ethanporcaro/eric-fulltext-meta huggingface dataset:
Prior Teacher Experiences Informing How Post-Graduate Teacher Candidates See Teaching and Themselves in the Role as the Teacher
Author: Sexton, Steven S.
Date: 2004-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Preservice Teachers,Teacher Role,Self Concept,Context Effect,Teacher Student Relationship,Educational Experience,Student Experience,Prior Learning,Teacher Characteristics

This study examined the preconceptions and beliefs that 17 entry-level post-graduate preservice teachers held about the type of teacher they do and do not want to become. Results indicated that there are differences in the way the primary and secondary preservice teachers entering into this post-graduate teacher certification program interpreted their prior teacher experiences. There were differences in not only how but also why participating teacher candidates remembered their prior teachers. Specifically, results highlighted that it was those remembered teachers, which informed on how they saw teaching and themselves in the role of the teacher.
Self-Directed Learning versus Learning in the Interests of Public Safety: A Dilemma in Adult Education?
Author: Bailey, Trevor
Date: 2004-00-00
Type: Journal Articles
Subjects: Independent Study,Safety,Adult Education,Educational Theories,Educational Philosophy,Adult Learning,Educational Needs,Self Determination,Educational Policy,Social Behavior,Foreign Countries

In adult education, there can sometimes be a dilemma between notions of learner self-direction and learning that is important for public safety. The dilemma posed is one not well resolved by education theory. Although a few theorists have broadly recognised the tension, they tend to offer little in the way of guidance towards its resolution, particularly in cases such as where the views of older adults of their learning, and those of educationists do not intersect. Nevertheless, some writers have suggested that it might be a helpful resolution of the dilemma if learning is set in contexts that are already familiar to learners, and if learners are encouraged to discuss their learning with others.
Non-Public Collegiate Education in Modern People's Republic of China
Author: Rosecky, Richard B.
Date: 2004-00-00
Type: Journal Articles
Subjects: Educational Development,Foreign Countries,Educational Policy,Private Education,Politics of Education,Educational Change,Change Strategies,Social Change,Student Placement,Job Placement,Admission Criteria,Case Studies,European History,Economic Development

How does a country undergo the extremely rapid change necessary to go from an emerging country to a major world power in a few short years? The answer is through education. While the world reads about the many economic changes taking place in the Peoples Republic of China (PRC), an equally fundamental change is occurring in its educational structure. Evolution in its worldview has moved China from the classic Marxism/Mao dicta to a more pragmatic educational approach, one that includes non-public education. By drawing upon a) interviews with the founders on a modern Chinese non-public university, b) the perspective of educational development in the PRC, and c) a detailed analysis of the process of founding a private institution of higher learning in China, this paper analyses and discusses factors which have allowed such a radical shift in educational policy without causing social upheaval.
Executive Perceptions on International Education in a Globalized Environment: The Travel Industry's Point of View
Author: Munoz, J. Mark
Date: 2004-00-00
Type: Journal Articles
Subjects: Travel,International Education,Global Approach,Cognitive Processes,Industry,Intercultural Communication,Administrator Attitudes,Educational Innovation,Educational Strategies

Research on globalization has determined travel executives' perceptions of the psychological implications brought about by an interconnected global environment and the implications on international education. With the concepts of Clyne and Rizvi (1998) and Pittaway, Ferguson, and Breen (1998) on the value of cross-cultural interaction as a framework for international learning, the study has explored strategies by which international education may be nurtured in a globalizing environment. The globalized environment has affected business in a way that it has re-shaped cross-border interactions. This new landscape has provided the potential to affect the individual's psyche and opened new avenues towards the delivery of innovative international learning approaches. (Contains 2 tables.)
Human Capital and Technology Development in Malaysia
Author: Awang, Halimah
Date: 2004-00-00
Type: Journal Articles
Subjects: Human Capital,Research and Development,Foreign Countries,Expenditures,Information Technology,Technological Advancement,Social Change,Educational Attainment,Labor Force,Technology Integration,Technology Education

This paper examines the development of Information and Communication Technology (ICT) and its relation to the development of human capital in Malaysia as a country undergoing transformation into an ICT-driven and knowledge-based society. Education and training, being the key variable of human capital, is examined in terms of the government expenditure on education and training, years of schooling, number of enrolment and level of education of the labour force. ICT development is measured in terms of the personnel involvement in Research and Development (R&amp;D) in related areas of technology or the development allocation and expenditure for R&amp;D, and the extent of ICT usage in the various sectors of the economy and population. (Contains 13 tables.)
School Culture in a Private Secondary Institution in Mauritius
Author: Ajaheb-Jahangeer, Shamim
Date: 2004-00-00
Type: Journal Articles
Subjects: School Culture,Catholic Schools,Secondary Schools,Single Sex Schools,School Effectiveness,Administrator Role,Academic Achievement,Case Studies,Foreign Countries

