Twenty Years of University Report Cards

Over 20 years ago, the first university rankings entered public attention in the United States. Since then, there have been numerous other efforts to rank or rate universities or university departments. University report cards have become both popular with the public and increasingly important for academic institutions. A detailed examination of 10 report cards from around the world, which evaluate and focus on either undergraduate choice or overall standing, finds that the various schemes share broad principles and approaches but differ considerably in details. Many of these variations are attributable to differences in aims, higher education systems and cultures, and the availability and reliability of data.     

Financing Education in Transitional Societies: Lessons from Russia and China

Recent years have brought emerging theoretical propositions about the nature of educational change in societies undergoing transition from socialism to market economies. Focusing particularly on the financing of education, this article examines patterns in Russia and China in the light of this literature. It shows that although transitions in the two countries have displayed major differences, they have also displayed significant similarities. These similarities have been evident despite the fact that changes in Russia and China have been made independently of each other. This has largely been because of the impact of market forces, though it has also reflected broader forces of globalisation.     

Falling In and Filling In: ESL Teaching Careers in Changing Times

Drawing from a study in four schoolsin Ontario, Canada, this article identifiesissues around the professional training, dailywork, and potential long-term commitment of ESL(English as a Second Language) teachers whoprovide much of the initial educationalprogramming for the growing number ofincreasingly diverse immigrant students in manyNorth American school systems. Because ESLteachers are most directly involved with newimmigrants, they experience most directly thechallenges and consequences of what a number ofresearchers have identified as a fundamentalmismatch between traditional school practicesand the current student population's academicand social needs.