Donald K. Sharpes, Arizona State University.

• Preface.Section I. Testing And Accountability Measures.Chapter 1. International and Interstate Analyses of Student- and School-Targeted Accountability Policy Effects; Jaekyung Lee and Laura C. Amo.Chapter 2. International Test Rankings and Student Academic Performance: It's the Economy Stupid; Christopher H. Tienken and Thomas W. Tramaglini.Chapter 3. Comparative Indicators of Education in G20 Countries; Maria Stephens and Yemurai Tsokodayi.Chapter 4. Evaluating Teachers through Student Test Scores: A Cautionary Tale; David C. Berliner.Section II. Cross-Cultural And Cross-National Research.Chapter 5. Cultural-Bound Elements Of Ethical Sensitivity: Case Studies From The Netherlands, Finland, And Iran; E. Kuusisto, K. Gholami, I. W. Schutte, M. V. C. Wolfensberger, And Kirsi Tirri.Chapter 6. Criteria for Cross-Cultural Survey Research; S. A. O'Connor-Petruso and M. Martinez-Pons.Chapter 7. The Visual Turn in Comparative and International Education Research; Constantin Schreiber and Gustavo E. Fischman.Chapter 8. Nordisk Education—A Question of Perspective? Lotte Rahbek Schou.Chapter 9. Quality Education in Sub-Saharan Africa; Sarah Lange.Chapter 10. Adolescent Self-Concept among Chinese, Kazakh, Americans, and Native Americans; Donald K. Sharpes.Chapter 11. The Impact of International Student Teaching on Prospective U.S. Teachers: Cultural, Professional and Character Development across Five Countries; Binbin Jiang, Robert A. DeVillar, and Lauren M. Drake.Chapter 12. Deconfessionalizing Religious Education in Post-Secular Western Societies: Where Is it Done and Why Is it Important? Patrick Loobuyck.Chapter 13. The Psychology of Muslim Suicide Bombers; Donald K. Sharpes.Section III. Structured Educational Contexts: Leadership And Curriculum.Chapter 14. A Study of Fourth Grade Mathematics Content Between the Brazilian National Education Test and the Curriculum of the State of Sao Paulo; Ivanete M. Araldi Maciente.Chapter 15. Physical School Environment as a Factor of Learning; Majda Cencic.Chapter 16. Does Violence Beget Violence? The Relationship Between Exposure to Electoral Violence and Aggression Among Zimbabwean Youth; Angellar Manguvo.Chapter 17. Perspectives, Dilemmas, and Multicultural Leadership of Public School Principals in the Three Southern Border Provinces of Thailand; Ekkarin Sungtong.Chapter 18. Quality in Higher Education: Global Convergence and the Case of China; Ji Zhou.Chapter 19. Educational Community Networking in Belarus; Iouri Zagoumennov, Nikolai Gorbachev, and Sergei Malchenko.Chapter 20. Globalization as Challenge for Education and Bildung: Analyzing the Impetus of Global Education as International Imperative in German Schools; Claudia Bergmüller.Chapter 21. Educational Leadership in Romanian High Schools: Evidence from Teachers and Principals; Ioana Sonia Ilie.Section IV. Teachers, Parents And Students.Chapter 22. The Education of Ethnic Minorities in The People's Republic of China; Ming Fang He and Min Yu.Chapter 23. Improving Educational Achievement for Marginalized Children in Rural Bangladesh via Non-formal Education; Kevin A. Gee, Talat Mahmud, Kazi Saleh Ahmed, and Elizabeth Pearce.Chapter 24. Finnish Teachers and Diversity: The Case of Muslim Students; K. Tirri, I. Rissanen, and E. Kuusisto.Chapter 25. Exploring Gender Differences and Developmental Changes in Japanese Adolescent and Young Adult Self-Concept; Patrick Pieng, Yukari Okamoto, and Jonna R. La Joy.Chapter 26. Raising Only Children in Urban China: Do Parents Hold Gender-Differentiated Expectations? Yandong Liang, Yukari Okamoto, and Mary E. Brenner.Chapter 27. Parent Involvement and Student Academic Achievement in Taiwan: Gender, Mediational, and Developmental Considerations; Hsiu-Zu Ho, Kuang-Hui Yeh, Chih-Wen Wu, Yeana W. Lam, Yin Yu, and Hsin-Yi Kung.Chapter 28. Understanding International Korean, Vietnamese and Chinese Students' Motivations to Study Overseas; Ly Thi Tran and Nhai Thi Nguyen.Chapter 29. The Challenges of Promoting Cultural Responsiveness: Teachers' Cultural Knowledge and Multicultural Competency in Hong Kong Schools; Ming-Tak Hue.Chapter 30. Shifting Perspectives and Pedagogies: The Impact of Student Teaching Abroad; Tine Falk Sloan, Hsiu-Zu Ho, Elizabeth Sciaky, and Kara Otto.Chapter 31. Similarities in Perceptions of Pedagogical Expertise by Turkish and American Students; Nuray Senemoglu.

