Dispelling Illusions Of Homogeneitygrowing Disparities In Higher Education Access In The Post-Soviet Regions,
2013
University of Hong Kong, China
Dispelling Illusions Of Homogeneitygrowing Disparities In Higher Education Access In The Post-Soviet Regions, Anatoly Oleksiyenko
Journal of Comparative & International Higher Education
N/A
Three Solutions For Reforming Indian Higher Education,
2013
World Education Services, USA
Three Solutions For Reforming Indian Higher Education, Rahul Choudaha
Journal of Comparative & International Higher Education
N/A
Higher Education In Brazildifferent Worlds And Diverse Beliefs,
2013
University of São Paulo, Brazil
Higher Education In Brazildifferent Worlds And Diverse Beliefs, Elizabeth Balbachevsky
Journal of Comparative & International Higher Education
N/A
Public Funding And The Beginning Of A New Era In Higher Education In Brazil,
2013
Federal University of Minas Gerais, Brazi
Public Funding And The Beginning Of A New Era In Higher Education In Brazil, Danilo De Melo Costa
Journal of Comparative & International Higher Education
N/A
The Great Regression’S Impact On Construction Training Programs: Multi-Level Analyses Of Recruiting & Retention Concepts,
2013
Webster University
The Great Regression’S Impact On Construction Training Programs: Multi-Level Analyses Of Recruiting & Retention Concepts, John S. Gaal Edd
Online Journal for Workforce Education and Development
The intent of this practitioner-based research study is to determine if there is a difference in the attitudes of construction industry professionals—at local and international levels—towards various training-related recruiting and retention concepts. In light of the global economic malaise, training programs are being held to higher standards and, thusly, different metrics than in the past. In today’s environment, outcomes-based designs (versus outputs-based) have gained attention from both private and public funders of such training programs. Thusly, programs must adapt to the needs of the industry rather than rely on outdated materials and methods. To this end, a survey was designed …
Light And Enlightenment,
2013
Aga Khan University, Institute for Educational Development, Karachi
Light And Enlightenment, Jan-E-Alam Khaki
Institute for Educational Development, Karachi
No abstract provided.
Ua3/9 Opening Faculty And Staff Convocation Speech 2013,
2013
Western Kentucky University
Ua3/9 Opening Faculty And Staff Convocation Speech 2013, President Gary Ransdell
Presidential Speeches
No abstract provided.
Jefferson And Japan: Working Together To Advance Best Practices In Healthcare Education And Research,
2013
Jefferson Japan Center for Health Professions, Education, and Research
Jefferson And Japan: Working Together To Advance Best Practices In Healthcare Education And Research, Yumiko Radi
Population Health Matters (Formerly Health Policy Newsletter)
No abstract provided.
Indirect Power And The Unification Of Secondary Education In The Empire Of Brazil: 1837-1889,
2013
Sacred Heart University
Indirect Power And The Unification Of Secondary Education In The Empire Of Brazil: 1837-1889, Karl M. Lorenz
Education Faculty Publications
The paper discusses the efforts of the Ministry of the Empire of Brazil to influence programs of studies in secondary schools that were subject to the exclusive authority of the provincial governments. The Court’s inability to directly affect education in the provinces during the Empire (1822-1889) can be attributed to the Additional Act, which amended the Brazilian constitution in 1834. From the founding of the College Pedro II, a model secondary institution in the Municipality of Rio de Janeiro, in 1837, to the founding of the Republic in 1889, the Imperial Court proposed a series of successful and unsuccessful measures …
Contributors,
2013
University of Tennessee, Knoxville
Contributors
International Education
List of Contributors; Guidelines for Contributors; Index.
Editorial Comments,
2013
Shawnee State University
Editorial Comments, Xiaodan Huang
International Education
Editorial Comments from guest editor Xiaodan Huang of Shawnee State University.
Teacher's Discoursal Strategies In Providing Positive Feedback To Student Responses: A Study Of Four English Immersion Teachers In People's Republic Of China,
2013
Beijing Normal University
Teacher's Discoursal Strategies In Providing Positive Feedback To Student Responses: A Study Of Four English Immersion Teachers In People's Republic Of China, Miao Pei
International Education
This paper investigates the discoursal strategies of four teachers in providing feedback to student responses in English classrooms in Xi’an, People’s Republic of China. The findings indicate that the teachers provide positive feedback for students English learning in various ways, including using the most common strategies such as accepting, encouraging, and repeating, as well as the strategies of extending and prompting. This study indicates that these strategies are beneficial to the students’ linguistic and cognitive development because they provide comprehensible input and require English-speaking on the part of students. Although some of the strategies appear to be common among teachers …
The Development Of Academic Language Proficiency: Challenges For Middle School Immersion In Hong Kong And Xi'an,
2013
Hong Kong Institute of Education
The Development Of Academic Language Proficiency: Challenges For Middle School Immersion In Hong Kong And Xi'an, Stella Kong, Philip Hoare
International Education
This paper investigates the development of academic language proficiency through immersion in middle school programmes in Hong Kong and Xi’an. The study reveals that in both contexts students have exposure to complex academic language through teacher talk and textbooks; however, there is not sufficient support for students’ academic language use in writing. The paper discusses the possible causes and suggests how students can be helped to develop better academic language proficiency in these immersion contexts.
