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International and Comparative Education

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2016

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Articles 31 - 41 of 41

Full-Text Articles in Education

International Students’ College Achievement: A Critical Quantitative Perspective, Eyad Alfattal May 2016

International Students’ College Achievement: A Critical Quantitative Perspective, Eyad Alfattal

Journal of Critical Issues in Educational Practice

Colleges exert much effort in recruiting international students who bring financial, cultural and educational benefits to the campuses in which they study. On the other hand, little attention is paid to how these students succeed in achieving their educational goals. The study proposed here describes a planned investigation that will help find out more about international students’ success in American colleges. The study will employ a college student achievement model as its theoretical framework, and it will aim at examining relationships between international students’ GPA and graduation rates while controlling for precollege academic performance. This examination will be done while …

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Whose Reality? A Meta-Analysis Of Qualitative Research In International And Comparative Education, Romina B. Da Costa, Stephanie M. Hall, Anne Spear Apr 2016

Whose Reality? A Meta-Analysis Of Qualitative Research In International And Comparative Education, Romina B. Da Costa, Stephanie M. Hall, Anne Spear

The Qualitative Report

This meta-analysis seeks to critically examine the qualitative research being published in influential journals in the field of international and comparative education in order to determine whether qualitative research has remained true to the constructivist paradigm and its theoretical and philosophical underpinnings. Decades after the heated paradigmatic debates within the field of education in the 1980’s, we seek to examine whether predictions that the constructivist paradigm would be pushed out by the call for post-positivist, quantifiable, data-driven research have come to fruition. Based on a review of all qualitative research published in the past three volumes of five influential journals …

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Counter-Discourses And Alternative Knowledge: Rural Chinese Female Students Accommodating And Resisting The Discourse Of Quality (Suzhi) At Higher Education Institutions In China, Lifang Wang Mar 2016

Counter-Discourses And Alternative Knowledge: Rural Chinese Female Students Accommodating And Resisting The Discourse Of Quality (Suzhi) At Higher Education Institutions In China, Lifang Wang

Journal of Inquiry and Action in Education

This article, based on a qualitative research study with 66 rural female students attending five public universities and one public college in China, examines how these students negotiated the dominant discourse of quality (suzhi), which represents them as lacking in capacity and knowledge. Since the 1980s when China started implementing its economic reforms, the Chinese state has constructed the discourse of quality to ascribe China’s underdevelopment to the low quality of its population, said to hinder China’s attempts to catch up with the more advanced Western economies. My research findings show how these students have been systematically marginalized and discriminated …

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Academic And Community Identities: A Study Of Kurdish And Somali Refugee High School Students, Franco Zengaro, Mohamed Ali, Sally Zengaro Jan 2016

Academic And Community Identities: A Study Of Kurdish And Somali Refugee High School Students, Franco Zengaro, Mohamed Ali, Sally Zengaro

Journal of Research Initiatives

This research examined the experiences of 11 high school students and their academic and social experiences in the U.S. using identity and agency in figured worlds. We collected data through interviews and field notes and analyzed them using constant comparative analysis. The findings revealed two main themes: the importance of continuity in promoting and maintaining a positive academic environment and the importance of support in creating positive identities. In addition, there was a strong awareness between being accepted, recognized, and encouraged at school and feeling accepted as a Muslim student. In the end, the participants experienced two different realities which …

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Realizing The Dream: African American Males’ Narratives That Encouraged The Pursuit Of Doctoral Education, Ted N. Ingram Jan 2016

Realizing The Dream: African American Males’ Narratives That Encouraged The Pursuit Of Doctoral Education, Ted N. Ingram

Journal of Research Initiatives

This article used personal narratives to discover factors affecting the decision of African American males to consider doctoral education. This study was based on qualitative interviews with 18 African American male doctoral students enrolled at predominantly white institutions as they reflected on their reasons for pursuing an advanced degree. The following were found to influence their decision: (a) need for faculty encouragement, (b) motivation to pursue a doctorate, and (c) their personal motivations. Recommendations are offered for increasing the numbers of African American male doctoral students.