This paper presents a case study of the school culture in a secondary school in Mauritius. It analyses how the school culture has an impact on the effectiveness of an educational organisation. The literature on school culture is reviewed and discussed. The education system in the Mauritian context is described; and its advantages and drawbacks highlighted. A case study of a private secondary school, Loreto Convent Port-Louis, is undertaken to illustrate school culture in an educational organisation. The way the school is organised, the goals are set and the outcomes in terms of effectiveness and achievement, are then analysed.
International Business Education in a Global Environment: A Conceptual Approach
Author: Ortiz, Jaime
Date: 2004-00-00
Type: Journal Articles
Subjects: Higher Education,International Trade,Business Education,Global Approach,Curriculum Enrichment,Integrated Curriculum,Curriculum Development,Institutional Role,Educational Change,Change Strategies,Influences,Performance Factors,Educational Policy,Politics of Education,Student Exchange Programs

The globalisation phenomenon poses a different set of challenges to the higher education system in countries around the world and requires that international business students be prepared to function professionally in an increasingly complex, interdependent, and dynamic economy. Understanding the educational implications of the internationalisation process requires faculty, staff, and senior-level administrators with a global mindset. The education system in the United States, aiming to satisfy the demand from business students, should be framed in a context in which students emerge better prepared to cope with the forces that govern today's world economy. This paper introduces a conceptual framework based on social, legal, economic, political, and technological (SLEPT) conditions to justify greater internationalisation in business curricula in North American institutions of higher education. A combination of distinctive student exchanges, study abroad programs, corporate overseas internships, and more importantly, a solid international business curriculum should allow them to become more effective, problem-solving individuals. (Contains 1 figure, 1 table, and 2 footnotes.)
Ethnic Inequalities in Education in Kenya
Author: Alwy, Alwiya
Date: 2004-00-00
Type: Information Analyses
Subjects: Educational Development,Equal Education,Ethnic Groups,Foreign Countries,Immigrants,Surveys,Educational Opportunities,Geographic Location,Teacher Qualifications,Educational Policy,Enrollment

This paper uses Kenya's survey data to explore ethnic inequalities in education in Kenya. It focuses on some ethnic groups that may have resources and opportunities as a result of their geographical location and ethnic proximity to the ruling elite. The factors examined to explain potential educational inequalities among ethnic groups include the Gross Enrolment Ratios, the number of schools, and the number of qualified teachers. The results suggest a close correspondence of differentials between inequalities in education and ethnic affiliation to the ruling elite. Relatively small, clearly defined ethnic groups have accumulated an advantage over the majority in the national population, in terms of the education infrastructure and resources. Based on these results, this paper argues that ethnicity should be placed at the forefront of analyses of educational development in Kenya, as well as in policy efforts to reduce inequalities in education. (Contains 6 tables.)
Monitoring the Learning and Teaching of Science in a Changing World
Author: Keeves, J. P.
Date: 2004-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Cross Cultural Studies,Academic Achievement,Student Evaluation,Global Approach,Teaching Models

This article addresses the issues involved in monitoring the teaching and learning of science in a changing world. It examines the development of cross-cultural studies of educational achievement, particularly in the field of science, including the theoretical basis of the studies and the models advanced and used in evaluation and more recently in the monitoring of change over time. In addition ten specific issues are identified for investigation into the critical problems facing learning and teaching of science across the world at the beginning of the twenty-first century with particular reference to the PISA studies being conducted by the Organisation for Economic Cooperation and Development. (Contains 6 figures.)
Taiwanese Students' Perspectives on Their Educational Experiences in the United States
Author: Yen, Wen-Jiuan
Date: 2004-00-00
Type: Journal Articles
Subjects: Foreign Students,Educational Experience,Study Abroad,Interviews,Phenomenology,Adjustment (to Environment),Student Attitudes,Asians,Stress Management,Stress Variables,Cultural Influences,Performance Factors,Student Educational Objectives

The United States welcomes a great many international students each year. Asian students make up the fastest growing segment of this international student body. Asian students have to deal with bicultural conflicts on many fronts in order to achieve a balance between participating in a new cultural environment and maintaining their own cultural identity. At the same time, they are likely to experience a great deal of homesickness. In this study, the investigators explored these issues with five Taiwanese students during their first academic year at a Midwestern university, hoping to gain insights about this uniquely situated group of Asian international students. In-depth interviews were conducted. An exploration of the pre-entry and early integration phases of study abroad was the focus of analysis. Thematic categories were identified.
Rural Communities-Education Relationship in Developing Countries: The Case of Malawi
Author: MacJessie-Mbewe, Samson
Date: 2004-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Community Relationship,Developing Nations,Elementary Education,Rural Education,Rural Population,Rural Development,Focus Groups,Interviews,Discussion,Elementary School Curriculum,Teaching Skills,Educational Resources,Curriculum Development

