Thematische Bibliographien / Asian students

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Auswahl der wissenschaftlichen Literatur zum Thema „Asian students“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 31. Juli 2024

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Zeitschriftenartikel zum Thema "Asian students"

Selby, Cecily Cannan. „Asian-American Students“. Science 246, Nr. 4928 (20.10.1989): 313. http://dx.doi.org/10.1126/science.246.4928.313.b.

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SELBY, C. C. „Asian-American Students“. Science 246, Nr. 4928 (20.10.1989): 313. http://dx.doi.org/10.1126/science.246.4928.313-a.

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Moosavi, Leon. „“Can East Asian Students Think?”: Orientalism, Critical Thinking, and the Decolonial Project“. Education Sciences 10, Nr. 10 (16.10.2020): 286. http://dx.doi.org/10.3390/educsci10100286.

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Amidst the increasing calls for the decolonisation of universities, this article interrogates the representation of East Asian students in Western academia. It is argued that East Asian students are often imagined in Orientalist ways, as can be evidenced by evaluating the depiction of East Asian students in academic publications. More specifically, it is suggested that common perceptions of East Asian students as lacking in critical thinking may unwittingly reinforce stereotypes that are rooted in historic narratives which depict East Asians as inferior to (white) Westerners. This article also explores the way in which East Asian academics and students may also subscribe to these Orientalist perceptions. Finally, this article offers a refutation of the stereotype that East Asian students struggle with critical thinking and it suggests that being more reflexive about the way that we imagine ethnic minority students should be a key component of our efforts to decolonise the university.

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Jayathirtha, Gayithri, und Francisco Enrique Vicente Castro. „Disaggregating Asian Identities through Case Studies of High School Students in Electronic Textiles Classrooms“. Sustainability 15, Nr. 20 (21.10.2023): 15128. http://dx.doi.org/10.3390/su152015128.

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While most of the identity-related work within STEAM education has examined learners from different marginalized groups, Asians and Asian Americans are some of the least studied identities despite the underrepresentation of several Asian sub-groups within STEAM fields. Educational research has embraced the “model minority” myth, adopted a White-colonial gaze, aggregated Asians into a single “racial group”, and treated it as a dominant group within STEM fields. By resisting the White-centered, colonial simplifications and also conducting ways of engaging with learners that identify with Asian communities, we present four case studies of “Asian” high school students in two STEAM classrooms (which were both implementing an electronic textiles unit) in an attempt to disaggregate and to highlight the diversity and complications in the the otherwise simplified “Asian” identity. We answer the question of how electronic textiles projects support students’ “Asian” identity expression, negotiation, and development. We share how our cases accentuated the role of materiality and pedagogical context in opening possibilities for students to narrate stories of historical, cultural, and familial significance while navigating their complicated “Asian” (or not) identities. We discuss the implications of our findings for the research, design, and practice within STEAM activities to better support the highly diverse and invisibly marginalized Asian-origin students.

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Song, Suzan J., Robert Ziegler, Lisa Arsenault, Lise E. Fried und Karen Hacker. „Asian Student Depression in American High Schools“. Journal of School Nursing 27, Nr. 6 (15.08.2011): 455–62. http://dx.doi.org/10.1177/1059840511418670.

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There are inconsistent findings about depression in Asians. This study examined risk factors for depression in Asian and Caucasian adolescents. Stratified bivariate secondary analyses of risk indicators and depressed mood were performed in this cross-sectional study of high school survey data (9th to 12th grades) from 2,542 students (198 Asian). Asians had a higher prevalence of depressed symptoms, but similar risk factors as Caucasians. Smoking and injury at work were major risk factors for depressed mood among Asians. Asian-specific risk factors for depression were being foreign-born and having a work-related injury. Asian and Caucasian teens have similar risk factors for depressed mood, though being foreign born and having a work-related injury are risk factors specific to Asian youth, possibly related to social–economic status. Providers of care in school, such as school nurses, can be important primary screeners of depression for Asian students in particular.

