ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning, Teaching, and Researching in Shadow Education in Hong Kong: An Autobiographical Narrative Inquiry
Author: Yung, Kevin Wai-Ho
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning,Teaching Methods,Tutors,Personal Narratives,Reflection,Inquiry,Autobiographies,Foreign Countries,Tutoring,Private Education,Researchers,Educational Research,Context Effect,Equal Education,Incidence,Mainstreaming

Purpose: This article aims to illustrate from the author's insider perspective the lived experiences of engaging in private tutoring in Hong Kong as a tutee, a tutor, and a researcher and draw implications on several issues arising from the prevalence of shadow education. Design/Approach/Methods: This article adopted an autobiographical narrative approach. Data were collected through the author's memoir of events, stimulated by the tutorial materials he used when he was a tutee and a tutor, his own video-recorded lessons of tutoring, and reflective journals from his research projects. Findings: Various issues are discussed based on the narrative of the author playing different roles in the tutoring industry, including (1) the positive and negative washback on mainstream education, (2) the lack of strict regulation of the quality of tutors and advertisements, and (3) how shadow education may exacerbate education inequality and how some tutorial companies and nonprofit organizations are addressing the issue. Originality/Value: This article, to the best of the author's knowledge, is the only one that discusses the issues of shadow education from an author's own personal experiences as a tutee, a tutor, and a researcher. It illustrates how practices and policies of the private tutoring industry are evolving in Hong Kong from an insider perspective.
Competing Theories for Improving Teacher Preparation Programs: The Case of North Carolina
Author: McDiarmid, G. Williamson
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Teacher Education Programs,Program Improvement,Educational Quality,Evidence Based Practice,Educational Improvement,Program Evaluation,Educational Policy,Accountability

Purpose: Written from the prospective of a school of education dean, the article describes how deans worked with researchers and university system staff to develop multiple measures of teacher preparation program (TPP) quality. Design/Approach/Methods: As a key participant in the development of a multi-methods approach to evaluating (TPP) quality, the author frequently interacted with the university system oversight staff, the researchers tasked with measuring TPP quality, and the school of education deans. The article draws on his experience in collaborating with individuals in these three groups over an 8-year period. The article also reviews the controversial history of hierarchical linear models as tools for evaluating TPPs. Findings: The author argues that over time and as a result of frequent conversations and discussions, the three groups collaborated in creating a data dashboard that provides TPP faculty with evidence that enables them to make data-informed improvements to their programs and satisfies policymakers' interest in informing the public of TPP quality. Originality/Value: Few, if any, articles have been published that describe a collaborative process for creating a data repository that can inform the continuous improvement of TPPs and address policymakers' concerns about teacher quality. Educators, researchers, and policymakers elsewhere may learn about how to develop a partnership focused on generating and using data in program improvement as well as the value of multiple measures in evaluating TPPs and informing policymakers.
Competence for Students&apos; Future: Curriculum Change and Policy Redesign in China
Author: Wang, Tao
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Development,Educational Change,National Curriculum,Educational Policy,Policy Formation,Curriculum Design,Secondary School Curriculum,High Schools,Minimum Competencies

Purpose: This article aims to provide a policy review of the new national curriculum program and standards for high school education announced in January 2018 and analyze the key features of curriculum change in China. Design/Approach/Methods: Applying textual analysis, this article interprets the significant changes in the national curriculum program and standards and further discusses these changes based on literature and research on curriculum. Findings: Corresponding to the international trends on core competencies, China takes a further step and designs subject core competencies to narrow the gap between theories, policy, and practice. The new national curriculum highlights the coherent design in curriculum, textbooks, teaching, and assessment. Yet there are still puzzles and challenges in high stakes examination, diverse contexts, and curriculum implementation. Originality/Value: This article might facilitate the understanding of the current high school curriculum in China, especially on its features, changes, contexts, and history.
Fulfilling Set Objectives: A Case Study of Teacher Development in Two Primary Schools in Beijing
Author: Lai, Manhong
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Elementary School Teachers,Teacher Leadership,Educational Objectives,Elementary School Curriculum,Curriculum Implementation,National Curriculum

