ethanporcaro/eric-fulltext-meta huggingface dataset:
Becoming the Change We Want to See: Critical Study Abroad for a Tumultuous World
Author: Reilly, Doug
Date: 2009-00-00
Type: Journal Articles
Subjects: Study Abroad,Postsecondary Education,Trend Analysis,Social Capital,Social Change,Change Strategies,Rhetorical Theory,Political Influences,Ideology,International Education,International Educational Exchange,Competence,Rhetorical Criticism

Study abroad has become, at least rhetorically, a core element in U.S. post-secondary education. For those who practice study abroad and have dedicated themselves to leading students, managing programs, or theorizing the role of study abroad in its relationship to the academy generally, the meaning of their work is powerfully shaped by rhetorical frames produced by college administrations and granting institutions. In this essay the authors call for a new way of framing the work of study abroad. They argue that study abroad should deliberately position itself as an activist force in the service of global survival. They propose a new model for understanding the work of study abroad, Critical Study Abroad. Critical Study Abroad is a structured way of framing ones's work with direct reference to the current state of the world, and it suggests concrete changes in the work of study abroad programs. The authors examine nine ways in which Critical Study Abroad can respond to global crisis. Over the past century, several rhetorical frames or discourses have been used to justify the sojourn of U.S. students in foreign locations. For the purposes of this essay, the authors focus on three of these broad discourses: (1) class reproduction; (2) idealist internationalism; and (3) political internationalism. Although each discourse arose in a unique historical moment, elements of all three still shape the rhetoric used to describe contemporary study abroad programs. (Contains 48 notes.)
Universal Design and Study Abroad: (Re-)Designing Programs for Effectiveness and Access
Author: Soneson, Heidi M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Needs,Program Effectiveness,Study Abroad,Access to Education,Fundamental Concepts,Needs Assessment,Accessibility (for Disabled),Design Requirements,Educational Principles,Educational Environment,Surveys,Individual Differences

Universal Design provides a framework to effectively increase the number of students studying abroad by creating and expanding supportive environments designed to meet a wide range of student needs. While the concept of Universal Design originated with the needs of students with disabilities, its value and application extend to a much wider student constituency. The concepts within Universal Design can be used to communicate information crucial for a wide range of students with specific needs who are considering study abroad programs, in order for them to assess access possibilities. This article outlines concepts and suggests an assessment survey that can assist institutions in considering the diversity of needs of students and, thereby, identifying in advance appropriate accommodations to help ensure the health and safety of program participants. The authors provide study abroad programs with a new and innovative way to create a more responsive overseas context for the growing range of students studying abroad. By utilizing the Access Assessment Survey to consider ways to meet the needs of students with various functional differences, U.S. institutions and overseas providers can identify the program modifications and design changes required to benefit a variety of student learning and living needs. (Contains 1 figure.)
The Reflective Model of Intercultural Competency: A Multidimensional, Qualitative Approach to Study Abroad Assessment
Author: Williams, Tracy Rundstrom
Date: 2009-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Program Effectiveness,Study Abroad,Program Evaluation,Multidimensional Scaling,Qualitative Research,Intercultural Programs,Competence,Data Collection,Evaluation Methods,Models,Achievement Gains

Judging from the recent surge in research on outcomes assessment, many study abroad offices rely on quantitative surveys and measures to collect student outcomes data. This paper presents a multidimensional, qualitative approach to data collection. This approach makes qualitative data easy to collect and encourages students to reflect and contextualize their experience, so that the students themselves articulate their own growth towards intercultural competence. This article demonstrates how the author established a set of learning outcomes for study abroad, encouraged student awareness of these learning outcomes prior to departure and during the program, and collected qualitative data to measure how well students were reaching these outcomes. This innovative approach, the Reflective Model of Intercultural Competence, shows both the benefits of qualitative data and of a multidimensional collection process. This approach provides rich data about student gains. It also provides a new and effective multifaceted tool for assessing study abroad outcomes. (Contains 1 table.)
Students' Self-Reported Changes in Intercultural Knowledge and Competence Associated with Three Undergraduate Science Experiences
Author: Bender, Carol
Date: 2009-00-00
Type: Journal Articles
Subjects: Undergraduate Students,International Educational Exchange,International Programs,Study Abroad,Measurement Techniques,Self Disclosure (Individuals),Student Motivation,Student Participation,Student Research,Summer Programs,Achievement Gains,Knowledge Level,Social Development,Cultural Awareness,Biomedicine

