College of Education

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The collections in this community comprise faculty research works, as well as graduate theses and dissertations..

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    Migrant Teachers: A Case Study
    (2014) Edwards, David Harper; Klees, Steve J.; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This research uses a rights-based approach to interpret the global and local implications of increased teacher migration by: 1) surveying the literature regarding the linkages between uneven teacher distribution and the recruitment of "overseas trained teachers"(OTTs); 2) illustrating international experiences and initiatives that seek to address the status and treatment of OTTs with special attention to the organizations, structures and processes that determine these initiatives within a context of increased privatization of public services; 3) using case study methodology to describe and analyze the complexities of teacher migration by focusing on their perceptions of pedagogy, migration expectations and local union relationship experienced by a population of Philippine OTTs in an urban U.S. district known for high teacher turnover, and 4) using critical perspectives to problematize the purported "shortage area" reasons given for international teacher recruitment and propose alternatives. The research illuminates currents gaps in the literature and shows that while there are both push and pull factors that contribute to the increase in migration, and there are also new actors emerging to capitalize on the portability of teaching credentials. One such actor is recruiting agencies that seek to place overseas trained teachers in schools suffering high turnover and shortage. The research also considers initiatives for addressing exploitation of migrant teachers and the usefulness of national or international protocols that purport to balance individual rights to migrate against national needs for development and realizing the right to education for its people.
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    Grounded Identities, Transient Lives: The Emergence of Student Voices in an Era of Globalization
    (2008-11-20) Gargano, Terra; Finkelstein, Barbara; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This study offers a rare glimpse into the histories, images, and meanings that inform the experiences of six international degree-seeking undergraduate students at the University of Maryland College Park in the spring of 2007. Specifically, the design and content of this study centers around the recovery of student voices as a way to understand the limitations and possibilities of international education policies and practices. The experiences of these six students in many ways challenge the understanding and categorization of a traditional international student. Focusing almost exclusively on nationality as an organizing agent and bereft of significant and robust concepts that bring into view the content of international student sense-making, international education discourses neglect to explore the complexity and range of meanings students ascribe to educational sojourns, thereby resulting in a series of undocumented generalizations made about students. This study reveals that these twenty-first century students are experienced border crossers with very complex identities. These students engage in diverse constructions of meaning as they negotiate the boundaries of geography and mind that are inherent aspects of crossing borders. The perspectives of these contemporary students suggest the need for a foundational rethinking of the assumptions that ground the international education literature and a reconceptualization of the entire apparatus of thinking about educational sojourns. Through an analysis of how student participation in transnational spaces influenced pathways to the university, how students negotiated identities as international students, and how students envisioned futures, it becomes evident that a new kind of international student is emerging.
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    The Impact of Globalization on Education Reform: A Case Study of Uganda
    (2008-05-14) Wood, Jane C. Millar; Lin, Jing; Klees, Steven J.; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Abstract This case study examines the impact of globalization on education policies, structure and practice in Uganda during a 20-year period from 1987-2007. Post-primary education is the principal focus of this research as it is critical to preparing young people to participate in Uganda's socio-economic and political development process and thus position the country for participation in the global economy. However, given post- primary's pivotal position between primary and tertiary education, it has to be viewed in the context of the longer educational continuum. Thus, the "before" and "after" levels of education are also addressed. The dissertation explores an array of issues related to globalization and education. These include stakeholders' perceptions and understandings of globalization, the modalities of "transmitting" reform ideas and policies around the world, and specific educational reforms in Uganda at the sector and sub-sector levels. It also explores the impact of these educational reforms (a) on beneficiaries in terms of access, equity, relevance, and quality and (b) on Uganda in terms of positioning the country to respond to the opportunities and challenges of globalization. The study concluded that globalization has had an impact on education reform in Uganda in several ways. The reforms themselves have yielded some positive benefits for the beneficiaries but much remains to be done to ensure the expansion of access and equity as well as improvements in the relevance and quality of education. Uganda's experience in implementing these reforms has some lessons for other countries considering similar changes in education policy and practice.
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    World Trade and Higher Education: The United States' Experience with Development of Trade Policy in Higher Education under the General Agreement on Trade in Services
    (2007-04-26) Messenger, Laura Christine; Malen, Betty; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This case study examined the United States' experience from April 1999 through January 2007 in development of its trade policy regarding inclusion of higher education in the World Trade Organization's (WTO) General Agreement on Trade in Services (GATS). It examined how the key actors sought to influence the manner in which technical ambiguities, ideological differences and other points of contest were resolved. This study also examined how the actors' ability to influence these issues was conditioned by features of the decision making arenas and the broader sociocultural context. It utilized a combined political systems/power-influence model developed by Mazzoni (1991) to categorize the variables and to account for the findings. Data sources included publicly available information and interviews with individuals familar with the case (e.g., WTO officials, U.S. trade representatives, and nongovernmental organization officials). The study also outlined possibilities for future research in this ongoing policy making process. Findings underscored the importance of the domestic arena even with regard to agreements at the supranational level. The study identified four key players in the process, all of which were U.S.-based organizations. The WTO, although responsible for setting the overall rules of the game, was a hidden or background player in this issue. In addition, agricultural interests were important hidden players; their actions were not designed to influence U.S. higher education trade policy but, nevertheless, their ability to halt trade talks twice put the policy in jeopardy. The study also found that players' motivations and actions were tied closely to their stated organizational missions and affected when the players became involved in trying to influence the development of higher education trade policy. Professional expertise and direct channels to the Office of the U.S. Trade Representative were important resources, facilitating access to the actor with the authority for developing U.S. higher education trade policy. Moreover, the study's findings underscore the subtle manner in which some issues are resolved: The use of voice through printed materials and face-to-face meetings, exercised in a collaborative rather than a confrontational manner, was an effective influence strategy for the players who were skeptical of GATS' inclusion of higher education.