Purpose: This study aims to reveal the recent characteristics of school-based teacher development (STD) in China since it is perceived as a key measure to achieve success in raising educational quality in the country. Design/Approach/Methods: A qualitative research approach with in-depth interviews of 18 teachers at two primary schools in Beijing was used. Findings: Through the lens of cultural-historical activity theory (CHAT), it was observed that the objectives adaptation of teacher communities was made under the control of the District Education Bureau. STD provides the venue for ordinary teachers to learn, understand, and implement the teaching initiatives promoted by the district. Teacher communities at school level therefore implement continuous professional development initiatives promoted by Education Bureau teaching research officers. Originality/Value: This article argues that the administrative style of local government affected teacher community's object, rules, and division of labor. It also contributes an indigenous interpretation of the CHAT theory.
Governance and Expertise in the Teaching Profession: An Analysis of Contemporary Japanese Educational Reforms
Author: Hamada, Hirofumi
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Governance,Expertise,Educational Change,Professional Autonomy,Teaching (Occupation)

Purpose: This article examines the Japanese teaching profession's position on current school governance reforms in Japan and the difficulties teachers are facing as the reforms progress. Design/Approach/Methods: This article describes how a policy for developing teacher quality standards tends to suppress teacher independence while increasing the heteronomy of the teaching profession. The article discusses how Japan can meet its goal of ensuring &quot;expertise in the teaching profession&quot; by referring to the relationship between &quot;professionalism&quot; and &quot;publicness&quot; in the theories of occupational sociology. Findings: Expertise in the teaching profession is based on a mixture of academic and practical knowledge. The term &quot;educational professionals&quot; should be interpreted to include both &quot;researchers&quot; and &quot;practitioners.&quot; A sustainable governance mechanism for the Japanese teaching profession should be built on a four-way relationship among researchers, practitioners, citizens, and government administrators. Originality/Value: This study provides a critical review of a broad-reaching educational policy and proposes a new approach for restructuring the governance of the Japanese teaching profession.
From External Accountability to Potential-Oriented Development: Quality Assurance System Building for Teacher Preparation in China
Author: Song, Huan
Date: 2019-00-00
Type: Journal Articles
Subjects: Quality Assurance,Educational Quality,Educational Policy,Standards,Teacher Education Programs,Case Studies,Foreign Countries,Educational Improvement,Policy Analysis,Teacher Certification,Test Bias,College School Cooperation,School Community Relationship,Partnerships in Education,Universities,Accountability

Purpose: From the perspective of performance standards-based teacher education, this article aimed to address progress and challenges of China's teacher preparation quality assurance system. Design/Approach/Methods: This review is based on policy review and case studies. Retrieving to the existing research literature, this research sorted out the policies related to the quality assurance system for university-based teacher preparation in China. Furthermore, this research selected teacher preparation programs from five cases of teacher education colleges of varied levels and used interviews to analyze their attitudes and measures. Findings: The analysis reveals that the quality system for university-based teacher preparation in China's educational institutions has gone through two main stages: the building stage and the improvement stage. The internal policy tension in China's teacher preparation quality assurance system is primarily centralized in the dissociation among and segmentation between the relevant standards for teacher education. There is a distinction between &quot;soft&quot; and &quot;hard&quot; policy standards, and reforming the teacher certification testing system also brings a test-oriented bias and a separation of evaluation from education. Institutions of higher education are expected to follow the path of potential-oriented development and concentrate on cooperative partnerships between local communities and schools so as to nurture innovative, professional future educators with high quality. Originality/Value: This article provides a comprehensive and detailed policy analysis as well as empirical evidence for the quality assurance system for university-based teacher preparation in China.
Comparison of Female Teachers in Primary, Secondary, and Tertiary Education: China and the World
Author: Anderson, William
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Women Faculty,Elementary Secondary Education,Postsecondary Education,Higher Education,Equal Opportunities (Jobs),Vocational Education,Junior High Schools,High Schools

This report is based on statistics published yearly in the World Bank and the Education Statistics Yearbook by the Ministry of Education of the People's Republic of China. Using these freely available statistics, &quot;ECNU Review of Education&quot; aims to provide a basic comparative overview of representation of female teachers in all levels of basic education--both in China and the world. While this report articulates the aforementioned data in a comparative way, no absolute or final conclusions are meant to be drawn from these comparisons. Rather, we hope the following serves as a method of drawing attention to educational issues such as gender equality. Furthermore, we also hope that this report will serve to encourage follow-up research related to this topic. Before comparing China's percentage of female educators across all level of basic education to that of the world average, certain distinctions are necessary. Following a law passed in 1986, the People's Republic of China solidified the country's compulsory education standard of 6 years of primary education and 3 years of secondary education. Secondary education is divided into two parts: junior secondary education and senior secondary education. Both parts include vocational schools in supplied statistics, and as such any conclusions reflect all students participating in secondary education--vocational or otherwise. Despite this, the statistics given by the Ministry of Education separate the two parts of secondary education, whereas the World Bank does not. In order to offer an easier-to-follow comparison, China's percentage of female teachers at the secondary level of education was found by averaging the percentages of both junior and senior secondary education. It is therefore worth noting that the annual percentage of female teachers was higher in junior secondary education than that of the senior secondary level. This difference usually took the form of being within three percentage points--the smallest being a 2.53% difference in 2013 and the largest a 3.3% difference in 2017. In addition, data are taken only from the years 2013-2017 solely for the reason that the Ministry of Education has only published data for these years.
Mentoring and Supervising International Students in School Counseling Programs
Author: Asempapa, Bridget
Date: 2019-00-00
Type: Journal Articles
Subjects: Mentors,Supervision,Supervisors,Foreign Students,School Counseling,Counseling Services,Graduate Students,Counselor Training,Case Studies,Simulation,Models,Field Experience Programs

