These are abstracts of recently awarded PhDs which highlight new contributions to the field of international and comparative education. To submit an abstract, send your name, university, year awarded, thesis title, and abstract of no more than 350 words, to secretary@baice.ac.uk.

A Comparative Study of the Beliefs about and Practices of Secondary School Mathematics in England and China concerning Teacher Questioning

Dr Wenping Zhang
University of Warwick

Essays on the Economics of Education in Developing Countries

Lee Crawfurd
University of Sussex

An Investigation into the Transnational Identity of Chinese Student Returnees from the UK

Suyang Wang
University of Nottingham

An interrogation of the design and development of the curriculum for Ghana’s polytechnic HND programmes: key stakeholder’s perspectives

Clara Araba Mills
University of Cape Coast, Ghana

Negotiating Professional Identities in a Liberalized Sub-Saharan African Economy: The Case of University of Zambia Faculty

Ferdinand Mwaka Chipindi
University of Minnesota, USA

Intercultural Competence Development in US Undergraduates: A Comparison of Three Study Abroad Program Models in Spain

Jayme Scally
University of York

An exploration of Chinese students’ learning experiences in China-Australia ‘2+2’ articualtion programmes: In between two systems

Kun Dai
University of Queensland

The Politics of Competencies: policy trajectory study of the re-contextualisation of the 2009-2011 competency-based curricular reform of Mexican primary education

Rosanne Elisabeth Tromp
University of East Anglia, School of International Development

The Role of Teachers’ Beliefs in the Implementation of Learner-centred Education in India

Suzana Brinkmann
UCL Institute of Education, London, UK

Supporting intercultural collaborations in blended and online settings: A randomised control trial of internationalised academic content

Jenna Mittelmeier
Institute of Educational Technology, The Open University

Faith, identity, status and schooling: An ethnography of educational decision-making in northern Senegal

Anneke Newman
University of Sussex

Vocational Education and Training Teacher Identity in the Context of Reform in Hong Kong: A multi-case study

Fanny Leung Ching Wai
University of Bristol

An ethnographic case study of the agendas, participation and influence of stakeholders at an urban government primary school in Tigray, Ethiopia

Rafael Mitchell
University of Leicester

Between Bureaucrats: Education and the Making of the State in Ghana

Sophia Friedson-Ridenour
University of Wisconsin-Madison

Ensuring meaningful lifelong learning opportunities for groups at risk

Josje van der Linden
University of Groningen

Educational Participation of Girls in Nepal:An Ethnographic Study of Girls’ Education in a Rural Village

Gayatree Timsina
Canterbury Christ Church University

The things they learned: Aspiration, uncertainty, and schooling in rural Rwanda

Timothy P. Williams
University of Bath, UK

National identity and European integration in secondary education: the case of Slovakia

Jana Šulíková
London Metropolitan University, London, UK

Language in education policy and literacy acquisition in multilingual Uganda: a case study of the urban district of Kampala

Prosperous Nankindu
University of the Western Cape, Cape Town, South Africa

Global Citizenship Education: The development and application of an analytical framework using Model United Nations case studies

Laura Alison Oxley
University College London (UCL), Institute of Education (IOE)

“Like Blood is to the Body”: The Role of Teachers in Building Liberia’s Peace

Jules Sisk
McGill University, Montréal, QC, Canada

Separate to Unite: the Paradox of Education in Deeply Divided Societies

Giuditta Fontana
King’s College London, London, UK