Study abroad is the latest "must have" experience for undergraduate students according to an article in the November 4, 2007 "New York Times" (Pappano, 2007). University mission statements increasingly emphasize internationalization and employers increasingly seek graduates with experience in the global arena. This focus on international experience has led to the development of a variety of models for study abroad, including research abroad programs. To assess the value of an international research experience for undergraduates,  the authors examined the impact of two international programs on their respective participants and compared these to the gains achieved by students participating in research on their home campus. They surveyed students from two study abroad programs along with a comparison group of students doing research on the University of Arizona (UA) campus. The two study abroad programs were the Biomedical Research Abroad: Vistas Open (BRAVO!) Program and the Semester at Sea (SAS) Program. Subjects for the domestic comparison group were recruited from the UA Undergraduate Biology Research Program (UBRP). The authors provide a brief description of each program, then go on to discuss more specific conclusions they draw from their data, based on classifying the data into Meyers-Lee and Evans's three categories of direct impact of international experience: (1) gains in disciplinary knowledge; (2) intercultural competence; and (3) social growth. (Contains 1 figure and 4 tables.)
Reimagining the Curriculum: Future Teachers and Study Abroad
Author: Phillion, JoAnn
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Study Abroad,Preservice Teacher Education,Preservice Teachers,Field Experience Programs,Whites,Females,Middle Class,Educational Objectives,Cultural Awareness,Student Diversity,Perspective Taking,Global Approach,Attitude Change,Student Attitudes,Poverty,Comparative Analysis,Language Role,Interpersonal Relationship

Universities in the United States and elsewhere offer study abroad programs to meet requirements that graduates have cross-cultural competencies and an international perspective on their discipline. Study abroad courses and field experiences for preservice teachers address two major challenges specific to the teaching profession: (1) how to prepare White, middle class, female students enrolled in teacher education programs to work with the increasingly diverse populations of students they will teach in the future; and (2) how to develop global perspectives in preservice teachers. The authors conducted a study of the experiences of preservice teachers on a three-week summer study abroad program in Honduras in order to examine how differences in understanding ethnicity, race, class, and gender affect the process of teaching and learning in diverse settings. This article provides an overview of this study abroad program, the qualitative methodology of the research study, an analysis of students' perceptions and perspectives, and a discussion developing preservice teachers' global multicultural competencies through international cross-cultural interactions. The authors' research indicates that the lived experience of studying abroad provides preservice teachers the intellectual and critical starting point for multicultural awareness of the educational, social, and political relationships between their lives and other cultures. (Contains 9 notes.)
Marginalization and the Occasional Teacher Workforce in Ontario: The Case of Internationally Educated Teachers (IETs)
Author: Pollock, Katina
Date: 2010-02-16
Type: Journal Articles
Subjects: Teacher Employment,Public Schools,Foreign Countries,Teaching (Occupation),Immigrants,Teachers,Professional Development,Interviews,Teacher Certification

This article considers the marginalization of internationally educated teachers (IETs) as occasional teachers. In particular, it explores the experiences of three IETs as they try to gain access to full-time teacher employment within the Ontario, English-speaking public school system. Data used in this article was generated from a qualitative study of occasional teachers who worked in the Ontario English-speaking public school system. Findings indicated that these teachers engaged in considerable amounts of unpaid work, participated in a great deal of informal and formal learning, and accepted all and any occasional work available--all practices associated with the cycle of marginalization.
&quot;Qualifying&quot; as Teacher: Immigrant Teacher Candidates' Counter-Stories
Author: Cho, Christine L.
Date: 2010-02-16
Type: Journal Articles
Subjects: Teacher Education Programs,Linguistics,Foreign Countries,Immigrants,Diversity (Faculty),Teacher Qualifications,Personal Narratives,Cultural Capital,Pronunciation,Barriers,English (Second Language),Equal Education,Racial Discrimination,Acculturation,Preservice Teachers