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Chiang, Linda H. „Teaching Asian American students“. Teacher Educator 36, Nr. 1 (Juni 2000): 58–69. http://dx.doi.org/10.1080/08878730009555251.

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Cheng, Xiaotang. „Asian students' reticence revisited“. System 28, Nr. 3 (September 2000): 435–46. http://dx.doi.org/10.1016/s0346-251x(00)00015-4.

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Perry, Cody J., Jennifer Weatherford und David Lausch. „Asian International Students’ Perceptions of their University Experience“. Educational Process: International Journal 5, Nr. 4 (01.12.2016): 270–78. http://dx.doi.org/10.22521/edupij.2016.54.1.

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Pedraza, Chadrhyn A. A. „“There’s Something There in That Hyphen”: The Lived Experiences of Asian and Asian American Higher Education Students in the Southwest Borderlands of the United States“. Genealogy 7, Nr. 1 (16.03.2023): 22. http://dx.doi.org/10.3390/genealogy7010022.

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For centuries, Asians living in the U.S. have had to negotiate between the narratives that dominant society has imposed upon them and their understanding of what it means to be Asian and Asian American. When combined with the hierarchies of racial categories, the narratives underlying monoracialism are inherently limiting, obscuring their nuanced experiences, and stripping them of their ability to express the personal constructions of their identity The purpose of this qualitative case study was to elevate the voices of Asians and Asian Americans, their process of “inventing” their identity, and how their conceptualizations begin to deconstruct and challenge monoracialism. I argue that Asians and Asian Americans engage in a process where the interpretation and revision of meaning that emerges during interactions with others can illuminate the role of master narratives and how they negotiate between these structural factors and their ideas of what it means to be Asian or Asian American. The findings suggest a negotiation between master narratives at the macro-, meso-, and micro-societal levels that help them understand what it means to be Asian and Asian American.

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Hsiao, Zoya. „Perceived Discrimination Against Asian Americans and Asian International Students“. Journal of Purdue Undergraduate Research 8, Nr. 1 (August 2018): 74–75. http://dx.doi.org/10.5703/1288284316754.

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Dissertationen zum Thema "Asian students"

Qin, Xiaomei. „A comparison between media representation of Asian international students and their own accounts of experience in New Zealand a thesis presented in partial fulfillment of the degree of Masters of Arts (Communication Studies) at the Auckland University of Technology (AUT), 2003 /“. Full thesis. Abstract, 2003. http://puka2.aut.ac.nz/ait/theses/QinX.pdf.

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Mathew, Subhas. „Asian and Asian Indian American Immigrant Students: Factors Influencing Their Academic Performance“. Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538646/.

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Asian American students have done well in school; they have had higher academic achievements, higher academic scores, lower dropout rates and higher college entrance rates as compared to other minorities and generally other students in the United States (U.S.). A possible explanation to the higher academic performance and achievement of the Asian American students is that they are more likely to have experienced an environment that is conducive to learning at home; their parents were involved and held higher expectations. Immigrant minorities have been found to do well in schools in many parts of the world. Similarly, here in the U.S. there has been increasing evidence that students of Asian ancestry, both immigrants and U.S. born, complete more years of education than most of the other ethnicities. Current research and data on the academic performance of Asian immigrants includes most Asian countries. This study reviewed the current literature regarding the factors that influence the academic performance of "Asian Indian Americans" who attended high schools in the U. S. This correlational study examined the relationship between various factors, such as parental participation, parental expectations and involvement, discipline, cultural beliefs, personal identity and values, language spoken at home, and the academic performance of the Asian Indian Americans.

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Stokes, Hannah La. „Psychotherapy Utilization and Presenting Concerns Among Asian International and Asian American Students in a University Counseling Center“. BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6925.

