|George Beraday Award|
In 1980 the first award committee was formed to review articles published in the Comparative Education Review. The mandate was to review all the articles published the preceding year for their importance in shaping the field, analytic merit, policy implications, concern for theoretical constructs and implications for future research. In 1989 the CIES Awards Committee formally named the award as follows: The George Bereday Annual Best CER Article Award. The award was first granted in 1981 and has been granted every year since then.
Note: If a second round is necessary the criteria used to rank these articles could be:
The subcommittee Chair notifies the Awards committee Chair of the recommendation of the award-winning article no later than January 31 before the conference.
The Bereday Award committee Chair informs recipient of award and invites him/her to the following Annual CIES Conference.
2016-2017 George Bereday Award Committee
David Baker (Chair)
Past Award Recipients:
Karen Mundy (OISE at the University of Toronto) & Francine Menashy (University of Massachusetts, Boston), The World Bank and Private Provision of Schooling, Comparative Education Review, Vol. 58, No. 3, August 2014
Robin Shields, Globalization and International Student Mobility: A Network Analysis” Comparative Education Review, 57(4) 609-636.
Lesley Bartlett and Frances Vavrus, “Comparative Pedagogies and Epistemological Diversity: Social and Material Contexts of Teaching in Tanzania.”
Stephen Carney, Jeremy Rappleye and Iveta Silova,"Between Faith and Science: World Culture Theory and Comparative Education."
Ping-Yin Kuan, "Effects of Cram Schooling on Mathematics Performance: Evidence from Junior High Students in Taiwan."
Keita Takayama,"Politics of externalization in reflexive times: Reinventing Japanese education reform discourses through 'Finnish success'" 54(1): 51-75.
Stephen Carney, "Negotiating Policy in an Age of Globalization: Exploring Educational "Policyscapes" in Denmark, Nepal, and China" 53(1): 63-88.
Vincent Dupriez, Xavier Dumay and Anne Vause, "How Do School Systems Manage Pupils' Heterogeneity?", 52(2): 245-273.
Collette Chabbott, "Carrot Soup, Magic Bullets, and Scientific Research for Education and Development", 51(1): 71-94.
Tahir Andarabi, Jishnu Das, Asim Ijaz Khawaja and Tristan Zajong, Religious School Enrollment in Pakistan: A Look at Data, 50(3): 446-477.
Mariette De Haan and Ed Elbers, Peer-tutoring in a Multi-ethnic Classroom in the Netherlands: A Multi-perspective Analysis of Diversity, 49(3): 365-388.
Jackie Kirk, Impossible Fictions: The Lived Experiences of Women Teachers in Karachi, 48(4): 374-95.
Reitumetse Obakeng Mabokela and Jean A. Madsen, Crossing Boundaries: African American Teachers in Suburban Schools, 47(1): 90-111.
Michel Welmond, Globalization Viewed from the Periphery: The Dynamics of Teacher Identity in the Republic of Benin, 46(1): 37-65.
Simon Marginson and Marcel Mollis, “The Door Opens and the Tiger Leaps: Theories and Reflexivities of Comparative Education for a Global Millennium,” 45(4): 581-615.
Peter Demerath, “The Cultural Production of Educational Utility in Pere Village, Papua New Guinea,” 43(2): 162-192.
Karen Mundy, “Educational Multilateralism and World (Dis) Order,” 42(4): 448-479.
Abby Riddell, Assessing Designs for School effectiveness Research and School Improvement in Developing Countries, 41(2): 178-204
Aaron Benavot, Education and Political Democratization: Cross-National and Longitudinal Findings, 40(4): 337-403.
James Robinson, Social Status and Academic Success in South Korea, 38(4): 506- 530.
Elaine Gerbert, Lessons from the Kokugo Readers, 37(2): 152-180.
Jean Davison and Martin Kanyuka, Girls' Participation in Basic Education in Southern Malawi, 36(4): 446-466.