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- *Nasser, I., M. Abu-Nimer, and O. Mahmoud. 2014. “Contextual and Pedagogical Considerations in Teaching for Forgiveness in the Arab World.” Compare 44 (1): 32–52. doi:https://doi.org/10.1080/03057925.2013.859884.
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Articles Included in the Review (but not cited)
- Alexiadou, N., M. Dovemark, I. Erixon-Arreman, A.-S. Holm, L. Lundahl, and U. Lundström. 2016. “Managing Inclusion in Competitive School Systems: The Cases of Sweden and England.” Research in Comparative and International Education 11 (1): 13–33. doi:https://doi.org/10.1177/1745499916631065.
- Andrews, P. 2007. “Negotiating Meaning in Cross‐national Studies of Mathematics Teaching: Kissing Frogs to Find Princes.” Comparative Education 43 (4): 489–509. doi:https://doi.org/10.1080/03050060701611888.
- Andrews, P. 2009. “Mathematics Teachers’ Didactic Strategies: Examining Comparative Potential Of Low Inference Generic Descriptors.” Comparative Education Review 53 (4): 559–581. doi:https://doi.org/10.1086/603583.
- Arthur, J., and P. Martin. 2006. “Accomplishing Lessons in Postcolonial Classrooms: Comparative Perspectives from Botswana and Brunei Darussalam.” Comparative Education 42 (2): 177–202. doi:https://doi.org/10.1080/03050060600628009.
- Buckler, A. 2011. “Reconsidering the Evidence Base, considering the Rural: Aiming for a Better Understanding of the Education and Training Needs of Sub-Saharan African Teachers.” International Journal of Educational Development 31 (3): 244–250. doi:https://doi.org/10.1016/j.ijedudev.2010.04.003.
- Buckner, E., and P. Kim. 2014. “Integrating Technology and Pedagogy for Inquiry-Based Learning: The Stanford Mobile Inquiry-Based Learning Environment (SMILE).” Prospects 44 (1): 99–118. doi:https://doi.org/10.1007/s11125-013-9269-7.
- Carnoy, M., and F. Arends. 2012. “Explaining Mathematic Achievement Gains in Botswana and South Africa.” Prospects 42 (4): 453–468. doi:https://doi.org/10.1007/s11125-012-9246-6.
- Chen, W.-L., D. Elchert, and A. Asikin-Garmager. 2018. “Comparing the Effects of Teacher Collaboration on Student Performance in Taiwan, Hong Kong and Singapore.” Compare Online First: 1–18.
- Davies, I., M. Fülöp, M. Hutchings, A. Ross, and M. Berkics. 2004. “Citizenship and Enterprise: Issues from an Investigation of Teachers’ Perceptions in England and Hungary.” Comparative Education 40 (3): 363–384. doi:https://doi.org/10.1080/0305006042000274845.
- Gross, Z. 2006. “Power, Identity and Organisation Structure as Reflected in Schools for Minority Groups: A Case Study of Jewish Schools in Paris, Brussels and Geneva.” Comparative Education 50 (4): 603–624.
- Holmarsdottir, H., I. Ekne, and H. Augestad. 2011. “The Dialectic between Global and Gender Goals and Local Empowerment: Girls’ Education in Southern Sudan and South Africa.” Research in Comparative and International Education 6 (1): 14–26. doi:https://doi.org/10.2304/rcie.2011.6.1.14.
- Hornberger, N., and V. Vaish. “Multilingual Language Policy and School Linguistic Practice: Globalization and English‐language Teaching in India, Singapore and South Africa.” Compare 39 (3): 305–320. doi:https://doi.org/10.1080/03057920802469663.
- Howes, A., P. Grimes, and M. Mahruf Shohel. 2011. “Imagining Inclusive Teachers: Contesting Policy Assumptions in Relation to the Development of Inclusive Practice in Schools.” Compare 41 (5): 615–628. doi:https://doi.org/10.1080/03057925.2011.574969.
