ethanporcaro/eric-fulltext-meta huggingface dataset:
Faculty Attitudes regarding Student's Preparedness for Culturally Sensitive Social Work Practice in the United States
Author: Furman, Rich
Date: 2004-00-00
Type: Information Analyses
Subjects: Social Work,College Faculty,Teacher Attitudes,Counselor Training,Cultural Awareness,Masters Degrees,Educational History,Role of Education,Surveys

In the United States, social work education has a mandate to train students for culturally sensitive social work practice. This mandate is becoming increasingly important as the United States becomes increasingly multicultural. This study presents data that assesses the degree to which social work education is fulfilling this mandate by exploring faculty perceptions regarding the preparedness of Master of Social Work students for culturally sensitive social work. In addition to the presentation of data, a literature review explores the history and role of culturally sensitive social work education in the United States. (Contains 4 tables.)
Teachers and Teacher World-Views
Author: Walker, Karen
Date: 2004-00-00
Type: Journal Articles
Subjects: Teaching Methods,World Views,Educational Practices,Teacher Attitudes,Reflective Teaching,Regional Characteristics,Cultural Awareness,Cultural Differences,Cultural Influences,Personal Narratives,Arabs,Cultural Context,Teaching Skills,Knowledge Base for Teaching

This paper discusses the increasing imperative for teachers who work in cultural settings other than their own to develop an understanding of their own world-view and the impact their assumptions about teachers, school, students, family and so on have on their teaching practice. The brief narrative of one cultural world-view provides an example of the areas where tensions may arise for teaching practice for the unprepared teacher working in a setting outside their own cultural experience.
Centre and Periphery in Higher Education: The Case of Israel
Author: Soen, Dan
Date: 2004-00-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,Educational Attainment,Educational Development,Educational Opportunities,Access to Education,Disadvantaged,Economic Impact,Change Strategies,Educational Change,Educational Policy,Politics of Education,Program Effectiveness,Case Studies

Higher education systems all over the world are currently occupied with the crucial problems of equal opportunity and accessibility in the tertiary level. The paper focuses on the perennial issue of center and periphery in higher education. It takes Israel as a case in point. Like many other Western countries Israel is undergoing a speedy process of what is termed &quot;massification of the higher education system&quot;. The inauguration of fully accredited public and private colleges as well as the academisation of the teaching profession brought about a dramatic increase in the enrolment of degree programs. During the 1980s and the 1990s the number of students in Israel tripled and the odds of attending a higher education institution grew by 50 per cent. The paper poses several pertinent questions in this respect. a) Has the recent transformation in the Israeli higher education system really increased the odds of higher education attendance? b) Has it indeed reduced social selection processes in higher education? c) Has it really equalised opportunity to attain access to the most desirable fields of study? The paper tries to answer these questions first by analysing available data published by the CBS (Central Bureau of Statistics) and second by analysing data pertaining to the largest public college in the country. It arrives at a cautious conclusion that the system did increase the odds of higher education. It reduced social selection in higher education. It also enhanced opportunities to attain access to the most desirable fields of study. Peripheral populations definitely benefited from the establishment of a binary system of higher education in Israel. (Contains 8 tables.)
Beyond Educational Tourism: Lessons Learned while Student Teaching Abroad
Author: Quezada, Reyes L.
Date: 2004-00-00
Type: Journal Articles
Subjects: Student Teaching,Foreign Students,Schools of Education,Tourism,Foreign Countries,Knowledge Level,Teacher Education,International Education,Program Development,Program Descriptions,Program Implementation,Cultural Awareness,Second Languages,Service Learning,Scholarships,Consortia

Many universities provide overseas student teaching yet little is known as to what knowledge, skills, and dispositions university students have prior to arriving in their host country as well as after their return to their home country. This article considers several key issues and suggests factors that schools of education should consider when planning, developing and providing prospective teachers with an exposure to international student teaching abroad beyond educational tourism.
Developmental Speech Problems and Bilingualism: The Difficulties of Identification
Author: Tzivinikou, Sotiria
Date: 2004-00-00
Type: Journal Articles
Subjects: Speech Impairments,Foreign Countries,Bilingualism,Case Studies,Developmental Disabilities,Disability Identification,Psycholinguistics,Educational Diagnosis,Barriers,Interviews,Psychoeducational Methods,Questionnaires,Observation,Standardized Tests,Student Behavior

The developmental speech problems and the speech problems derived from bilingualism could have some similar characteristics but they need different intervention. So, distinguishing between them is essential. The present, multi-method (methodological triangulation), case study aimed to investigate whether it is possible to identify developmental speech problems of an eight-year old Albanian boy who attended a public primary school in Greece. The identification of his speech problems had some specific difficulties, mainly related to the lack of IQ, psycholinguistic and school performance standardised tests for bilingual children.
Indonesian Postgraduate Students Studying in Australia: An Examination of Their Academic, Social and Cultural Experiences
Author: Novera, Isvet Amri
Date: 2004-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Student Adjustment,Graduate Students,Cultural Differences,Teacher Student Relationship,Muslims,English for Academic Purposes,Student Experience,Social Adjustment,Social Discrimination