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To date, there has not been research that disaggregates the experiences of Asian American and international Asian college students seeking psychotherapy in college campus settings. We examined archival data collected over the course of a 17-year period that focused on experiences of Asian American, international Asian, and European American students at a large university in the intermountain west, US. More specifically, we used archival data to identify differences between the aforementioned groups of students in regard to psychotherapy utilization, presenting concerns, distress levels endorsed at intake, and distress levels endorsed at termination. Results were calculated based on findings from the Family Concerns Survey (FCS), Presenting Problem Checklist (PPC), and Outcome Questionnaire 45 (OQ-45). Results indicate no significant differences between these three groups in terms of the maximum number of psychotherapy sessions attended. Cox Regression analyses showed no significant differences between these groups of students in regard to their likelihood for treatment discontinuance. Odds Ratio analyses yielded little statistical difference between groups in terms of likelihood of attending therapy. We found significant differences between these groups of students on a number of items related to their presenting concerns. Additionally, we found a significant difference between students in these three groups in regard to the severity of their presenting distress (as measured by the Outcome Questionaire-45), with international Asian students presenting with the most distress followed by Asian American students and finally European American students. We also found a significant difference between these groups of students in treatment improvement as measured by change scores on the Outcome Questionaire-45 with European American students experiencing the greatest change, followed by Asian American students, followed by international Asian students. Given the nature of these results, practitioners are admonished to attend to initial distress levels upon intake as well as Asian American and international Asian students' experience of racism and discrimination. Practitioners are also encouraged to align treatment recommendations with the specific world view of the client they are meeting with.

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Liu, Keqiao. „Asian American Students' Postsecondary STEM Education Pathways“. Thesis, State University of New York at Buffalo, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10620268.

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This study aims to understand Asian American students’ postsecondary STEM education pathways. It examined Asian American students as a whole and as geographical and generational subgroups. It studied postsecondary STEM education as a whole and as five different fields. It examined STEM pathways through six research topics. And, it explored factors that related to Asian American students’ STEM education pathways. This study contributes to the current research body by focusing on an important matter that needs more exploration, by offering justifiable definitions and classifications of Asian Americans and STEM education, and by suggesting related factors of STEM education.

An US national representative and longitudinal data set, Education Longitudinal Study of 2002 (ELS: 2002), was utilized in this study to explore the intended research topics. SPSS, R, and AM were used for the analyses. Missing data imputation was applied. When analyzing the data, the nested structure of ELS: 2002 was considered. And, both descriptive and inferential analyses were carried out. The descriptive analyses were used both as a preparation for inferential analyses and as ways to answer the research questions. The inferential analyses were realized through stepwise logistic regressions. With three regressions for Asian Americans as a whole and three regressions for Asian Americans as subgroups, six stepwise regressions were conducted for the research topics of postsecondary enrollment, STEM choice as a whole, and STEM completion as whole. Due to the limitation of the analytic sample sizes, the research topics of STEM as an individual major choice, STEM individual major completion, and STEM individual major persistence were not examined by using regressions.

This study found that Asian American students were generally more likely to receive postsecondary education and major in STEM fields than White students. Among the five STEM fields, Asian American and White students both favored the fields of biological/agricultural sciences and engineering/engineering technologies. Both Asian American and White students were likely to obtain STEM degrees and persist in the same STEM fields they originally chose. More importantly, examination of the within-Asian American differences indicated that basically no difference was found among Asian American subgroups at certain stages of STEM education: receiving postsecondary education, choosing a STEM major, obtaining a STEM degree, and persisting in the same STEM fields. Nevertheless, Asian American subgroup disparities were found in choosing and obtaining a degree in different STEM fields. On the other hand, different stages of Asian American students’ postsecondary STEM education pathways did not involve the same related factors. Moreover, the same factors did not exhibit the same relative status at different pathway stages. The results imply the importance for future research to examine the within- Asian American and STEM education differences. Also, they have implications for ways to increase postsecondary enrollment, STEM major choice, and STEM degree obtainment.

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Kawasaki, Nancy Noriko. „Midwestern college students' attitudes towards Asian Americans“. Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1135195937.

