Petrina M Davidson
Biographic Data
| ID | 6457508 |
|---|---|
| NAME | Petrina M Davidson |
| GIVEN NAMES | Petrina M |
| FAMILY NAME | Davidson |
| SIGNATURE | DAVIDSON P M |
| AFFILIATIONS | Independent researcher |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
Teaching refugee and forced immigrant youth
This study explores the needs and preparedness of teachers of refugees and forced immigrant (RFI) students in the United States. Research examining the role and influence of teachers on RFIs in education systems is sparse. As a result, there is a critical shortage of an evidence base and subsequent resources, strategies, and policies on teacher training and professional development in the US to support the unique academic and non-academic needs o…
Institutionalized inequities and the cloak of equality in the South African educational context
The spread of neoliberalism in the South African education system provides a template for ways that regimes co-opt the values of excellence and equality while implementing policies that contradict these values. Specifically, South Africa’s education system is “cloaked” in equality, although institutionalized inequality persists long beyond the end of the Apartheid system. Neoliberal education policies legitimize the expectation that “excellence” …
Themes of diversity, comparison, and contextualisation over Compare’s history
The 50-year anniversary of Compare creates a moment to reflect on the trends and status of the journal itself and where it is situated in the field of comparative and international education. This article presents an examination of Compare’s articles to consider how the contents have reflected trends and changes in CIE. The results of a qualitative time-series analysis of published articles from the past five decades highlight the trends, pattern…
Using technology to break gender barriers
How does teachers’ gender influence their information and communication technology-based instruction in Saudi Arabian government schools? Using unique data collected in Riyadh, Saudi Arabia, in 2014, the analyses presented here show that male and female teachers in intermediate school classrooms differently use information and communication technology. As one of the only completely gender-separated educational systems in the world, the differing …
Themes of diversity, comparison, and contextualisation over Compare’s history
The 50-year anniversary of Compare creates a moment to reflect on the trends and status of the journal itself and where it is situated in the field of comparative and international education. This article presents an examination of Compare’s articles to consider how the contents have reflected trends and changes in CIE. The results of a qualitative time-series analysis of published articles from the past five decades highlight the trends, pattern…
Using technology to break gender barriers
How does teachers’ gender influence their information and communication technology-based instruction in Saudi Arabian government schools? Using unique data collected in Riyadh, Saudi Arabia, in 2014, the analyses presented here show that male and female teachers in intermediate school classrooms differently use information and communication technology. As one of the only completely gender-separated educational systems in the world, the differing …
Using technology to break gender barriers
How does teachers’ gender influence their information and communication technology-based instruction in Saudi Arabian government schools? Using unique data collected in Riyadh, Saudi Arabia, in 2014, the analyses presented here show that male and female teachers in intermediate school classrooms differently use information and communication technology. As one of the only completely gender-separated educational systems in the world, the differing …
Themes of diversity, comparison, and contextualisation over Compare’s history
The 50-year anniversary of Compare creates a moment to reflect on the trends and status of the journal itself and where it is situated in the field of comparative and international education. This article presents an examination of Compare’s articles to consider how the contents have reflected trends and changes in CIE. The results of a qualitative time-series analysis of published articles from the past five decades highlight the trends, pattern…
Institutionalized inequities and the cloak of equality in the South African educational context
The spread of neoliberalism in the South African education system provides a template for ways that regimes co-opt the values of excellence and equality while implementing policies that contradict these values. Specifically, South Africa’s education system is “cloaked” in equality, although institutionalized inequality persists long beyond the end of the Apartheid system. Neoliberal education policies legitimize the expectation that “excellence” …
Teaching refugee and forced immigrant youth
This study explores the needs and preparedness of teachers of refugees and forced immigrant (RFI) students in the United States. Research examining the role and influence of teachers on RFIs in education systems is sparse. As a result, there is a critical shortage of an evidence base and subsequent resources, strategies, and policies on teacher training and professional development in the US to support the unique academic and non-academic needs o…
Political science (4 works) · Sociology (4 works) · Geography (3 works) · Global Educational Policies and Reforms (2 works) · Law (2 works) · Pedagogy (2 works) · Teacher Education and Leadership Studies (2 works) · Anthropology (1 work) · Archaeology (1 work) · Cloak (1 work)