Graduate counseling programs in the United States have increased their population of international students. However, limited studies have addressed the challenges of international students, specifically in school counseling programs. Considering the cultural disparities that exist for international school counseling students and the challenges associated with being an international student in general, this article identifies and delineates a culturally appropriate mentoring and supervision model that has the potential to shape the experiences of international students in school counseling training programs. The model presented through a case study argues that intentional mentoring and supervision for international school counseling students enhance productivity during students' field experiences in U.S. school systems.
Motivations for Studying Abroad and Immigration Intentions: The Case of Vietnamese Students
Author: Nghia, Tran Le Huu
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Motivation,Study Abroad,Immigration,Vietnamese People,Attachment Behavior,Acculturation,Foreign Countries,Foreign Students,Student Attitudes,Intention,International Education,Educational Benefits,Decision Making,Higher Education,Family Relationship,Economic Development,Work Experience,Income,Quality of Life,Work Environment,Faculty Development,Brain Drain

This article reports a study that investigated prospective and current Vietnamese international students' motivations to study abroad and their immigration intentions. Analyses of 55 intercept interviews and 313 responses to a survey revealed 12 push and pull factors that motivated students to pursue overseas studies and 18 sociocultural, economic, and political factors that influenced their immigration intentions. Independent samples t tests indicated that there were statistically significant differences in the influence of motivations on decisions to study overseas between groups of male and female students and prospective and current students. The analyses, furthermore, suggested that students' immigration intentions depended on their personal attachment to the home country and (perceived) adaptability to the host country.
&quot;Jeitinho&quot; as a Coping Strategy Used by Brazilian International Students for Dealing with Acculturative Stress
Author: Nishioka, Silvia Alves
Date: 2019-00-00
Type: Journal Articles
Subjects: Coping,Stress Variables,Stereotypes,Student Adjustment,Foreign Countries,Acculturation,Indigenous Knowledge,Predictor Variables,Student Attitudes,Social Bias,Problem Solving,Study Abroad

This mixed-method study examined whether Brazilian students in the US use an indigenous problem-solving practice, &quot;jeitinho,&quot; as a coping strategy for acculturative stress. Forty-two participants answered an online survey, which was a culmination of demographic information, the Acculturative Stress Scale for International Students, BriefCOPE, &quot;jeitinho&quot; questionnaire, and three open-ended questions about how Americans may perceive &quot;jeitinho.&quot; Results showed that a negative dimension of &quot;jeitinho&quot; was associated with nonadaptive coping strategies, but it was not a significant predictor of acculturative stress. Qualitative themes highlighted the multidimensionality of &quot;jeitinho,&quot; which could help in students' adjustment (positive) or reinforce stereotypes and prejudices (negative) against Brazilians. Findings elucidate the complexity of &quot;jeitinho&quot; Brazilian students can be mindful about and when to use it to avoid stereotyping.
Familiarity as a Family: Close Friendships between Malaysian Students and Their Co-National Friends in the UK
Author: Pazil, Nur Hafeeza Ahmad
Date: 2019-00-00
Type: Journal Articles
Subjects: Familiarity,Friendship,Foreign Students,Foreign Countries,Intimacy,Study Abroad,Student Attitudes,Intergroup Relations,Sense of Community,College Students,Student Characteristics,Peer Relationship,Social Media,Computer Mediated Communication