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Nishihara, Janet Seiko. „Foundations of pan-Asian identity among Asian-American college student leaders /“. view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055702.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 175-182). Also available for download via the World Wide Web; free to University of Oregon users.

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Hoang, Phu Dinh. „Attitudes of Southeast Asian immigrant students toward counseling /“. Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/7782.

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Ding, Jiansan. „Developing and Establishing the Reliability and Validity of the East Asian Student Stress Inventory (EASSI)“. Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc500748/.

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The primary purpose of this study was to develop and establish the reliability and validity of the East Asian Student Stress Inventory. Data was obtained from 235 East Asian students at the University of North Texas during the fall semester of 1992. The procedures used were a two-week interval test-retest for reliability, experts' assessment of test items for face validity, a factor analysis, a one-way analysis of variance (ANOVA), and Pearson's product-moment correlation coefficient for construct validity. Significance was set at the .05 level. The EASSI was identified as having moderately high reliability. High test anxiety, physiological symptoms, social support, financial difficulty, and culture shock were found to be constructs of the EASSI. Majority of independent variables in this study effectively identified stressors and stresses among East Asian students.

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Hy, Kevin Ha. „Motives as a factor in acculturation among Asian international students“. CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2678.

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This research examined the relationships between international students' acculturation levels and their motives for study abroad, residency intentions regarding the United States, English proficiency, and length of residency in the United States. Implications are discussed, including how the understanding of students' motives can be used in counseling and recruitment of international students.

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Singh-Raud, Harkirtan. „Educational attitudes and aspirations of Asian girls“. Thesis, Manchester Metropolitan University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364070.

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South-east Asian girls are frequently categorised as 'Asian' without taking into consideration their gender or religious up bringing. South-east Asian girls are not a homogeneous cluster as perceived by ethnocentric British establishments and institutions. They are discernible, for example, by religion, sect, linguistic association, caste and country of origin. The Asian culture has the prevalent image of being peculiarly oppressive and restrictive for women and the pronouncements of the 'community leaders' are often relied upon, and not the views of women themselves. Hence it is important to permit women to verbalise about their own situation and views. Researchers have, in the past, used their personal experience in formulating hypotheses. Being a British born Asian, one appreciates that the attitudes and aspirations of young Asian women are changing and more research is obligatory if educational establishments and other institutions are to understand and help their Asian female colleagues and students better, by aiding the policy making process and practice. This research has explored the relationship between religious upbringing and attitudes of Asian girls and women in higher education towards school education, further education, employment and settlement. The case study was intended to be illuminative. It was found that the girls answered in different ways and it was clear that some of the responses were clearly categorised by their religion. The findings suggest that if institutions in Britain fail to understand the contrasting effects of religion on ethnic minority students then South-east Asian students will experience 'creedism' and lack of support due to the non-religious orientated assumptions made.

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Bücher zum Thema "Asian students"

Victoria University of Wellington. Institute of Policy Studies. und Asia 2000 Foundation of New Zealand., Hrsg. Asian students in New Zealand. Wellington [N.Z.]: Institute of Policy Studies, 1998.

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Tony, Martin, Hrsg. Asian education yearbook 1996: International study guide magazine for Asian students. London: Nexus, 1995.

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Liu, Tsi-Juang. International Education Services. [San Diego, California]: National University, 1999.

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Ng, Aik Kwang. Liberating the creative spirit in Asian students. Singapore: Pearson Prentice Hall, 2004.

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Hue, Ming-Tak, und Shahid Karim. Supporting Diverse Students in Asian Inclusive Classrooms. London: Routledge, 2022. http://dx.doi.org/10.4324/9781032021775.

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Kim, Heather. Diversity among Asian American high school students. Princeton, NJ: Policy Information Center, Educational Testing Service, 1997.

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Egami, Yoshirō. Nanpō tokubetsu ryūgakusei shōhei jigyō no kenkyū. Tōkyō: Ryūkei Shosha, 1997.