Donald K. Sharpes, Arizona State University.

• Preface.Section I. Testing And Accountability Measures.Chapter 1. International and Interstate Analyses of Student- and School-Targeted Accountability Policy Effects; Jaekyung Lee and Laura C. Amo.Chapter 2. International Test Rankings and Student Academic Performance: It's the Economy Stupid; Christopher H. Tienken and Thomas W. Tramaglini.Chapter 3. Comparative Indicators of Education in G20 Countries; Maria Stephens and Yemurai Tsokodayi.Chapter 4. Evaluating Teachers through Student Test Scores: A Cautionary Tale; David C. Berliner.Section II. Cross-Cultural And Cross-National Research.Chapter 5. Cultural-Bound Elements Of Ethical Sensitivity: Case Studies From The Netherlands, Finland, And Iran; E. Kuusisto, K. Gholami, I. W. Schutte, M. V. C. Wolfensberger, And Kirsi Tirri.Chapter 6. Criteria for Cross-Cultural Survey Research; S. A. O'Connor-Petruso and M. Martinez-Pons.Chapter 7. The Visual Turn in Comparative and International Education Research; Constantin Schreiber and Gustavo E. Fischman.Chapter 8. Nordisk Education—A Question of Perspective? Lotte Rahbek Schou.Chapter 9. Quality Education in Sub-Saharan Africa; Sarah Lange.Chapter 10. Adolescent Self-Concept among Chinese, Kazakh, Americans, and Native Americans; Donald K. Sharpes.Chapter 11. The Impact of International Student Teaching on Prospective U.S. Teachers: Cultural, Professional and Character Development across Five Countries; Binbin Jiang, Robert A. DeVillar, and Lauren M. Drake.Chapter 12. Deconfessionalizing Religious Education in Post-Secular Western Societies: Where Is it Done and Why Is it Important? Patrick Loobuyck.Chapter 13. The Psychology of Muslim Suicide Bombers; Donald K. Sharpes.Section III. Structured Educational Contexts: Leadership And Curriculum.Chapter 14. A Study of Fourth Grade Mathematics Content Between the Brazilian National Education Test and the Curriculum of the State of Sao Paulo; Ivanete M. Araldi Maciente.Chapter 15. Physical School Environment as a Factor of Learning; Majda Cencic.Chapter 16. Does Violence Beget Violence? The Relationship Between Exposure to Electoral Violence and Aggression Among Zimbabwean Youth; Angellar Manguvo.Chapter 17. Perspectives, Dilemmas, and Multicultural Leadership of Public School Principals in the Three Southern Border Provinces of Thailand; Ekkarin Sungtong.Chapter 18. Quality in Higher Education: Global Convergence and the Case of China; Ji Zhou.Chapter 19. Educational Community Networking in Belarus; Iouri Zagoumennov, Nikolai Gorbachev, and Sergei Malchenko.Chapter 20. Globalization as Challenge for Education and Bildung: Analyzing the Impetus of Global Education as International Imperative in German Schools; Claudia Bergmüller.Chapter 21. Educational Leadership in Romanian High Schools: Evidence from Teachers and Principals; Ioana Sonia Ilie.Section IV. Teachers, Parents And Students.Chapter 22. The Education of Ethnic Minorities in The People's Republic of China; Ming Fang He and Min Yu.Chapter 23. Improving Educational Achievement for Marginalized Children in Rural Bangladesh via Non-formal Education; Kevin A. Gee, Talat Mahmud, Kazi Saleh Ahmed, and Elizabeth Pearce.Chapter 24. Finnish Teachers and Diversity: The Case of Muslim Students; K. Tirri, I. Rissanen, and E. Kuusisto.Chapter 25. Exploring Gender Differences and Developmental Changes in Japanese Adolescent and Young Adult Self-Concept; Patrick Pieng, Yukari Okamoto, and Jonna R. La Joy.Chapter 26. Raising Only Children in Urban China: Do Parents Hold Gender-Differentiated Expectations? Yandong Liang, Yukari Okamoto, and Mary E. Brenner.Chapter 27. Parent Involvement and Student Academic Achievement in Taiwan: Gender, Mediational, and Developmental Considerations; Hsiu-Zu Ho, Kuang-Hui Yeh, Chih-Wen Wu, Yeana W. Lam, Yin Yu, and Hsin-Yi Kung.Chapter 28. Understanding International Korean, Vietnamese and Chinese Students' Motivations to Study Overseas; Ly Thi Tran and Nhai Thi Nguyen.Chapter 29. The Challenges of Promoting Cultural Responsiveness: Teachers' Cultural Knowledge and Multicultural Competency in Hong Kong Schools; Ming-Tak Hue.Chapter 30. Shifting Perspectives and Pedagogies: The Impact of Student Teaching Abroad; Tine Falk Sloan, Hsiu-Zu Ho, Elizabeth Sciaky, and Kara Otto.Chapter 31. Similarities in Perceptions of Pedagogical Expertise by Turkish and American Students; Nuray Senemoglu.

