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Learning through Collaborative Research: The Six Nation Education Research Project


reviewed by W. James Jacob & John M. Collins ó 2005

coverTitle: Learning through Collaborative Research: The Six Nation Education Research Project
Author(s): Noel F. McGinn (Ed.)
Publisher: Routledge/Falmer, New York
ISBN: 0415949335, Pages: 229, Year: 2004
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Multinational-collaboration research projects offer tacit reservoirs of knowledge and experiences that can benefit the increasingly global economy. In an effort to bridge international differences and adapt educational excellence practices already established in various countries, Noel F. McGinn’s Learning Through Collaborative Research highlights the potential strength of such collaborative research efforts. This volume presents the efforts of a 7-year project to apply cross-national, cross-disciplinary approaches to the relationship between education and the economy. The project included six nations representing perspectives from the East (China and Japan) and West (Germany, Singapore, Switzerland, and the United States). The underlying goal of the Six Nation Education Research Project (SNERP) was to evaluate the relationship between education and the economy. The project used the following model: Context → Inputs → Process → Outputs → Outcomes (p. 11). It had two principal objectives: (a) to focus on areas of the model that were not well researched... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 107 Number 7, 2005, p. 1509-1514
http://www.tcrecord.org ID Number: 11725, Date Accessed: 12/11/2017 9:45:47 PM

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About the Author
  • W. James Jacob
    University of California in Los Angeles
    E-mail Author
    W. JAMES JACOB is assistant director of the Center for International and Development Education (CIDE) at the University of California in Los Angeles where he also received his Ph.D. in comparative and international education. His work focuses on program evaluation, social change and development, and higher education organizational analysis in developing countries, with geographic emphases in East Africa and China. He worked from 2001 to 2004 as a policy analyst and evaluator of HIV/AIDS education programs in Uganda, where he was simultaneously the principal investigator for a sub-Saharan African HIV/AIDS literacy education research program. He is currently overseeing the Chinese Higher Education Trends Analysis (CHETA) study on the influences of the market economy on postsecondary education.
  • John Collins
    Brigham Young University
    E-mail Author
    JOHN M. COLLINS is a masterís student in comparative and international development education at Brigham Young University. His current research includes the examination of education attainment inequality in Vietnam, Cambodia, and China, and he is particularly interested in education inequality and issues of equity. He is currently looking at HIV/AIDS-related education programs in Uganda and Senegal.
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