The Roles Of Motivation, Affective Attitudes, And Willingness To Communicate Among Chinese Students In Early English Immersion Programs,
2013
University of Utah
The Roles Of Motivation, Affective Attitudes, And Willingness To Communicate Among Chinese Students In Early English Immersion Programs, Ellen Knell, Yanping Chi
International Education
Early English immersion in China has been studied from many angles, but no research to date has investigated affective variables, which may have a profound relevance to successful English acquisition. The present study examines the roles of motivation, attitudes towards learning English, willingness to communicate, perceived competence, language anxiety, and parental support among upper primary immersion and nonimmersion students. Results indicate that immersion students used in this study had significantly higher levels of willingness to communicate and perceived competence and exhibited less language anxiety than their nonimmersion peers. In addition, willingness to communicate and perceived competence were the strongest predictors …
Phonological Awareness And Listening Comprehension Among Chinese English-Immersion Students,
2013
Faculty of Education, Queen's University, Canada
Phonological Awareness And Listening Comprehension Among Chinese English-Immersion Students, Miao Li, Liying Cheng, John R. Kirby
International Education
This study investigates the relationship between English listening comprehension and English and Chinese phonological awareness (PA), and the cross-linguistic transfer of PA in 48 Grade 2 and 47 Grade 4 Chinese English-immersion students. The results of the study indicate a correlation between English PA and English listening comprehension. English listening comprehension had a significant effect on English PA in both grades; this effect is evident after considering Chinese PA, but only in Grade 4. A similar pattern is found for the effect of English PA on English listening comprehension. Only weak evidence exists pertaining to a connection between cross-linguistic transfer …
Impact Of Immersion Teaching On English Sociopragmatic Awareness Of Chinese Kindergarten Children: A Polite Study,
2013
China Women's University
Impact Of Immersion Teaching On English Sociopragmatic Awareness Of Chinese Kindergarten Children: A Polite Study, Lei Zhang, Rong Yan
International Education
The purpose of this paper is to examine the impacts of an early partial immersion program as compared to a non-immersion program on English sociopragmatic awareness among Chinese kindergarten children six years of age. Of the 128 children who participated in the experiment involving the use of politeness perception tasks, half received three years of English immersion instruction and the other half were non-immersion children. The results indicate that compared with non-immersion teaching, the immersion instruction was found to be more effective in developing children’s English sociopragmatic awareness in terms of tasks that involve request strategies as opposed to reply …
Content-Language Integrated Second Langauge Instruction: Curriculum And The Ccuei Context,
2013
Ohio University
Content-Language Integrated Second Langauge Instruction: Curriculum And The Ccuei Context, Mary Barbara Trube
International Education
This paper examines the content-language integrated (CLI) second language (L2) education offered by the CCUEI Research Collaborative in China. It explores how CCUEI-developed curriculum refl ects the theoretical foundations of an immersion experiment and how the research-based theoretical foundations of CLI L2 have been applied in practice. It presents best practices for L2 instruction that have emerged supporting the notions that content-area classes provide natural environments for L2 education and content-based language teaching motivates English language learners.
Introduction Of English Immersion In China: A Transplant With Modifications,
2013
South China Normal University
Introduction Of English Immersion In China: A Transplant With Modifications, Haiyan Qiang, Linda S. Siegel
International Education
This article presents an overview of replicating the French immersion model used in Canada to English immersion programs in China. It provides the Chinese context of this program highlighting the importance of English education and the defect of traditional English teaching and learning. The paper explains the borrowable features of the French immersion model which account for the attraction to the Chinese reformers. With a focused discussion on the differences between the traditional and immersion English teaching approaches, the paper argues that, to sustain an effective transplanted English immersion program, necessary modifications must be made to respond to the social …
Do Foreign Language Learning, Cognitive, And Affective Variables Differ As A Function Of Exceptionality Status And Gender?,
2013
University of Tennessee
Do Foreign Language Learning, Cognitive, And Affective Variables Differ As A Function Of Exceptionality Status And Gender?, Sherry Mee Bell, R. Steve Mccallum
International Education
Relationships between foreign language learning and four characteristics— anxiety, aptitude, attitudes and attributions for success—were investigated for 95 students enrolled in introductory level Spanish classes at a large, southeastern university in the United States. Examination grades resulted in significantly positive correlation with an aptitude measure and significantly negative correlation with luck attributions for foreign language success (p < .05). Students identified as gifted tended to score higher than those with learning disabilities on exams, though not significantly higher, perhaps as a result of the small sample size and highly variable performance of the gifted students (p < .05). In addition, the gifted students reported less anxiety (p < .04). Females reported higher anxiety (p < .001) than males though they earned (non-significantly) higher scores (than males) on exams (p > .05). Modern Language Aptitude Test Part IV and luck attributions significantly predicted exam grades within a multiple regression analysis. In a second multiple regression analysis, only effort and ability attributions significantly predicted anxiety. Results underscore the importance of understanding and addressing both cognitive …
The Importance Of Context For Teaching Controversial Issues In International Settings,
2013
Miami University
The Importance Of Context For Teaching Controversial Issues In International Settings, Thomas Misco
International Education
This article explores the underlying and epiphenomenal manifestations of milieus and contexts that serve to control and undermine, or provide pathways to, the discussion of controversial issues in classrooms. Given the importance of teaching and discussing controversial issues, as an essential lever for democratic citizenship education, I draw on two empirical case studies in Korea and Latvia. These cases suggest a variety of implications for teacher education programs and education policy makers, both domestically and abroad, including the need for teachers to develop a clear rationale for teaching controversial issues; understand their role as mediator of the larger normative mandate …