- Hufton, N., J. Elliott, and L. Illushin. 2003. “Teachers’ Beliefs about Student Motivation Similarities and Differences across Cultures.” Comparative Education 39 (3): 367–389. doi:https://doi.org/10.1080/0305006032000134427.
- Le, H. 2018. “The Reproduction of ‘Best Practice’: Following Escuela Nueva to the Philippines and Vietnam.” International Journal of Educational Development 62: 9–16. doi:https://doi.org/10.1016/j.ijedudev.2018.02.005.
- Leeman, Y., and C. Reid. 2006. “Multi/Intercultural Education in Australia and the Netherlands.” Compare 36 (1): 57–72. doi:https://doi.org/10.1080/03057920500382325.
- McMahon, B., and D. Zyngier. 2009. “Student Engagement: Contested Concepts in Two Continents.” Research in Comparative and International Education 4 (2): 164–181. doi:https://doi.org/10.2304/rcie.2009.4.2.164.
- McNess, E. 2004. “Culture, Context and the Quality of Education: Evidence from a Small‐Scale Extended Case Study in England and Denmark.” Compare 34 (3): 315–332. doi:https://doi.org/10.1080/0305792042000257158.
- Myers, J. 2006. “Citizenship Education Practices of Politically Active Teachers in Porto Algre, Brazil and Toronto, Brazil.” Comparative Education Review 51 (1): 1–24. doi:https://doi.org/10.1086/508641.
- Paradis, A., S. Lutovac, K. Jokikokko, and R. Kaasila. 2018. “Canadian and Finnish Upper-Secondary School Mathematics Teachers’ Perceptions of Autonomy.” Pedagogy, Culture and Society 26 (3): 381–396. doi:https://doi.org/10.1080/14681366.2017.1407957.
- Peacock, A., and B. Rawson. 2001. “Helping Teachers to Develop Competence Criteria for Evaluating Their Professional Development.” International Journal of Educational Development 21 (2): 79–92. doi:https://doi.org/10.1016/S0738-0593(00)00022-5.
- Pilz, M., and J. Li. 2012. “What Teachers in Pre-Vocational Education Should Teach and What They Actually Teach: A Comparison of Curricula and Teaching in Germany and China.” Research in Comparative and International Education 7 (2): 226–247. doi:https://doi.org/10.2304/rcie.2012.7.2.226.
- Puurula, A., S. Neill, L. Vasileiou, C. Husbands, P. Lang, Y. Katz, S. Romi, I. Menezes, and L. Vriens. 2001. “Teacher and Student Attitudes to Affective Education: A European Collaborative Research Project.” Compare 31 (2): 165–186. doi:https://doi.org/10.1080/03057920125361.
- Sarja, A., T. Nyman, H. Ito, and R. Jaatinen. 2017. “The Foreign Language Teaching Profession in Finnish and Japanese Society: A Sociocultural Comparison.” Pedagogy, Culture and Society 25 (2): 225–241. doi:https://doi.org/10.1080/14681366.2016.1252420.
- Tse, S.-K., X.-Y. Xiao, H.-W. Ko, J. Lam, S.-Y. Hui, and H.-W. Ng. 2016. “Do Reading Practices Make A Difference? Evidence from PIRLS Data for Hong Kong and Taiwan Primary School Grade 4 Students.” Compare 46 (3): 369–393. doi:https://doi.org/10.1080/03057925.2014.927732.
- Vidovich, L. 2004. “Towards Internationalizing the Curriculum in a Context of Globalization: Comparing Policy Processes in Two Settings.” Compare 34 (4): 443–461. doi:https://doi.org/10.1080/0305792042000294823.
- Webb, R., G. Vulliamy, S. Hämäläinen, A. Sarja, E. Kimonen, and R. Nevalainen. 2004. “A Comparative Analysis of Primary Teacher Professionalism in England and Finland.” Comparative Education 40 (1): 83–90.
- Zembylas, M., Z. Bekerman, C. McGlynn, and A. Ferreira. 2009. “Teachers’ Understanding of Reconciliation and Inclusion in Mixed Schools of Four Troubled Societies.” Research in Comparative and International Education 4 (4): 406–422.