The purpose of this research study was to find out how primary education is related to rural communities in Malawi as one of the developing countries in Africa. The study followed a qualitative design with a phenomenological approach. The population of interest were rural primary school graduates, teachers, students and craftsmen. Data were collected through interviews, focus group discussions and class observations. Data were analysed by coding them into themes and categories that were organised into analytic memos. The major findings were: that there is lack of school involvement in the communities though the communities are greatly involved in the school development activities; that there is a mismatch between some elements of the curriculum and rural environment; that subjects that are earmarked as important for the rural development are ignored in schools and teachers lack skills in these subjects in addition to lacking of teaching and learning materials in the subjects. Hence the relationship between education and rural communities in Malawi needs to be improved.
Teaching and Learning: Mapping the Contextual Influences
Author: Hall, Cedric
Date: 2004-00-00
Type: Journal Articles
Subjects: Foreign Countries,Concept Mapping,College Faculty,Teacher Attitudes,Learning Strategies,Teaching Methods,Holistic Approach,Educational Environment,Teacher Student Relationship,Expertise,Teacher Role

This paper outlines a conceptual map that allows new academic staff in universities to see the relationship of teaching and learning within a context wider than their individual specialisations. These wider contexts include the institutional context and its sub-contexts, as well as local, national and international contexts. Examples are given to illustrate how the conceptual map has been applied not only within Victoria University but also in New Zealand schools. The teaching-learning conceptual map is particularly useful in interpreting the different notions of learner-centredness for it recognises the totality of learning activities within an institution. (Contains 2 figures.)
Learning at University: The International Student Experience
Author: Hellsten, Meeri
Date: 2004-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Experience,Global Approach,Teacher Student Relationship,Curriculum Development,Educational Quality,Sustainability,Classroom Communication,Educational Practices,Teaching Methods,Communication Problems,Foreign Countries,Student Diversity,Student Needs,Student Adjustment

This paper reports on research that explores internationalisation of the University's curriculum offerings and how this affects international students. The central focus of this paper is to highlight some of the student commentary on communication between teachers and students exemplifying the way it subsequently affects the quality of student learning. The paper concludes by raising some questions concerning how we may best meet the needs of international students by drawing on inclusive teaching philosophies. (Contains 1 footnote and 2 tables.)
The Relationship between Thai Students' Choices of International Education and Their Families
Author: Pimpa, Nattavud
Date: 2004-00-00
Type: Journal Articles
Subjects: International Education,Study Abroad,College Choice,Performance Factors,Family Influence,Schematic Studies,Foreign Countries,Predictor Variables,Interviews,Foreign Students,Questionnaires,Student Attitudes

This paper explores the relationship between influencing factors from family on Thai students' choices of international education. The study classifies choices of international education into the decision to study abroad, choice of country, city, academic program, and of university. The influences from family are identified as finance, information, expectation, persuasion, and competition. The results indicate a positive relationship between choices and influencing factors. However, the degree of associations between variables are mixed. The decision making-process of Thai students is complex and involves various stakeholders. This information affords protagonists marketing Australian education a better understanding of choices made by international students. (Contains 2 figures and 3 tables.)
Perceptions of Being International: Differences between British Adolescents Living Abroad and Those at Home
Author: Lam, Hon
Date: 2004-00-00
Type: Journal Articles
Subjects: Nationalism,Adolescents,Foreign Countries,Place of Residence,Measures (Individuals),Factor Structure,Multivariate Analysis,Statistical Analysis,Comparative Analysis,Foreign Nationals,Cultural Awareness,Migration,Self Concept,Foreign Students

British adolescents living in Hong Kong and British adolescents living in the United Kingdom formed the two samples of adolescents who completed Hayden, Rancic and Thompson's (2000) 32-item instrument. Instead of following the original authors' approach to the analysis of the instrument, a more comprehensive technique was adopted. The data were first factor analysed to reveal new factor structures that were different from those in the original instrument. Subsequent MANCOVA and ANCOVA found that there were comparative differences in all of the new variables between the British expatriate adolescents and local British adolescents. The differences found in this study are concerned with international awareness, international mobility, flexibility, respect for others and national identity that British expatriate adolescents believed were the factors of being international. (Contains 5 tables.)
A Sustainable Cohort of Professional Civil Engineering Graduates? Uncovering the United Kingdom Graduate Crisis
Author: Edwards, David J.
Date: 2004-00-00
Type: Journal Articles
Subjects: Foreign Countries,Civil Engineering,Educational Demand,Employment Patterns,Labor Needs,Human Capital

