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Full-Text Articles in Education
Variability By Individual Student Characteristics Of Student Satisfaction With Promising International Student Teaching Practices, Clayton A. Smith, George Zhou, Michael Potter, Deena Wang, Miranda Pecoraro, Renan Paulino
Variability By Individual Student Characteristics Of Student Satisfaction With Promising International Student Teaching Practices, Clayton A. Smith, George Zhou, Michael Potter, Deena Wang, Miranda Pecoraro, Renan Paulino
Education Publications
This paper explores promising teaching practices for teaching linguistically and culturally diverse international students by identifying the teaching practices that have high levels of international student satisfaction and student perceptions of learning. Data were collected through an online survey at a mid-sized Canadian public comprehensive university. Variability of student satisfaction by individual student characteristics (e.g., level of study, year of study, age, gender, field of study, country of origin, length of time studying outside country of origin, parents’ educational level, and study location) is presented. Recommendations for professional practice are discussed
Learning Families: Intergenerational Approach To Literacy Teaching And Learning, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany
Learning Families: Intergenerational Approach To Literacy Teaching And Learning, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany
IACE Hall of Fame Repository
Within a learning family, every member is a lifelong learner. A family literacy and learning approach is more likely to break the intergenerational cycle of low education and inadequate literacy skills, particularly among disadvantaged families and communities. The selection of case studies presented in this compilation show that for an intergenerational approach to literacy to be successful and foster a culture of learning, it is necessary to provide sustained teacher training, develop a culture of collaboration among institutions, teachers and parents, and secure sustained funding through longer-term policy support. The examples from twenty-two different countries also provide evidence of the …
Communities In Action: Lifelong Learning For Sustainable Development, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany
Communities In Action: Lifelong Learning For Sustainable Development, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany
IACE Hall of Fame Repository
This handbook identifies principles and policy mechanisms to advance community-based learning for sustainable development based on the commitments endorsed by the participants of the Kominkan-CLC International Conference on Education for Sustainable Development, which took place in Okayama City, Japan, in October 2014. To inform policymakers and practitioners new to this field, the handbook clarifies the international vision and goals for sustainable development and Education for Sustainable Development, and identifies the potential contributions of community-based learning centres and organizations. It documents both policy and practice from different regions and concludes with a summary of principles and policy support mechanisms.
Global Perspectives On Recognising Non-Formal And Informal Learning:Why Recognition Matters, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany
Global Perspectives On Recognising Non-Formal And Informal Learning:Why Recognition Matters, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany
IACE Hall of Fame Repository
This book deals with the relevance of recognition, validation and accreditation (RVA) of non-formal and informal learning in education and training, the workplace and society. It examines RVA’s strategic policy objectives and best practice features as well as the challenges faced and ways forward as reported by Member States. Special attention is paid to the analysis of institutional and political requirements that give genuine value to the recognition of non-formal and informal learning; the role played by RVA in education, working life, voluntary work and social inclusion; and the interests and motivations of all stakeholders, as well as the importance …
Transforming Our World:Literacy For Sustainable Development, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany
Transforming Our World:Literacy For Sustainable Development, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany
IACE Hall of Fame Repository
This compilation offers global examples of innovative and promising literacy and numeracy programmes that link the teaching and learning of literacy to sustainable development challenges such as health, social equality, economic empowerment and environmental sustainability. This publication is a timely contribution to the 2030 Agenda for Sustainable Development, which promotes the engagement of stakeholders to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.’