Prior studies suggest that adjustment is a significant contributor to the academic success of international students, and cultural differences can lead to adjustment problems. However, while Australia takes many international students from Indonesia, and there are substantial cultural differences between Indonesia and Australia, there has been little research on the adjustment of Indonesian students in Australia. The study investigates the adjustment experiences of 25 Indonesian postgraduate students (8 female, 17 male) studying in universities in Victoria, Australia, using an open-ended questionnaire. The results confirm the importance of cultural issues in the adjustment process, particularly in relation to classroom interaction and student-teacher relationships. The main problems faced by the Indonesian students concern the use of academic English, and Australian academic requirements, and the lack of specific facilities for Muslim students. The study suggests recommendations for improvements in pre-departure training programs and degree programs in Australia. (Contains 2 footnotes.)
Global Education Policy Directives: Impact on Teachers from the North and South
Author: Vongalis, Athena
Date: 2004-00-00
Type: Journal Articles
Subjects: Global Education,Educational Change,Foreign Countries,Educational Policy,International Education,International Organizations,Policy Analysis,Student Attitudes,Regional Characteristics,Teaching Experience,Comparative Education

Education policies from international organisations such as the World Bank and OECD are restructuring education to promote a utilitarian vision of education. By examining the experiences and opinions of teachers from countries representing north-south global regions, it is possible to identify the social and political implications of education reform as it impacts on teachers as not only practitioners, but also as social and political agents. As global communities are more inexorably linked through global, macro policies, an outcome of this trend is a growing political and social divide between the global north and south. The paper aims to identify and discuss the significant concerns of teachers from the global north and south in relation to education reform. (Contains 1 table, 2 figures, and 2 footnotes.)
Building an International Student Market: Educational-Balanced Scorecard Solutions for Regional Australian Cities
Author: Forbes, Linda
Date: 2004-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Student Recruitment,Rewards,International Education,Models,Total Quality Management,Geographic Regions

There is an international student market suitable for regional Australia, but each region is different. Hence, each region must determine, target and niche market to its best potential international student customer base. For international education there remains scant, relevant, data for regional Australia, hence complete regional approaches to international education must be developed. The Cairns region has developed an international education student model for regional Australia. This approach delineates ideas, pitfalls, structures, strategic directions, dos and don'ts, and future strategies for a region. A balanced scorecard approach ensures that both financial rewards and visionary strategies are coordinated. This approach also offers a vital pathway to delivering regional strategies, and to mapping, measuring and quantifying their results. It produces a spiral knowledge-growth, learning model that can deliver rapid and continuous development of educationally related ideas. Moreover, this approach is a pathway to continuous improvement, and a further move towards maintaining a competitive position in the dynamic global marketspace of international education. (Contains 10 figures.)
Public and Private in South Korea's Education Reform Vocabulary: An Evolving Statist Culture of Education Policy
Author: Kim, Ki Su
Date: 2004-00-00
Type: Journal Articles
Subjects: Private Education,Educational Change,Foreign Countries,Educational Policy,Public Education,Vocabulary,Politics of Education,Concept Formation,Educational Development,Policy Analysis,Semantics,Organizational Culture

Statism is a political economy that prevails in many East Asian countries. This paper explores its negative role in South Korea's education reform since the restoration of civilian democracy in 1993. It takes note of South Koreans' aberrant use of the terms &quot;public education&quot; and &quot;private education&quot; and the frame of reference for policy discourses based thereupon. It then shows how this frame of reference restricts the grasp of structural educational problems and the practical context in which to explore policy measures for what the policy makers pursue, liberalisation and diversification. Finally, it relates the aberrant use of the terms to a statist culture that has evolved through the years of military elite's developmental policy and continues to determine the scope of discourses in a post-military era. By doing this, the paper seeks to expand the political economy discourses of statism and institutionalism in the field of education. (Contains 4 footnotes.)
International Students in New Zealand: Needs and Responses
Author: Butcher, Andrew
Date: 2004-00-00
Type: Journal Articles
Subjects: Foreign Students,Financial Needs,Foreign Countries,Educational Needs,Needs Assessment,Expectation,Student Experience,Asians,Student Needs,Caring,Change Strategies,Program Effectiveness,College Outcomes Assessment,Educational Indicators,Barriers