Donald K. Sharpes, Arizona State University.

• Preface.Section I. Testing And Accountability Measures.Chapter 1. International and Interstate Analyses of Student- and School-Targeted Accountability Policy Effects; Jaekyung Lee and Laura C. Amo.Chapter 2. International Test Rankings and Student Academic Performance: It's the Economy Stupid; Christopher H. Tienken and Thomas W. Tramaglini.Chapter 3. Comparative Indicators of Education in G20 Countries; Maria Stephens and Yemurai Tsokodayi.Chapter 4. Evaluating Teachers through Student Test Scores: A Cautionary Tale; David C. Berliner.Section II. Cross-Cultural And Cross-National Research.Chapter 5. Cultural-Bound Elements Of Ethical Sensitivity: Case Studies From The Netherlands, Finland, And Iran; E. Kuusisto, K. Gholami, I. W. Schutte, M. V. C. Wolfensberger, And Kirsi Tirri.Chapter 6. Criteria for Cross-Cultural Survey Research; S. A. O'Connor-Petruso and M. Martinez-Pons.Chapter 7. The Visual Turn in Comparative and International Education Research; Constantin Schreiber and Gustavo E. Fischman.Chapter 8. Nordisk Education—A Question of Perspective? Lotte Rahbek Schou.Chapter 9. Quality Education in Sub-Saharan Africa; Sarah Lange.Chapter 10. Adolescent Self-Concept among Chinese, Kazakh, Americans, and Native Americans; Donald K. Sharpes.Chapter 11. The Impact of International Student Teaching on Prospective U.S. Teachers: Cultural, Professional and Character Development across Five Countries; Binbin Jiang, Robert A. DeVillar, and Lauren M. Drake.Chapter 12. Deconfessionalizing Religious Education in Post-Secular Western Societies: Where Is it Done and Why Is it Important? Patrick Loobuyck.Chapter 13. The Psychology of Muslim Suicide Bombers; Donald K. Sharpes.Section III. Structured Educational Contexts: Leadership And Curriculum.Chapter 14. A Study of Fourth Grade Mathematics Content Between the Brazilian National Education Test and the Curriculum of the State of Sao Paulo; Ivanete M. Araldi Maciente.Chapter 15. Physical School Environment as a Factor of Learning; Majda Cencic.Chapter 16. Does Violence Beget Violence? The Relationship Between Exposure to Electoral Violence and Aggression Among Zimbabwean Youth; Angellar Manguvo.Chapter 17. Perspectives, Dilemmas, and Multicultural Leadership of Public School Principals in the Three Southern Border Provinces of Thailand; Ekkarin Sungtong.Chapter 18. Quality in Higher Education: Global Convergence and the Case of China; Ji Zhou.Chapter 19. Educational Community Networking in Belarus; Iouri Zagoumennov, Nikolai Gorbachev, and Sergei Malchenko.Chapter 20. Globalization as Challenge for Education and Bildung: Analyzing the Impetus of Global Education as International Imperative in German Schools; Claudia Bergmüller.Chapter 21. Educational Leadership in Romanian High Schools: Evidence from Teachers and Principals; Ioana Sonia Ilie.Section IV. Teachers, Parents And Students.Chapter 22. The Education of Ethnic Minorities in The People's Republic of China; Ming Fang He and Min Yu.Chapter 23. Improving Educational Achievement for Marginalized Children in Rural Bangladesh via Non-formal Education; Kevin A. Gee, Talat Mahmud, Kazi Saleh Ahmed, and Elizabeth Pearce.Chapter 24. Finnish Teachers and Diversity: The Case of Muslim Students; K. Tirri, I. Rissanen, and E. Kuusisto.Chapter 25. Exploring Gender Differences and Developmental Changes in Japanese Adolescent and Young Adult Self-Concept; Patrick Pieng, Yukari Okamoto, and Jonna R. La Joy.Chapter 26. Raising Only Children in Urban China: Do Parents Hold Gender-Differentiated Expectations? Yandong Liang, Yukari Okamoto, and Mary E. Brenner.Chapter 27. Parent Involvement and Student Academic Achievement in Taiwan: Gender, Mediational, and Developmental Considerations; Hsiu-Zu Ho, Kuang-Hui Yeh, Chih-Wen Wu, Yeana W. Lam, Yin Yu, and Hsin-Yi Kung.Chapter 28. Understanding International Korean, Vietnamese and Chinese Students' Motivations to Study Overseas; Ly Thi Tran and Nhai Thi Nguyen.Chapter 29. The Challenges of Promoting Cultural Responsiveness: Teachers' Cultural Knowledge and Multicultural Competency in Hong Kong Schools; Ming-Tak Hue.Chapter 30. Shifting Perspectives and Pedagogies: The Impact of Student Teaching Abroad; Tine Falk Sloan, Hsiu-Zu Ho, Elizabeth Sciaky, and Kara Otto.Chapter 31. Similarities in Perceptions of Pedagogical Expertise by Turkish and American Students; Nuray Senemoglu.