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Direct linkÖrücü, Deniz; Arar, Khalid; Mahfouz, Julia – Leadership and Policy in Schools, 2021
This article seeks to compare and analyze school-level challenges for school leaders and their responses to Syrian refugee education in Turkey, Lebanon, and Germany, drawing on the post-migration ecology framework developed and sensemaking processes in leadership. We utilized a comparative qualitative design within the realm of qualitative…
Descriptors: Immigrants, Refugees, Cross Cultural Studies, Instructional Leadership
Lishchinsky, Orly Shapira – Curriculum and Teaching, 2019
The goal of this study was to explore the shared meaning of 'ethics in school practice' based on educators' attitudes. Our analysis focused on a random sample of 30 codes of ethics for educators that were developed by educational leaders in various countries. The data analysis was based on qualitative analysis. The findings generated a…
Descriptors: Lifelong Learning, Ethics, Educational Practices, Teacher Student Relationship
Comparison of Seventh-Grade Turkish and Iranian Social Studies Textbooks in Terms of Value Education
Download full textKaya, Kemal – Educational Research and Reviews, 2019
One of the objectives of comparative education research is to compare within a certain period of time educational systems that have developed in similar or different environments and processes. The aim of this qualitative study is to compare the value education in Turkish and Iranian seventh-grade social studies textbooks. Data were collected…
Descriptors: Foreign Countries, Grade 7, Social Studies, Textbooks
Johnson, Judith Ann, Ed.; Higgins, Michael Leo, Ed. – World Council for Curriculum and Instruction, 2009
The essays in this volume have been selected from papers presented at the 13th World Conference of the World Council for Curriculum and Instruction. The first WCCI Conference held in England in 1974, was followed by conferences in Turkey, the Philippines, Canada, Japan, the Netherlands, Egypt, India, Thailand, Spain, Australia, and again, the…
Descriptors: Social Justice, Curriculum Development, Global Education, Government Employees