This paper considers the pastoral care needs of international students in New Zealand. Using the relatively new Code of Practice for the Pastoral Care of International Students as its departure point, this paper critically evaluates the assertion that there is a crisis in New Zealand's export education industry. It does this through considering international students' expectations and experiences in New Zealand and their delineation and evaluation, and criticisms of pastoral care provisions through research and policy documents. Drawing on recent empirical research, the academic, social (including health and safety), and financial needs of international students in New Zealand are identified. The paper concludes by suggesting proactive responses to these needs and asserting that proper pastoral care of international students is essential and necessary for the sustainability of New Zealand's export education industry. (Contains 1 figure and 1 table.)
Household Determinants of Schooling Progression among Rural Children in Cambodia
Author: Keng, Chansopheak
Date: 2004-00-00
Type: Journal Articles
Subjects: Educational Attainment,Foreign Countries,Interviews,Adolescent Attitudes,Parent Attitudes,Dropout Attitudes,Dropout Characteristics,Dropout Research,Family Environment,Family Influence,Performance Factors,Family Characteristics,Individual Characteristics,Rural Areas,Academic Persistence

This study examined the individual and household determinants that affected the chances of Cambodian rural children being enrolled in or dropping out of school before completing grade four. Data were obtained from interviews with 159 children aged between 12 to 18 years and their families from two rural villages in Pursat province of Cambodia. The findings revealed that boys had a higher chance of being kept in school than girls. Household economic conditions, though important for children's educational attainment, were not a significant determinant for the continuation of schooling among rural children. Other household assets such as parental education, particularly that of the father were highly related to this phenomenon. Parental attitudes towards education and intervention in the process of children's schooling significantly affected children's educational participation. (Contains 3 tables and 4 footnotes.)
Postgraduate Students' Use of Reading Strategies in L1 and ESL Contexts: Links to Success
Author: Tercanlioglu, Leyla
Date: 2004-00-00
Type: Journal Articles
Subjects: Reading Strategies,English (Second Language),Native Language,English,Graduate Students,Foreign Students,Reading Comprehension,Reading Attitudes,Reading Ability,Self Efficacy,Metacognition,Foreign Countries

The article reported the results of an investigation conducted in a university in the United Kingdom. The general research question addressed in the study was: How did students approach the task of academic reading. Data for this study came from five sources: audio taped interviews of 17 postgraduate students; a demographic questionnaire; the Adult Survey of Reading Attitude (ASRA); a reading efficacy belief instrument; and three texts that measured reading comprehension. Results of the study revealed that: a) ESL students rated anxiety and difficulty highly, whereas, L1 students rated modalities on the ASRA as more important; b) L1 students rated scores on both efficacy items on the reading efficacy belief instrument higher than ESL students; c) interviewees from both groups showed a clear preference for cognitive strategies, followed by metacognitive and support strategies (however, where L1 students reported high and frequent use of metacognitive strategies, ESL students reported more frequent use of support strategies); and d) reading comprehension scores were similar for both groups of students on the instruments used. (Contains 3 tables and 1 footnote.)
Reflections on Vocabulary Size of Chinese University Students
Author: Hui, Du
Date: 2004-00-00
Type: Journal Articles
Subjects: College English,Foreign Countries,Communicative Competence (Languages),English (Second Language),English Instruction,College Students,Vocabulary,Reflection,Vocabulary Development,Vocabulary Skills,Knowledge Level,Receptive Language,Change Strategies,Educational Strategies

College English teaching in China aims at developing students' communicative competence, in which vocabulary size plays an important role. According to Basic Requirements in the College English Syllabus (1999), Chinese university students' vocabulary size should be 4,200 words. From investigation and a study of the research literature, the author finds that the deficiency of College English teaching in China lies in its small vocabulary size due to the very few words that students absorb in each period of English class in both universities and high schools as well as how intensive reading classes are taught in universities. The author argues that vocabulary size has become a hindrance for Chinese university students in both inputting and outputting information in English and that to enlarge Chinese students' vocabulary size is therefore critical to the teaching of English in China. The paper concludes with suggestions for dealing with this issue from both a macro and micro point of view. (Contains 5 tables.)
Factors Influencing the Assessment Perceptions of Training Teachers
Author: Crossman, Joanna
Date: 2004-00-00
Type: Journal Articles
Subjects: Student Evaluation,Performance Factors,Teacher Student Relationship,Learning Strategies,Foreign Countries,Interest Inventories,Evaluation Research,Education Courses,Educational Opportunities,Relevance (Education),Anxiety,Educational Practices,Background,Student Teacher Attitudes