Teachers in Canadian schools are over-representative of the dominant group: white, middle class, heterosexual, able-bodied, Christian and Canadian born (Bascia, 1996). Yet, Canada is a multi-ethnic, multi-racial, multi-faith and multi-linguistic country. In the last 5-7 years faculties of education have been accepting increasing numbers of immigrant teacher candidates (Association of Universities and Colleges Canada, 2007) with little attention to the issues and challenges those candidates confront in the face of community expectations of who &quot;qualifies&quot; as teacher. The experiences and perspectives of what it means to be a teacher are stories that are predominantly told by the dominant group. Drawing on the work of Solorzano and Yosso (2002) I use narratives and stories told by those who have been &quot;othered&quot; or &quot;counter-storytelling&quot; to bring complexity and richness to the prevailing concept of who can be a teacher. This research builds on Bourdieu's (1977) concept of cultural capital and draws from Yosso's (2005) model of &quot;community cultural wealth&quot; to explore the specific tension of linguistic capital in relation to immigrant teacher candidates. Findings from a qualitative study explore the challenges immigrant teacher candidates experience as they move through a pre-service teacher education program. (Contains 3 footnotes.)
Linguistic and Cultural Adaptation of Internationally Educated Teacher Candidates
Author: Faez, Farahnaz
Date: 2010-02-16
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Communication Skills,Teacher Educators,Preservice Teachers,Attitude Measures,Speech Communication,Writing Skills,Cultural Awareness,Acculturation,Foreign Students,Immigrants,English (Second Language),Language Proficiency,Student Teacher Attitudes,Self Esteem,Writing Assignments,Public Speaking,Reflection,Classroom Techniques,Second Language Learning

This paper reports on findings of a qualitative study that explored the experiences, needs and challenges of internationally educated teacher candidates (IETCs) in a large metropolitan university in Canada. Interviews were conducted with IETCs as well as the teacher educator working with them. Findings revealed that IETCs required additional support in developing their oral and written communication skills and cultural knowledge for teaching in Canadian classrooms. The pedagogical implications of these findings for IETCs, for teacher educators and educational institutions are discussed. (Contains 6 footnotes.)
Participation of Internationally-Educated Professionals in an Initial Teacher Education Bachelor of Education Degree Program: Challenges and Supports
Author: Chassels, Caroline
Date: 2010-02-16
Type: Journal Articles
Subjects: Preservice Teacher Education,Student Teachers,Teaching (Occupation),Labor Market,Foreign Countries,Immigrants,Teacher Education Programs,Foreign Students,Personal Narratives,Asians,English (Second Language),Time Factors (Learning),Cultural Differences,Racial Bias,Self Esteem,Interpersonal Relationship,Competition,Mentors,Peer Relationship,Adult Students

This paper examines challenges and supports experienced by internationally educated immigrants who participated as adult students in an Initial Teacher Education Bachelor of Education degree program in Ontario as part of their strategy to begin new careers as teachers. The narrative of one participant, a Chinese-educated meteorologist and journalist is presented as a powerful illustration of the challenges, supports and common themes described by the study participants. Her story communicates challenges related to: time; language; the culture of the teaching profession in Ontario; intra-cultural racism; feelings of inadequacy, inferiority, isolation and invisibility related to &quot;otherness&quot;; and a competitive labour market that disadvantages immigrant teachers. Her story also describes support through: constructive mentoring, a course developed specifically for internationally educated student teachers; and, supportive peer colleagues. (Contains 2 footnotes.)
A Historical Exploration of Internationally Educated Teachers: Jamaican Teachers in 1960s Alberta
Author: Kelly, Jennifer
Date: 2010-02-16
Type: Journal Articles
Subjects: Historical Interpretation,Foreign Countries,Immigrants,Teacher Qualifications,Personal Narratives,Teacher Attitudes,Teacher Education,Credentials,Criticism,Educational Policy,Educational Administration