The purpose of this study is to explore close friendships and intimacy practices of Malaysian students in the context of living abroad. Some of the new close friends, specifically co-national friends in the UK, are perceived as &quot;family&quot; although some of them have not yet acquired family-like qualities in their relationships. Due to the situation of living abroad, the students acquired the &quot;familiarity as a family&quot; relationship--a new concept introduced in this study to explain this complicated relationship, with co-national friends in the Malaysian community in the UK. A sense of belonging and homophily, and shared physical space and activities are two key factors that influenced these practices of intimacy, which will foreground the discussion in this paper.
Understanding Ostracism from an Attachment Perspective: Testing a Moderated Mediation Model
Author: Hou, Ning
Date: 2019-00-00
Type: Journal Articles
Subjects: Barriers,Attachment Behavior,Depression (Psychology),Symptoms (Individual Disorders),Foreign Students,Peer Acceptance,Models,Anxiety,College Students,State Universities,Rejection (Psychology),Gender Differences,Age Differences,Student Adjustment,Study Abroad

The perception of being ostracized in a foreign country is a great obstacle that may lead to international students' strain. The present study aimed to understand ostracism from the perspective of adult attachment. We proposed a moderated mediation model in which attachment anxiety was hypothesized as an antecedent of ostracism and as a moderator of the ostracism -- strain links. Participants were 119 international students enrolled at a large public university in U.S. Results largely supported the model, which showed that the attachment anxiety exaggerate the harmful effects of perceived ostracism on depression and physical symptoms. Theoretical and practical implications were discussed.
Examining the Correlation between American Students&apos; Cultural Intelligence, Political Affiliations, and Their Social Distances from Their International Peers
Author: Mejri, Sami
Date: 2019-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Political Attitudes,Social Distance,Peer Relationship,College Freshmen,Foreign Students,North Americans,Metacognition,Student Motivation,Student Behavior,Predictor Variables,Intelligence,Student Attitudes,Student Mobility,Acculturation,Barriers,Sociocultural Patterns,Western Civilization,Ideology,Peer Acceptance

Guided by the theories of cultural intelligence and social distance, the purpose of this quantitative non-experimental study was to determine whether first-year American-born college students' political party affiliations and cultural intelligence (CQ) relate to their self-reported social distances (SDs) from international students. One hundred and twenty-one first-year college students at a 4-year Midwestern university participated in this study. Regression analysis showed that political party affiliation (ß = 0.194, t = 3.074, p = 0.003), metacognitive CQ (ß = -0.239, t = -0.2.885, p = 0.005), motivational CQ (ß = -0.363, t = -4.225, p = 0.001), and behavioral CQ (ß = -0.215, t = -3.078, p = 0.003) of American-born college students were statistically significant predictors of their social distances from international peers. However, cognitive CQ (ß = 0.009, t = 0.112, p = 0.911) was not a statistically significant predictor of social distance between these two groups of students. Recommendations for future examination of CQ and SD in the context of American higher education were provided.
Satisfiers and Dissatisfiers for International Vocational Education Students: A Case Study Using Narrative Frames
Author: Ryan, Jonathon
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Foreign Students,Vocational Education,Foreign Countries,Research Methodology,Institutional Characteristics,Case Studies,English (Second Language),Second Language Learning,Second Language Instruction,Educational Environment,Educational Attitudes

While the satisfaction of international students is frequently surveyed, much of this research is based on a very limited range of closed-item data collection methods, producing findings that partially reflect the researchers' assumptions in designing the survey items. Recognizing the potential value in using methods that are more openended and qualitative analyses, the present study employed narrative frames and follow-up interviews to explore the satisfiers and dissatisfiers for international vocational education students at one institution in New Zealand. Reporting on perceptions of the class, institution, and community, the findings identify the participants' top-of-mind (dis)satisfiers and complement the existing literature by identifying seldom-reported themes. Discussion of issues in analyzing narrative frames is also provided.
Exploring Oral English Learning Motivation in Chinese International Students with Low Oral English Proficiency
Author: Xing, Deyu
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Oral Language,Learning Motivation,Foreign Students,Language Proficiency,Acculturation,Student Attitudes,Stress Variables,Academic Achievement,Psychological Patterns,Learning Theories,Language Tests,Anxiety,Social Isolation,Student Adjustment,College Students

This study employed narrative inquiry to understand the oral English learning motivation of Chinese international students with low oral English proficiency through their academic acculturation stories. Expectancy-value theory served as the theoretical framework to inform the study design and the interpretation of results. Findings suggest all participants' motivation for oral English learning increased as a result of the newly acquired high subjective value of spoken English during their academic acculturation. However, they experienced high levels of psychological stress during their academic acculturation due to their low oral English proficiency. Further, participants' perceived expectancy of success for learning oral English declined as their academic acculturation progressed, negatively influencing their oral English learning motivation. Implications for various stakeholders are discussed.