Andragogy Around The World In K-20 Education: It Is All About Trust, John A. Henschke Edd
Andragogy Around The World In K-20 Education: It Is All About Trust, John A. Henschke Edd
IACE Hall of Fame Repository
The author's research in andragogy started in the late 1960s. More serious in-depth attempts were launched in 1997, just after Malcolm S. Knowles died - the author wanted to honor his legacy since he and his work in andragogy were influential in the author's life. The author's research yielded an instrument with the strongest factor being 'teacher trust of learners' - a belief that applies all the way through k-20 Education. This is found to be so in doctoral dissertations, overarching trust behaviors, and threaded through the literature surrounding trust. Trust is found to be congruent between the author's scholarship …
Role-Playing And Simulation Based Learning In Higher Education: Case Study In Model United Nations, Jason Fortin
Role-Playing And Simulation Based Learning In Higher Education: Case Study In Model United Nations, Jason Fortin
Honors Projects in History and Social Sciences
It is currently estimated that more than 200,000 high school and university students participate in model United Nations each year. With over 400 annual conferences in thirty-five countries, this fifty-year-old tradition has redefined how students engage international relations in an academic setting (Educational Outreach 1). Active learning has been heralded for decades as a superior technique to teach various disciplines, including international relations. It allows students to experience deep learning and develop skills unattainable through conventional pedagogical methods. This paper explores the specific impact of a model United Nations simulation on the academic experience and student performance through a controlled …
Description Of A Species For International Education: Zoos A Literature Review, Thomas A. Coon
Description Of A Species For International Education: Zoos A Literature Review, Thomas A. Coon
Master's Capstone Projects
Zoos are an international phenomenon and are behaving strongly as complex multifaceted educational institutions. With hundreds of institutions around the world and hundreds of millions of annual visitors zoos, as a community, have a tremendous international and educational reach. However, despite these characteristics, zoos consistently remain off the radar of the comparative and international education field. The strongest reason for this, perhaps, is that literature, research and discussion about zoos, education and learning has largely remained confined to literature published by and for zoo professionals and within zoo industry journals. With regards to the international education field this is unfortunate …
Bringing Together Personal Learning, Higher Education Institutional Elements, And Global Support For A Re-Orientation Toward A Focus On Lifelong Learning And Education, John A. Henschke Edd
Bringing Together Personal Learning, Higher Education Institutional Elements, And Global Support For A Re-Orientation Toward A Focus On Lifelong Learning And Education, John A. Henschke Edd
IACE Hall of Fame Repository
This extended research study focused on bringing together learning, higher educational institutional elements to be considered for helping higher educational institutions and individual learners in various countries to re-orient themselves toward a focus on lifelong learning, and placing this within the support and context of lifelong learning and education around the globe. Research is presented on the background and experiences of various higher educational institutions and individual learners in this regard, developing a tentative policy statement and identification of the elements of a re-orientation toward lifelong learning focus as products of several worldwide conferences. In addition, the support of UNESCO …
Assessment Practices: Student’S And Teachers’ Perceptions Of Classroom Assessment, Sayed Ahmad Javid Mussawy
Assessment Practices: Student’S And Teachers’ Perceptions Of Classroom Assessment, Sayed Ahmad Javid Mussawy
Master's Capstone Projects
The primary aim of this study is to explore pre-service teachers’ perceptions of classroom assessment. A secondary purpose is to explore the faculty members’ perceptions of classroom assessment and their expectations of students’ learning. This study examines what assessment approaches are being used in Baghlan Higher Education Institution, School of Education. In addition, the investigator was interested in learning the extent to which assessment results were used to improve students’ learning and classroom instruction.
Ict Integration Efforts In Higher Education In Developing Economies: The Case Of Addis Ababa University, Ethiopia, Dawit Tibebu, Tridib Bandyopadhyay, Solomon Negash
Ict Integration Efforts In Higher Education In Developing Economies: The Case Of Addis Ababa University, Ethiopia, Dawit Tibebu, Tridib Bandyopadhyay, Solomon Negash
Faculty and Research Publications
A situational modified version of Tearle’s model (2004) is utilized in this study to understand the integration of ICTs in the educational process. The study evaluated self efficacy beliefs, institutional support and policy in the context of developing economies where challenges of inadequate resources and insufficient skills persist. We assess the state of affairs, and the challenges faced by teachers and management at Addis Ababa University, Ethiopia. The results show that educators are generally appreciative of ICTs role in the teaching/learning process.