This paper examines the immigration and credentialing experiences of Jamaican teachers in Alberta during the 1960s. Using teacher narratives as well as archival research the paper aims to develop a historical understanding of issues related to internationally educated teachers and how this historical understanding can inform the contemporary theoretical and policy debates on credential recognition. Contrary to an understanding that locates teacher credentialing only in the present day and a one-sided critique of its bureaucratic nature, we argue that historical analysis reminds us that bureaucracy can be both constraining and enabling. An understanding of this duality is of crucial importance for policy makers to rethink the contemporary credentialing process for internationally educated teachers. (Contains 2 figures and 2 footnotes.)
Internationally Educated Teachers and Student Teachers in Iceland: Two Qualitative Studies
Author: Ragnarsdottir, Hanna
Date: 2010-02-16
Type: Journal Articles
Subjects: Student Teachers,Multicultural Education,Cultural Pluralism,Minority Groups,Foreign Students,Foreign Countries,Preschool Teachers,Teacher Education Programs,Barriers,Acculturation,Equal Education,Racial Discrimination,Student Diversity,Leadership Responsibility,College Applicants,Student Attitudes,Educational Environment,Women Faculty,Focus Groups,Interviews,Principals,English (Second Language)

This article draws upon two qualitative studies with internationally educated teachers and teacher assistants in preschools in Iceland as well as ethnic minority student teachers at the Iceland University of Education. The common research question in both studies is whether the experiences of these teachers reveal barriers to integration within the Icelandic educational system. The theoretical framework draws on writings and research on equal rights in education, critical multiculturalism and multicultural education as a basis for school development and marginalization and discrimination within schools and universities. The findings of both studies reveal barriers to integration and marginalization. (Contains 1 figure and 1 table.)
Without and within: The Implications of Employment and Ethnocultural Equity Policies for Internationally Educated Teachers
Author: Schmidt, Clea
Date: 2010-02-16
Type: Journal Articles
Subjects: Employment,Elementary Secondary Education,Foreign Countries,Educational Policy,Teachers,Teacher Education,Equal Opportunities (Jobs),Affirmative Action,Immigrants,Immigration,Social Change,Federal Legislation

Analyzing school division employment policies from six Winnipeg school divisions and the Manitoba K-12 Action Plan for Ethnocultural Equity (MECY, 2006), we discuss implications for the integration of internationally educated teachers in K-12 schools. Findings suggest that the policies exhibit several major limitations in advancing IET integration: lack of equity and IET-specific content in the case of most divisional policies and lack of stakeholder buy-in and implementation strategies in the case of the ethnocultural equity policy. Subsequent recommendations use the construct of interest convergence from critical race theory to advocate for educational policymaking and implementation that prioritize a more diverse teaching force. (Contains 2 footnotes.)
&quot;Good, Steady Progress&quot;: Success Stories from Ontario Elementary Schools in Challenging Circumstances
Author: Flessa, Joseph
Date: 2010-03-09
Type: Journal Articles
Subjects: Elementary Schools,Poverty,Educational Change,Foreign Countries,Case Studies,At Risk Students,Parent School Relationship,School Community Relationship,School Culture,Educational Environment,Social Development,Interviews,Grounded Theory,Stereotypes,Financial Support,Administrator Role,Parent Attitudes,Teacher Attitudes,Administrator Attitudes,Student Needs