Undergraduate applications to civil engineering courses have been declining at an alarming rate despite the industry's healthy economic activity. Concerns abound as to the long-term impact of this decline as the sector is already suffering skills shortages across virtually all of its occupations. This paper investigates the likely future trends in undergraduate admissions to civil engineering degree courses based on an analysis of Universities and Colleges Admissions Service (UCAS) statistics for the period 1994 to 2000. The analysis reveals that applications have sharply declined over this period from 5,104 in 1994 to 2,905 in 2000. This trend is then modelled using a bivariate quadratic and cubic model equations to determine the volume of future applications. With an R[superscript 2] of 0.99 and a mean absolute percentage error of less than one per cent, the model appears to be robust and reliable. By contrasting graduate intake with sector turnover, the paper explores whether any significant correlation exists between market buoyancy and the attractiveness of a professional civil engineering career. Model forecasts over a six-year period suggest that applications will continue to decline, albeit at a slower rate. The likely causes and implications of the trends are discussed and measures proposed to stem the decline in popularity of civil engineering degree courses. (Contains 5 figures and 2 tables.)
A Boy's Secondary School Changes to Coeducation
Author: Ryan, Erica Clare
Date: 2004-00-00
Type: Journal Articles
Subjects: Academic Achievement,Parents,Foreign Countries,School Policy,Coeducation,Grade 12,High School Students,Catholic Schools,Student Attitudes,Gender Differences,Family Influence,Student Experience,Peer Influence,Single Sex Schools,Occupations,Parent Influence,Employed Parents,Employment Level,Correlation,Self Concept,Religion,Grade Point Average,Effect Size

In this paper, factors that influence academic achievement and self-concept of Year 12 students in their final year of schooling at a Catholic co-educational school in Adelaide, Australia were investigated. The study hypothesised there were differences in attitudes and academic performance due to prior schooling experiences, sex, home experiences, peer influences and school policy and practices. The Self Description Survey (SDQ111) and aggregate results from four Year 12 assessment points were used in order to collect data. The data were examined using the specific statistical approach of effect size and correlational analysis. A focus on differences between those students who had previously had single sex schooling from those who had coeducational experiences over a five-year period found that difference existed with the scales of the SDQ111, particularly the Religion, Physical Appearance, Parent, Opposite Sex and General scales. Similarly there were clear sex differences noted on some of the 13 scales of the SDQ111 favouring the boys on the majority of these scales. One other factor of interest involved Parent Occupation. Evidence found that the parent's level of occupation was significantly related to academic achievement. (Contains 2 figures and 8 tables.)
Oral Tradition and Civic Education in Africa
Author: Okafor, Clement A.
Date: 2004-00-00
Type: Journal Articles
Subjects: Foreign Countries,Oral Tradition,Role of Education,World Views,Citizenship Education,Ethical Instruction,Time Perspective,Political Socialization,Illiteracy,Educational Change

The purpose of this paper is to demonstrate that oral literature, which is an aspect of the oral tradition, has functioned historically as a vital medium of moral and civic education in non-literate societies the world over. Through the ages, oral literature has performed this function by presenting its various genres as forms of entertainment that are designed to inculcate in listeners the social mores and world view of their communities. It follows, therefore, that modern African nations can adapt their oral traditions to current realities and utilise them as effective instruments of civic education, especially these days when the entire world has been transformed into a global village. (Contains 11 footnotes.)
The Unbearable Vagueness of Critical Thinking in the Context of the Anglo-Saxonisation of Education
Author: Vandermensbrugghe, Joelle
Date: 2004-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Asians,Critical Thinking,Stereotypes,Student Characteristics,Memorization,Cultural Context,Learning Experience,Student Adjustment,College Faculty,Cultural Awareness

This paper examines the stereotypical view that Asian students cannot think critically. Although critical thinking is often presented as a generic skill, crucial to success at university, definitions of the concept vary widely. Critical thinking can therefore only be understood by placing it into the context in which it is used. This disadvantages many international students, who often have not acquired the cultural competencies necessary to read in context, and who are unfamiliar with the concept of critical thinking as a learning experience. This paper also advocates more clarity and openness about learning practices, including critical thinking, and recommends more receptiveness towards learning practices adopted in other countries. If Australia wants to continue to attract international students and to be considered as offering a truly international education program, there is a real need for academic staff to develop intercultural competencies.