Journal of Comparative Studies and International Education (JCSIE) <p><strong><em>Journal of Comparative Studies and International Education</em></strong><strong> (Online)<br>ISSN 2640-2084</strong></p> <p><strong><em>Journal of Comparative Studies and International Education</em></strong><strong> (Print)<br>ISSN 2640-2076</strong></p> <p>&nbsp;</p> <p>Welcome to the website of the <strong><em>Journal of Comparative Studies and International Education (JCSIE)!</em></strong></p> <p>&nbsp;</p> <p><strong>About the Journal</strong></p> <p>The <strong><em>Journal of Comparative Studies and International Education (JCSIE)</em></strong> is a quarterly peer-reviewed publication that aims to provide scholars, practitioners, professors, administrators, decision makers, policy makers, and other interested stakeholders with an innovative, interdisciplinary, cross-sectorial, cross-cultural and high quality platform for publication and dissemination of original research, conceptual and theoretical frameworks, findings from fields observations, and innovative practices in comparative studies, comparative and international education, global education, glocal education, and transnational education.</p> <p>&nbsp;</p> <p><strong><u>To submit a manuscript for review:</u></strong></p> <p>Interested in submitting to this journal?</p> <p>We recommend that you review the <a href="">About the Journal</a> page for the journal's section policies, as well as the <a href="">Author Guidelines</a>.</p> <p>Authors need to <a href="">register</a> with the journal prior to submitting or, if already registered, can simply <a href="">log in</a> and begin the five-step process.</p> <p>&nbsp;</p> <p>Please contact &nbsp; with any questions.</p> <p>&nbsp;</p> <p>&nbsp;</p> <p><strong>Contact information:</strong></p> <p>Dr. Emmanuel Jean-Francois</p> <p>Editor-in-Chief</p> <p>Ohio University</p> <p>Comparative and International Educational Leadership (CIEL) program</p> <p><strong>Contact Email:</strong></p> <p><strong>Journal web:</strong><strong> <a href=""></a></strong></p> en-US (Dr. Emmanuel Jean-Francois) (Jerome Chad) Wed, 30 Oct 2019 00:00:00 +0000 OJS 60 Inaugural Editorial: About Comparative Studies and International Education <p>Inaugural Editorial: About Comparative Studies and International Education</p> Emmanuel Jean-Francois Copyright (c) 2019 Emmanuel Jean-Francois Wed, 20 Nov 2019 00:00:00 +0000 Global Teaching in Indiana: A Quantitative Case Study of K-12 Public School Teachers <p><em>Striving to educate globally competent, multiliterate citizens has been at the forefront of many initiatives in the U.S. &nbsp;In Indiana, the Department of Education and higher education institutions have taken steps to internationalize teacher education. &nbsp;However, previous research in Indiana has shown that even teachers who believe that global education is important may not be teaching it. The purpose of this study was to describe current K-12 Indiana public school teachers’ description of their practices that promote students’ global readiness using the Teaching for Global Readiness Scale. The conceptual framework Teaching for Global Readiness is an empirically validated model of four dimensions: situated practice in the local context, integrated global learning with the standard course of study, instruction from a critical frame, and transactional experiences where students engage in active learning through intercultural collaboration. Overall, teachers scored highest on the subscale of situated practice (e.g., valuing diversity, breaking down stereotypes), and lowest on transactional experiences that involved technology for cross-cultural collaboration. Teaching experience and travel abroad were not found to be a determining factor for being able to teach for global competence.</em></p> Shea N Kerkhoff, Vesna Dimitrieska, Jill Woerner, Janet Alsup Copyright (c) 2019 Shea N Kerkhoff Wed, 30 Oct 2019 00:00:00 +0000 An Analysis of Educational Policy and Practice in Transitory Socialist Russia and Apartheid South Africa <p><em>This paper compares the influence of political ideology on education policy and practice in socialist Russia and apartheid South Africa in their transition to liberal and racially equal societies, respectively. </em><em>The paper seeks to understand how the two countries’ norms and values have been shaped by their political ideologies, thus determining what could be said and done in their education systems and why. Therefore, the purpose of the study was to discover how different ideologies informed the scope and practice of education in Russia and South Africa. The researcher applied content analysis to understand how education has been influenced in such societies by the philosophical perspectives of the two countries, using Cowen’s concepts of “permeologies” and “immunologies” as a framework for the analysis. </em><em>The study shows that ideology has been the major determinant of the education policy content and practice in both countries, through their permeologies and immunologies, despite parallels in some thematic areas. The findings contribute to help education practitioners, leaders, and policymakers understand the influence of political ideology on education policy and practice</em><em>.