[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599724-105":59,"doc-detail-599724-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","advancing-ecological-models-to-compare-scale-in-multi-level-educational-change","Advancing Ecological Models to Compare Scale in Multi-level Educational Change","","This paper advances two ecological frameworks for modeling and comparing scale of educational change that occurs across multiple levels and geographic/locational hierarchies. It critiques prior ecological approaches as insufficient for multi-scale, multi-level educational change and extends the frameworks to technology integration efforts in two private international school systems. The analysis compares change scale through interactions among non-locational demographic groups, while noting constraints from simplistic visual renderings and limited applicability to educational technology contexts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/advancing-ecological-models-to-compare-scale-in-multi-level-educational-change/599724/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/advancing-ecological-models-to-compare-scale-in-multi-level-educational-change/599724.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the paper address about existing ecological models?","Question",{"text":112,"@type":113},"Existing ecological models are ineffective for modeling educational change that is multi-scale and spans multiple levels within education systems.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper extend its ecological frameworks?",{"text":117,"@type":113},"The frameworks are translated for technology-integration contexts, specifically two private international school systems, and used to compare change across multiple levels.",{"name":119,"@type":110,"acceptedAnswer":120},"What unit-of-analysis approach is discussed in the paper?",{"text":121,"@type":113},"The paper highlights the Bray and Thomas cube as a framework for holistically identifying units of analysis across geographic/locational levels, non-locational demographic groups, and aspects of education and society.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599724,1792211380,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Advancing Ecological Models to Compare Scale in Multi-level Educational Change  \nDavid James Woo  \nUniversity of Hong Kong  \nEducation systems as units of analysis have been metaphorically likened to ecologies to model change. However, ecological models to date have been ineffective in modelling educational change that is multi-scale and occurs across multiple levels of an education system. Thus, this paper advances two innovative, ecological frameworks that improve on previous models. These models are extended to different educational contexts, specifically technology integration efforts in two private international school systems. While both models adequately compare scale of change through interactions between non-locational demographic groups on several geographic/locational levels the models are limited by their simplistic visual renderings and their application to educational contexts within the field of educational technology.  \nIntroduction  \nComparative education is a field that embraces the exchange of knowledge and learning between multiple fields and disciplines. It is heterogeneous and inclusive in terms of content, membership and purposes and, as a result, the field exemplifies “a multipolarity of centres of scholarship characterising the contemporary world and similar patterns in the different periods of the history of comparative education”(Manzon, 2015, p. 93) . On these grounds, innovative methods are embraced in the field of comparative education. Bray, Adamson and Mason (2014) recognize,“one of the most important uses of comparative education research is the identification of models that are employed elsewhere and that can be imported for use in other settings” (p. 431) . Thus, it is desirable for scholars in comparative education to learn from other fields and academic disciplines.  \nThe purpose of this paper is to advance two innovative, ecological frameworks that model and compare scale of change within the field of educational technology. The paper begins with a description of two models, one proposed by Davis (2008) and the other by Law, Yuen and Lee (2015), that conceptualize change as multi-scale and education systems as complex, multi-level ecologies. Next, this paper demonstrates how these models can evolve or be translated for application to the field of educational technology, which is accomplished through a comparison of two information and communications technology-enabled innovations (ICT-enabled innovations) in the private international school context. The paper concludes with a discussion of limitations and opportunities for further research in the field of comparative education.  \nMulti-scale Units of Analysis  \nThe practice of comparative education begins with the thoughtful identification of units of analysis. The Bray and Thomas cube (Bray & Thomas, 1995) is a conceptually robust  \n© 2015, Current Issues in Comparative Education, Teachers College, Columbia University. ALL RIGHTS RESERVED. Current Issues in Comparative Education 18(1), 68-82.  \nAdvancing Ecological Models to Compare Scale in Multi-level Educational Change  \ncomparative education framework that can be used toward that end. This is because it allows for a holistic and comparative understanding of units of analysis along three dimensions: geographic/locational levels, non-locational demographic groups, and aspects of education and society. The geographic/locations dimension of the cube is particularly instructive because it comprises several levels that compose a cohesive, hierarchical, and multi-level social system. In this way, the cube introduces the educationalist not only to multi-dimensional analysis, but also to multi-level analysis. However, while the cube is effective in orienting an educationalist towards an appropriate unit of analysis, it does not necessarily lead the educationalist to draw multi-level comparisons (Bray, Adamson & Mason, 2014) .  \nDespite this limitation, the Bray and Thomas cube is “crucial for ","cbCainztQPl6ngUL","https://ap.wps.com/l/cbCainztQPl6ngUL","pdf",646025,15,"English","# Introduction\n# Multi-scale Units of Analysis","[{\"question\":\"What problem does the paper address about existing ecological models?\",\"answer\":\"Existing ecological models are ineffective for modeling educational change that is multi-scale and spans multiple levels within education systems.\"},{\"question\":\"How does the paper extend its ecological frameworks?\",\"answer\":\"The frameworks are translated for technology-integration contexts, specifically two private international school systems, and used to compare change across multiple levels.\"},{\"question\":\"What unit-of-analysis approach is discussed in the paper?\",\"answer\":\"The paper highlights the Bray and Thomas cube as a framework for holistically identifying units of analysis across geographic/locational levels, non-locational demographic groups, and aspects of education and society.\"}]","Advancing Ecological Models to Compare Scale in Multi-level Educational Change | PDF",1792089317,38]