The paper describes a study revealing a number of factors that influence how Bachelor of Education students perceive assessment. These factors include personal histories, student teacher relationships, opportunities for personalisation and deep learning, notions of relevance, and anxiety issues. &quot;Personal histories&quot;, as a term used to describe students' previous experiences, provided participants with an experiential reference point for thinking and talking about aspects of the assessment process. However, the learning and assessment context together with individual motivations, rather than personal histories, seemed to determine the learning approach adopted. The paper is likely to be of interest to those involved in designing assessments for training teachers.
Emerging Trends of Research on Transfer of Learning
Author: Subedi, Bhawani Shankar
Date: 2004-00-00
Type: Information Analyses
Subjects: Learning Theories,Transfer of Training,Adult Learning,Literature Reviews,Trend Analysis,Education Work Relationship,Educational Research,Educational Trends,Educational Environment,Work Environment

The terms "transfer of learning" and "transfer of training" are usually found mutually exclusive in training and development literature. Transfer is a key concept in adult learning theories because most education and training aspires to transfer. The end goals of training and education are not achieved unless transfer occurs. Emerging trends of development in the area of research on transfer of learning from the training environment to the workplace environment have been drawn together and summarised in this review to introduce this important area of human performance support. Transfer of training is defined as the extent of retention and application of the knowledge, skills and attitudes from the training environment to the workplace environment. In other words, transfer of training is the degree to which trainees effectively apply the learning from a training context to the job. The increased attention to the transfer problem in recent years has resulted in the production and use of significant literature and research outcomes from the contexts of modern workplaces that prevail in the industrialised nations of western culture. However, the amount of actual research on strategies to facilitate transfer of formal employee training is still limited. In congruence with the definition and context of transfer of training in government and non-government organisations, this review focused on related literature and previous studies geared towards the process and strategies of facilitating the application of knowledge, skills, and attitudes from training to job. Existing literature and previous research relating to factors influencing transfer of training were found subsequently classified in three main clusters (a) trainee characteristics, (b) training design and delivery characteristics, and (c) organisational or workplace environment characteristics.
IT, E-Learning and Teacher Development
Author: Anderson, Jonathan
Date: 2005-00-00
Type: Journal Articles
Subjects: Electronic Learning,Faculty Development,Information Technology,Influence of Technology,Technological Advancement,Technology Uses in Education,Teacher Education Programs,Educational Resources,Gateway Systems,Information Networks,Program Descriptions,Electronic Libraries,Web Sites

This paper traces some of the ways that IT has changed and continues to change our lives, and how information and communication technologies or ICT are changing learning in schools. The real potential of ICT is the way it changes learners and the major focus of the paper is on e-learning, a term that combines pedagogy and technology. For this potential to be realised, teacher development is critical, and to this end some of the rich resources available for use by teacher educators through global gateways are described. The paper concludes by outlining why e-learning is important in teacher development. (Contains 2 tables, 8 figures, and 1 footnote.)
Are Learning Technologies Making a Difference? A Longitudinal Perspective of Attitudes
Author: Dix, Katherine
Date: 2005-00-00
Type: Journal Articles
Subjects: Student Attitudes,Educational Technology,Longitudinal Studies,Mail Surveys,Student Surveys,Attitude Change,Technology Uses in Education,Influence of Technology,Middle School Students,Program Effectiveness,Foreign Countries,Technology Integration,Educational Change

The call for quality research into the effectiveness of learning technologies is a common feature in much of the related literature and the broad question of how schools use technology to transform and improve the quality of student learning is one main area of concern. Projects like DECStech have flagged the need for research into student learning outcomes and the changes &quot;attributable to the use of learning technologies across the full spectrum of learning areas&quot; (DETE, 1999, p.22). This three-year study involves nine schools that received support to embed ICTs throughout mainstream curricula and affords a unique opportunity to measure change. The resulting study designed and used an online survey to measure change in student attitudinal outcomes. This paper summarises the longitudinal study and presents some preliminary findings. (Contains 1 table and 13 figures.)
Computer-Animated Instruction and Students' Conceptual Change in Electrochemistry: Preliminary Qualitative Analysis
Author: Talib, Othman
Date: 2005-00-00
Type: Journal Articles
Subjects: Animation,Computer Assisted Instruction,College Freshmen,Chemistry,College Science,Concept Formation,Conventional Instruction,Comparative Analysis,Science Instruction,Constructivism (Learning),Models,Pretests Posttests,Interviews,Foreign Countries

This paper discusses the potential of applying computer-animated instruction (CAnI) as an effective conceptual change strategy in teaching electrochemistry in comparison to conventional lecture-based instruction (CLI). The core assumption in this study is that conceptual change in learners is an active, constructive process that is enhanced by the pedagogic use of computer-animated images. The combination of pretest-posttest written answers and interview transcripts were used to analysis interviewees' conceptual change progression. The preliminary results of this study support the conceptual change model as proposed by Posner, Strike, Hewson and Gertzog (1982) and Strike and Posner (1992). (Contains 1 table.)