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So, Winnie Wing Mui, Zhi Hong Wan und Tian Luo. Cross-disciplinary STEM Learning for Asian Primary Students. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003262237.

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A, Edwards Carol, Hrsg. Perspectives on Asian Americans and Pacific Islanders. Reston, Va: National Council of Teachers of Mathematics, 1999.

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Humphries, Jennifer. Destination Canada: The Asian student's guide to public post-secondary education. Ottawa: Canadian Bureau for International Education, 1993.

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Buchteile zum Thema "Asian students"

Brooks, Rachel, und Johanna Waters. „Mobility of East Asian Students“. In Student Mobilities, Migration and the Internationalization of Higher Education, 45–68. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230305588_3.

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Trazo, Talitha Angelica (Angel) Acaylar, und Woohee Kim. „Crazy Rich Asian International Students“. In Global Perspectives on Microaggressions in Higher Education, 45–63. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003244394-5.

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Al-Jubouri, Firas A. J. „De-, and Re-Centering: Teaching Dystopian Texts to Emirati Students“. In Asian English, 185–207. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3513-7_10.

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Song, Xianlin, und Greg McCarthy. „Asian International Students on Australian Campus“. In Governing Asian International Mobility in Australia, 97–135. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-24170-4_4.

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Preece, Siân. „British Asian Undergraduate Students in London“. In Multilingual Identities in a Global City, 171–99. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230501393_8.

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Yang, Ariana, Thong Vang, Diana Chandara, Kong Her und Peter Limthongviratn. „Supporting Southeast Asian American College Students“. In Understanding the Work of Student Affairs Professionals at Minority Serving Institutions, 56–72. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003096429-6.

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Park, Julie J., und OiYan A. Poon. „Asian American and Pacific Islander Students“. In Multiculturalism on Campus, 112–40. 2. Aufl. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446101-9.

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Museus, Samuel D. „Asian American Millennial College Students in Context“. In Diverse Millennial Students in College, 69–85. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003444305-9.

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Nagai, Hayato, und Sho Kashiwagi. „Japanese Students on Educational Tourism: Current Trends and Challenges“. In Asian Youth Travellers, 117–34. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8539-0_7.

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Zhao, Dacheng. „Introduction: Chinese Students Outperform in Mathematics“. In Mathematics Education – An Asian Perspective, 1–12. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0285-4_1.

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Konferenzberichte zum Thema "Asian students"

Ngo, Federick. „Experiences of Anti-Asian Racism Among Asian Immigrant Students in ESOL Programs“. In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1893654.

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Kwon, Jimin, Soyeon Kwon und Betty J. Overton-Adkins. „Stereotype Threat on Asian American College Students“. In Education 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.59.02.

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Gorse, Michael. „Teen, Queer, and Asian: LGBTQ+ Asian American Students' Experiences in California Public Schools“. In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1688346.

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Yu, Jing. „“Asians Are at the Bottom of the Society”: Chinese International Students’ Perspectives on Asian Americans“. In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2092193.

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Reid, James. „The Change Laboratory in CLIL settings: Foregrounding the Voices of East Asian Students“. In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-7.

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I propose that the Change Laboratory is an underutilized intervention research methodology that can be used to foreground the voices, needs and rights of East Asian students taking English Medium Instruction classes predicated on the Western Socratic learning habitus. In particular, I relate the Change Laboratory methodology to a specific type of EMI pedagogy known as CLIL, Content Language Integrated Learning. What separates CLIL courses from content-based language learning and other forms of EMI, is the planned integration of the ‘4Cs’ of content, cognition, communication and culture into teaching and learning practice (Coyle et al., 2010). CLIL pedagogy aims to motivate and empower students in learner-centered classrooms. However, student voices have not often been foregrounded in research. The Change laboratory (Virkkunen and Newnham, 2013) is an intervention research methodology that can empower students with regard to course design. It applies a “Vygotskyan developmental approach in real-world, collective, organizational settings” (Bligh and Flood, 2015) and is therefore in accordance with CLIL pedagogy underpinned by the constructivist ideas of Bruner, Vygotsky and Piaget. There is much potential for the Change Laboratory to be used in course design as it focuses on how “institutional forms actually unfold locally” (Bligh and Flood, 2015) and has the ability to “develop the transformative agency of marginalized voices in higher education” (Bligh and Flood, 2015). Thus, I argue that Change Laboratory interventions can reduce linguistic imperialism, or perceptions thereof, in English Medium Instruction or CLIL settings in East Asia. They can help investigate the perception of cultural habitus – Confucian and Socratic – that may affect learning dispositions and in doing so redesign courses that better fit the needs of learners.

