Cross-national Studies

Educational research which crosses national boundaries offers much promise for generating new insights for at least two reasons (Aldridge et al. 1999). First, there usually is greater variation in variables of interest (e.g., teaching methods, student attitudes) in a sample drawn from multiple countries than from a one-country sample. Second, the taken-for-granted familiar educational practices, beliefs, and attitudes in one country can be exposed, made ‘strange,’ and questioned when research involves two countries. In a recent cross-national study, six Australian and seven Taiwanese researchers worked together on a study of classroom climate.

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