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Afghanistan Women Perceptions Of Access To Higher Education, Khalida Mashriqi Jan 2016

Afghanistan Women Perceptions Of Access To Higher Education, Khalida Mashriqi

Journal of Research Initiatives

This qualitative, phenomenological study was conducted to explore the lived experiences of 12 Afghan women enrolled in higher education institutions in Afghanistan. The objective was to develop an understanding of the participants’ perceptions of the factors that led to their enrollment in higher education and the factors that inhibit Afghan women from participating in higher education. Data were collected through a demographic questionnaire; one-on-one, face-to-face interviews; and an open-ended questionnaire. The interview and questionnaire data were analyzed using Moustakas’s modified van Kaam method. The following themes were identified through the data analysis: (1) Barriers inhibit Afghan women from obtaining higher …

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Research In Brief - Can They Teach Each Other? : The Restructuring Of Higher Education And The Rise Of Undergraduate Student “Teachers” In Ontario, Jennifer Massey, Sean Field Jan 2016

Research In Brief - Can They Teach Each Other? : The Restructuring Of Higher Education And The Rise Of Undergraduate Student “Teachers” In Ontario, Jennifer Massey, Sean Field

Journal of Critical Scholarship on Higher Education and Student Affairs

Changes to public funding regimes, coupled with transformations in how universities are managed and measured have altered the methods for educating undergraduate students. The growing reliance on teaching fellows, teaching assistants, and increasingly undergraduate peer educators (administering Supplemental Instruction [SI] programs) is promoted as a means toachieve a greater “return on investment” in the delivery of postsecondary education. Neoliberal discourses legitimating this downloading of teaching labour suggest it offers a “win-win” solution to the “problem” of educating growing numbers of undergraduate students. It proposes universities can deliver the same curricula, and achieve the same “outcomes” (primarily measured through grades and …

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Learning From The Road: Emily Colin Teaches Young People Through Cycling Jan 2016

Learning From The Road: Emily Colin Teaches Young People Through Cycling

Colby Magazine

Emily Colin Teaches Young People Through Cycling. PEDAL (People for Environment, Diversity, Action, and Learning) offers educational bike-touring trips in Ecuador for young Americans.

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Good Intentions Gone Awry: Education Policy And Paradox Of Consequences In Rural Ethnic China, Jinting Wu Jan 2016

Good Intentions Gone Awry: Education Policy And Paradox Of Consequences In Rural Ethnic China, Jinting Wu

Journal of Educational Controversy

This paper provides a situated critique of how evidence-based, “best practices”-oriented research can result in unanticipated consequences and perpetuate a self-fulfilling prophesy at the expense of deeper understanding of educational problems. I structure the paper along two analytical steps. First, I explore the sociology of unintended consequences through German Sociologist Max Weber and his contemporary critic Mohamed Cherkaoui. Second, I draw from an ethnographic study in rural ethnic communities of Southwest China to illustrate how best intentions at providing free compulsory education go awry, and how the controversial policy both fails and succeeds in fabricating its intended outcome. The ethnographic …

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'Being In' And 'Feeling Seen' In Professional Development As New Teachers: The Ontological Layer(Ing) Of Professional Development Practice, Andrew M. Bills, David Giles, Bev Rogers Jan 2016

'Being In' And 'Feeling Seen' In Professional Development As New Teachers: The Ontological Layer(Ing) Of Professional Development Practice, Andrew M. Bills, David Giles, Bev Rogers

Australian Journal of Teacher Education

Dominant discourses on professional development for teachers internationally are increasingly geared to the priority of ensuring individual teachers are meeting prescribed standards-based performance benchmarks which we call ‘performativities’ in this paper. While this intent is invariably played out in individualised performance management meetings and ‘fly by’ professional development workshops, our research into a NZ primary school discovered a counter-movement at work rejecting imposed standards and preoccupations with instrumental performativites and replacing these with teacher co-constructed and contextualised capacity matrices immersed within an ‘open’ and ‘seeing’ professional learning culture of support. Within manifestations of a rich and enabling culture of professional …

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Navigating The Challenges Of Becoming A Culturally Responsive Teacher: Supportive Networking May Be The Key, Nina L. Nilsson Ph.D., Ailing Kong Ph.D., Shantel Hubert Jan 2016

Navigating The Challenges Of Becoming A Culturally Responsive Teacher: Supportive Networking May Be The Key, Nina L. Nilsson Ph.D., Ailing Kong Ph.D., Shantel Hubert

Australian Journal of Teacher Education

Research shows graduates of teacher education programs do not always transfer, or apply, the best practices they learn to instructional practice due to factors related to course features, the student, and workplace environment (e.g., Brown & Bentley, 2004; de Jong et al., 2010). This study examined the challenges a secondary-level English teacher in the United States encountered when she attempted to implement culturally responsive teaching practices she learned from a graduate course to her class with ELLs. Findings indicate she faced strategy- and language-related challenges due to student culture and school environment factors (“external challenges”), as well as her own …

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