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Chalmers-Curren, Jennifer. „Learning World War II Through Counternarratives: Jewish American Students Confronting Asian and Asian American Perspectives“. In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1571310.

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Chkhikvadze, Tinatin. „CULTURAL AND EMOTIONAL INTELLIGENCE AMONG ASIAN STUDENTS IN RUSSIA“. In NORDSCI International Conference. SAIMA Consult Ltd, 2019. http://dx.doi.org/10.32008/nordsci2019/b1/v2/03.

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Yang, Shenrui. „I Don't Think It Is Racism: Asian International Students' Racial Microaggression Experiences Under Anti-Asian Climate“. In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2013837.

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Menon, Vishnu Achutha, Aswathi Prasad, Limson Antony Puthur und K. K. Soman. „Massive Open Online Course (MOOC): Instructor Student Rapport and Student Interests Among College Students of Karnataka“. In The Asian Conference on Education 2023. The International Academic Forum(IAFOR), 2024. http://dx.doi.org/10.22492/issn.2186-5892.2024.8.

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Weng, Yun-Han. „Unpacking Asian International Students’ Identity Development in U.S. Higher Education“. In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2113300.

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Berichte der Organisationen zum Thema "Asian students"

Chuah, Swee-Hoon. Teaching East-Asian Students: Some Observations. Bristol, UK: The Economics Network, Oktober 2010. http://dx.doi.org/10.53593/n1187a.

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Frias, Dominique. Asian American & Pacific Islander Students: A Snapshot of the 2017 Matriculating Student Class. Physician Assistant Education Association, Mai 2018. http://dx.doi.org/10.17538/aapi2017.001.

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, Juli 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.

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Wachen, John, und Steven McGee. Qubit by Qubit’s Four-Week Quantum Computing Summer School Evaluation Report for 2021. The Learning Partnership, September 2021. http://dx.doi.org/10.51420/report.2021.4.

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Qubit by Qubit’s Quantum Computing Summer School is a four-week summer course for high school and university students in their first or second year of studies. The aim of the summer school is to introduce the field of Quantum Information Sciences and Engineering (QISE), specifically quantum computing. Through the course, students learn about quantum mechanics, quantum computation and information (quantum gates, circuits, and algorithms and protocols, including Grover’s Algorithm and Quantum Key Distribution), applications of quantum computing, and quantum hardware. Students also learn how to program in Qiskit and basic mathematics for quantum, including matrices and vectors. The Quantum Computing Summer School program enrolled a diverse population of high school and undergraduate students with 48% of participants identifying at female or non-binary, 20% of students identifying as Hispanic, 17% identifying as Black, and 38% identifying as Asian. The program substantially increased participants’ knowledge about quantum computing, as exhibited by large gains on a technical assessment that was administered at the beginning and end of the program. On a survey of student motivation, students in the program showed a statistically significant increase in their expectancy of being successful in quantum computing and valuing quantum computing. From the beginning of the program to the end of the program, there was a statistically significant increase in students’ reported sense of belonging in quantum. Participation in the program increased students’ interest in pursuing additional coursework and careers in STEM generally and in quantum specifically.

