflict-laden introduction of compulsory schooling and universal conscription in Chile (1885-1920) |
0 |
| League tables in educational evidence-based policy-making: can we stop the horse race, please? |
0 |
| Community universities in the South of Brazil: prospects and challenges of a model of non-state public higher education |
0 |
| Culturally appropriate face strategies in cooperative learning with insight from cultural neuroscience |
0 |
| Importing mosque pedagogy from Turkey: an analysis of contextual factors shaping re-contextualisation processes in the Netherlands |
0 |
| Regional solidarity undermined? Higher education developments in the Arabian gulf, economy and time |
0 |
| Tackling early school leaving and the governing of educational transitions in Italy |
0 |
| Comparative education in Greece, as a European semi-periphery' |
0 |
| Comparative studies in education in Italy. Heritage and transformation |
0 |
| The structuration of comparative discourse and the imagination of knowledge spaces: Portugal, the South of Europe', and the South below' |
0 |
| Themes and theorisations: rebalancing comparative education? |
0 |
| What do we mean by school entry age? Conceptual ambiguity and its implications: the example of Indonesia |
0 |
