Discusses three key benefits of using a comparative approach to the history of education: (1) establish detailed insight into comparisons and contrasts; (2) enhance understanding of influences and interaction; and (3) generate or inform overarching theory and general patterns. (KDR)

Explores the theme of time as it relates to comparative education. Divides the issue of time into categories of linearities, universalisms, and convergences. Discusses the concept of unit ideas, defining them as: praxis, space, time, the state, culture and identity, educational system, and transfer. (KDR)

This paper presents a summary and analysis of historiography on social change and education in Ireland, Scotland and Wales, with particular reference to nineteenth-century schooling. The nineteenth century is identified as the period during which Ireland, Scotland and Wales developed distinctive systems of schooling that reflected not only their…

States caution in comparison of education among countries. Urges consideration based on the structure, processes, and outcomes based on in-depth knowledge and understanding of the respective educational systems. Concludes that comparative studies should be based on sound methodology, careful description, and analysis to validly interpret perceived…

Notes a lack of recognition for Sarah Austin, an English educationist, who translated the work of Victor Cousins, a French comparative educationist. Male educationists were promoted as founding fathers of education history in the 19th century. Discusses social and women's politics as factors in considering female educators of value in comparative…

Discusses the historical development of special education in England and France using Michel Foucault's distinction between traditional and effective history. States attitudes and practices relating to difference are culture specific. Concludes that a variety of means should be used in challenging and interpreting other positions taken when…

Discusses the educational history of kindergarten in England and the United States during 1850-1918. Focuses on kindergarten teacher education and advocates of the program as pivotal promoters for including kindergarten as an accepted curriculum in both countries, in spite of any hinderances from either country's regulatory and government bodies.…

Discusses the history of the University of Delaware by dividing its history into four time periods, focusing on its state-university relationship. Concludes there is need for more research into higher education institutions that have a state-university relationship for the benefit of providing additional comparison data about the relationship.…

Discusses the expected knowledge base of British Victorian elementary teachers in the rational and scientific study of pedagogy and didactics. Concludes comparative research has revealed prevalence of similar pedagogic discourse in Great Britain and North American schools. (KDR)