This paper presents findings from a funded case study research project conducted in Ontario, Canada during the 2007-2008 school year. Together with the Elementary Teachers' Federation of Ontario (ETFO), the researchers undertook a qualitative investigation to identify and describe success stories from a diverse sample of 11 Ontario elementary schools working with students and communities affected by poverty. Through school visits, interviews, and document analysis, researchers identified three major findings: schools made connections with parents and the broader community; schools built a sense of collective endeavor and community within the school; and schools struggled with a persistent dilemma regarding students' social versus academic needs. The project contributes to the Canadian research literature on poverty and schooling and to the practical understanding of how schools can better work with students and communities affected by poverty. (Contains 2 footnotes.)
Maintaining the Illusion of Democracy: Policy-Making and Aboriginal Education in Canada, 1946-1948
Author: Raptis, Helen
Date: 2010-03-27
Type: Journal Articles
Subjects: Democracy,Canada Natives,Foreign Countries,Indigenous Populations,Minority Group Children,Public Policy,Democratic Values,Educational History,Educational Policy,Policy Formation,Racial Segregation,Educational Change,Teacher Qualifications,Access to Education,Educational Finance,Financial Support,Religious Education,Attitude Measures,Stakeholders,School Choice,Parent Attitudes,School Desegregation,Government Role

Following the 1949 recommendations of the Joint Committee of the Senate and House of Commons (SJC), the Canadian government shifted away from a policy of segregated to integrated schooling for Aboriginal children. This paper examines the minutes and proceedings of the SJC. Fewer than 10% of the briefs presented to the SJC called for integration indicating that government's policy shift was less reflective of the needs of the citizens who addressed the SJC than of government &quot;insiders&quot; who had first promoted integration in the early 1940s. Nevertheless, the SJC's open proceedings helped government to maintain the illusion of democratic processes. (Contains 1 table and 4 footnotes.)
Wisdom for the Ages from the Sages: Manitoba Senior Administrators Offer Advice to Aspirants
Author: Wallin, Dawn C.
Date: 2010-04-13
Type: Journal Articles
Subjects: Foreign Countries,Career Development,Administrators,Educational Administration,Public Schools,Gender Differences,Administrator Responsibility,Family Work Relationship,Interviews,Work Environment,Administrator Characteristics,Educational Attainment,Experience,Age Differences,Rural Urban Differences,Politics of Education

This paper discusses a portion of the findings of a mixed-methods study that examined the career patterns of senior educational administrators in public school divisions in Manitoba, Canada. Data based on the career paths of senior administrators from both a survey and interviews of senior administrators were analyzed and compared along three variables: (a) position; (b) context; and (c) sex. This paper reports the findings of one aspect of the study that asked senior administrators to provide advice to aspirants interested in becoming senior administrators. Findings suggest that in Manitoba context, sex, and position interact to create differences in career experiences. Overall, senior administrators enjoy their work, but encourage aspirants to seriously consider the personal and professional responsibilities and ramifications of moving in to a position of such public and political responsibility. (Contains 1 table and 2 footnotes.)
Beginning Teachers' Pupil Control Ideologies: An Empirical Examination of the Impact of Beliefs about Education, Mentorship, Induction, and Principal Leadership Style
Author: Rideout, Glenn
Date: 2010-05-01
Type: Journal Articles
Subjects: Leadership Styles,Ideology,Logical Thinking,Data Analysis,Educational Environment,Beginning Teachers,Instructional Leadership,Mentors,Beginning Teacher Induction,Interviews,Prediction,Statistical Analysis,Teacher Attitudes,Classroom Techniques,Professional Development,Principals,Educational Attitudes,Foreign Countries,Multiple Regression Analysis

This empirical study examined changes in beginning teachers' pupil control ideologies (PCI). Quantitative analyses were conducted with regard to shifts in PCI that may be associated with internal beliefs about education and with external factors such as mentorship, induction programs, and school leadership style. Follow-up interviews facilitated a more thorough understanding of the quantitative data analysis. Results indicate that beliefs about education significantly predict beginning teachers' PCI, while other factors appear less important. Implications for teacher education and teacher professional development are discussed in relation to factors associated with authentic, beliefs-based beginning teacher classroom practices. (Contains 4 tables.)