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Méndez Rodríguez, Alejandro. Working Paper PUEAA No. 12. The mobility of international students as the first link in the migration of talents in Japan. Universidad Nacional Autónoma de México, Programa Universitario de Estudios sobre Asia y África, 2022. http://dx.doi.org/10.22201/pueaa.010r.2022.

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In the current era of the knowledge-based economy, the mobility of intellectual capital through international students is very significant. Immigration policies establish instruments for the organization and management of human resources to attract qualified workers and international students in a context of global competitiveness. Currently, Asian countries have gained relevance in attracting human resources. In Japan, the main component influencing the dynamics of international migration flows is the transnational labor market for skilled human resources, as well as the mechanisms that shape it. The aim of this paper is to describe the socioeconomic factors that shape, drive and contextualize the mobility of skilled workers.

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Ahmed, Syeda, und Anannya Chakraborty. Policy brief: Teacher professional development for students with disability in the Asia-Pacific. Australian Council for Educational Research, Mai 2023. http://dx.doi.org/10.37517/978-1-74286-708-3.

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Around the world, policymakers and development organisations are increasingly supporting the education of students with disability, particularly in the bid to achieve United Nations Sustainable Development Goal 4 – to ensure ‘inclusive and equitable quality education for all’. Yet globally, more than half of students with disability drop out of secondary school due to the lack of support in classrooms (UNESCAP, 2019). In the Asia-Pacific region, resource shortages and high student drop-out rates significantly impact the shift to inclusive education. Additionally, educational segregation of students with disability is widely accepted in low- and middle-income countries in the region, despite international evidence of improved academic and social outcomes for students with disability educated in inclusive settings. Developing teachers’ understanding of disabilities and building their capacity to implement evidence-based inclusive teaching practices and effectively use assistive technologies, are key to transitioning to inclusive education of students with disability.

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Davies, Sharyn. Why Australian students need to learn about Southeast Asia – and its languages. Herausgegeben von Grace Jennings-Edquist. Monash University, März 2024. http://dx.doi.org/10.54377/1257-40e1.

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Mitchel, Joel, Annette Zhao, Sarah Thang, Jessica Hinks, Asma Rabi, Noor Ullah, Rozina Zazai, Aime Parfait Emerusenge, Katrina Barnes und Jonny D’Rozario. EdTech for Students With Cognitive and Learning Disabilities:A Rapid Evidence Review for the Southeast Asia Region. EdTech Hub, Januar 2024. http://dx.doi.org/10.53832/edtechhub.1023.

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Schwantner, Ursula, und Soumaya Maghnouj. Supporting schools’ and teachers’ use of assessment to inform learning of all students. Australian Council for Educational Research, Dezember 2023. http://dx.doi.org/10.37517/978-1-74286-731-1.

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Issue 5 of the series Using assessment data in education policy and practice: Examples from the Asia-Pacific documents 4 case studies of promising and effective policies or practices on how education systems can better support teachers and schools in effectively integrating assessment practices in the teaching and learning process, to identify and meaningfully address every learner’s needs. In particular, the case studies show how different tools, approaches and policies help promote and reinforce the use of assessment to support more learner-centred and differentiated approaches to teaching and learning.

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Ahmed, Syeda Kashfee, und Petra Lietz. Explaining students’ attitudes towards a sustainable future: Evidence from SEA-PLM 2019 data. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-724-3.

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This report discusses how students’ attitudes towards global issues are now crucial more than ever to build a sustainable world for future generations. The first section describes why students’ attitudes towards school and learning are important and how they are linked to the Educational Prosperity Framework (Willms & Tramonte, 2015). The second section highlights the literature about the key factors which can influence students’ attitudes towards school and learning and how they are related to students’ attitudes towards sustainable development. The third section discusses the methods used for analysing the relationships between these different factors and outcomes, using data from the Southeast Asia Primary Learning Metrics (SEA-PLM) program in 2019. It also explains the rationale for the selection of the key variables. The fourth section presents the main results. The fifth section concludes with some key observations that support the goal of raising the awareness of future generations of their ecological footprints and to strive for a sustainable world.

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