&nbsp;&nbsp; </em></p> Saiba Suso Copyright (c) 2019 Saiba Suso Wed, 30 Oct 2019 00:00:00 +0000 Exploring the Transformational Leadership Strategies Used by Islamic Education Reformers to Influence the Integration of Islamic Schools in Ghana <p><em>This study explored the leadership roles of Muslim reformers in the modernization of integrated public Islamic schools.</em><em>The transformational leadership theory, through its concepts of idealized influence, intellectual stimulation, individualized consideration, and inspirational motivation, informed the inquiry and analysis. This is a qualitative case study. The sample consisted of five Muslim reformers who participated in semi-structured in-depth interviews. The interviews were complemented by observations and document reviews. The data analysis was based on the four aforementioned facets of transformational leadership: idealized influence, intellectual stimulation, and individualized consideration. The findings reveal that the Islamic education reformers used strategies inspired by the transformational leadership theory to influence the integration of Islamic schools in Ghana.</em></p> Kwame Owusu Copyright (c) 2019 Kwame Owusu Sat, 16 Nov 2019 11:50:18 +0000 Influence of Culture on Education in Kenya and Tanzania <p><em>Education serves as an important socialization agent in every society. It is also a significant tool for achieving economic and political progress. The provision of education has been a universal priority for both developed and developing nations that focus on realizing the vision of the United Nations 2030 agenda for sustainable development. Countries in sub-Saharan Africa have invested heavily in resources and support to help individuals access opportunities for relatively free education. Educational access in most countries in this region has greatly improved since the colonial period. Despite this progress, the education sector still faces different cultural challenges hindering the successful provision of educational services. Several studies have been conducted to examine the challenges facing the education system in the sub-Saharan region. However, limited attention has been directed towards the relationship between culture and education and how they affect each other in the contexts of the education systems of specific countries. The purpose of the study was to investigate the influence of culture on education systems in Kenya and Tanzania. The study further explored the similarities and differences between the two countries. More specifically, the study focused on examining the influence of political ideologies, religion, and language on education systems.&nbsp;</em></p> Wawire Namisoho Purity Copyright (c) 2019 Wawire Namisoho Purity Wed, 30 Oct 2019 00:00:00 +0000 In-Service Teachers Integration of Environmental Education in the Mathematics and Science Curriculum: A Case Study of a Secondary School in the Panhandle of the Okavango Delta of Botswana <p>Developing countries face critical challenges in teaching and learning in the twenty-first century. Challenges such as paucity of educational resources and curriculum rigidity hamper a sustainable path in reaching goals for Education for Sustainable Development. These challenges impact the successful integration of Environmental Education in Math and Science subjects. This research discusses how Math and Science in-service teachers in a Junior Secondary School in Africa understood Environmental Education and the strategies they employed when teaching Environmental Education. The government of Botswana recognizes that knowledge and skills play an important role in learners’ ability to address sustainable environmental issues. A qualitative research design was utilized. Data was collected through official documents, classroom observations and semi-structured interviews. This is the first study focused on the integration of Environmental Education in Math and Science subjects in the Okavango Delta of Botswana. The findings suggest in-service teachers have interest in learners’ prior knowledge of Environmental Education. Teachers constructed their teaching strategies from local community environmental resources by applying democratic education and cultural historical psychology approaches.&nbsp; This inquiry demonstrated the need for teachers of Math and Science to incorporate social constructivist approaches thereby improving the integration of Environmental Education in the curriculum.</p> Kgosietsile Velempini, Adah Ward Randolph Copyright (c) 2019 Kgosietsile Velempini, Adah Ward Randolph Wed, 30 Oct 2019 00:00:00 +0000