Relevant bibliographies by topics / Secondary exchange students

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Reports

Academic literature on the topic 'Secondary exchange students'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Secondary exchange students"

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Marriott, Helen, and Sanae Enomoto. "Secondary exchanges with Japan." Australian Review of Applied Linguistics. Series S 12 (January 1, 1995): 64–82. http://dx.doi.org/10.1075/aralss.12.05mar.

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Abstract This paper outlines the principal features which characterise secondary level student exchange programs with Japan, especially those relating to the home and school settings. Some of the main outcomes and gains from student exchanges, specifically, socio-psychological gains, cultural enrichment and gains in communicative competence are briefly described. The data are drawn from various sources, but principally from oral interviews in Japanese with a sample of 19 former exchange students, background interviews in English with some of these students, and a large national survey completed by 566 returned exchange students. All the evidence suggests that outstanding gains are derived from an exchange experience. With regard to communication, the exchange students make rapid progress with listening and speaking Japanese, even if some linguistic or sociolinguistic features are not acquired or are not acquired properly. As in-country experience for secondary or tertiary students constitutes a vital part of a LOTE program, more in-depth research in this area is recommended.
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Hashimoto, Hiroko. "An accelerated course for former secondary school exchange students." Japanese Studies 16, no. 1 (May 1996): 86–93. http://dx.doi.org/10.1080/10371399608727602.

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Sustarsic, Manca. "The Impact of Intercultural Exchange on Secondary School Exchange Students and Their Host Families." Journal of International Students 10, no. 4 (November 15, 2020): 912–33. http://dx.doi.org/10.32674/jis.v10i4.1042.

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The last decade has seen a significant increase of international student mobility and a growing popularity of secondary school exchange programs in the United States and around the world. Drawing upon culture learning theory, the purpose of this study is to understand the impacts, challenges, and rewards of intercultural exchange on secondary school exchange students and their host families. I performed a case study of in-depth interviews with six students who were placed in Hawai’i for an academic year on the Kennedy-Lugar Youth Exchange and Future Leaders Exchange merit-based scholarships, as well as interviews with their volunteer host families. Findings show that intercultural exchange occurs as a two-way process. Both students and host families reap the benefits of intercultural exchange by way of active interaction and culture sharing that is enhanced by a positive student–host relationship.
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Bolden, Benjamin. "Teaching composing in secondary school: a case study analysis." British Journal of Music Education 26, no. 2 (June 3, 2009): 137–52. http://dx.doi.org/10.1017/s0265051709008407.

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This article reports a case study of an experienced teacher of composing working with secondary school students in a large urban centre in Ontario, Canada. Results suggest authentic assignments connect student composing to the ‘real world’, and so have meaning and life beyond the music classroom. Teachers can facilitate the development of theoretical music knowledge by supporting and enhancing the experiential learning that students accomplish on their own, through composing. Offering suggestions for change to compositions-in-progress, and cultivating a classroom ethos where students exchange this service amongst themselves, serves to enhance composing potential. By helping students infuse their work with personal knowledge, experiences, and interests, teachers can increase students’ meaningful involvement in classroom composing.
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Et. al., Father Sri Marshal Joseph,. "A STUDY ON MORAL REASONING AND ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN SATHYAMANGALAM TALUK OF ERODE DISTRICT." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 4 (April 10, 2021): 1322–27. http://dx.doi.org/10.17762/turcomat.v12i4.1201.

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Moral reasoning is mainly focusing on making right decisions to do right activities and exhibit good behaviour of school students in a particular situation and it provides chances for them to discover and realize values, to build character and to improve personality. The findings reveal that there exits significant difference amongst moral reasoning of secondary school students and their profile. Moral reasoning is positively and moderately related with academic achievement of secondary school students. Hence, secondary school teachers should give proper guidance to their secondary school students for improving their moral reasoning and ethical and moral behaviours. Parents must provide conducive home environment for their secondary school students to enhance their abilities for moral reasoning and academic achievement. Furthermore, secondary school teachers should interact, discuss and exchange ideas regularly with their secondary school students for increasing their moral reasoning and academic achievement. Peer groups and family members must also give moral support to their secondary school students for improving their moral reasoning and academic achievement. In addition, secondary schools should conduct various programmes for enhancing moral reasoning and academic achievement among their secondary school students.
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Setari, R. Renee, and Anthony Philip Setari. "Using Social Network Analysis to Evaluate Academic Assistance Networks in a Holistic Education Secondary School." Journal of Montessori Research 4, no. 1 (May 15, 2018): 25–41. http://dx.doi.org/10.17161/jomr.v4i1.6639.

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One goal of Erdkinder schools is for students and teachers to provide academic assistance to their peers, particularly to less-knowledgeable ones. However, traditional educational evaluations do not provide a means to investigate the exchange of academic help. This study piloted the use of social network analysis to describe academic assistance relationships within a Montessori secondary school. Using a network survey, social network data concerning the exchange of academic help were collected from 23 students and 8 teachers. The results show that while students provide help to both fellow students and teachers, teachers are the main source of assistance for students. In some subjects, a few students and teachers neither provided nor received assistance, indicating another area for improvement. The results of a multiple regression quadratic assignment procedure (multiple regression-QAP) show that for most subjects, their willingness to help others was not significantly influenced by their own personal level of knowledge. Thus, more-knowledgeable individuals do not provide more assistance to less-knowledgeable peers. To adhere to Erdkinder principles, this school should encourage more-knowledgeable students to recognize their responsibility to help others and to actually help those who need support. This pilot yielded valuable information, and social network analysis warrants further study within holistic education.
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Mottey, Rejoice. "JUSTICE AND EMPOWERMENT IN THE CLASSROOM:THE SOCIAL EXCHANGE PERSPECTIVE." JOURNAL OF SOCIAL SCIENCE RESEARCH 9, no. 2 (October 17, 2015): 1808–16. http://dx.doi.org/10.24297/jssr.v9i2.4927.

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The study investigated the relationship between students perceptions of justice and empowerment in the Ghanaian classroom. Three hundred and sixty five senior secondary and technical school students purposively and conveniently sampled, completed questionnaires on classroom justice scales comprising; distributive, interactional and procedural justice scales. Correlation analyses indicated a significant positive relationship between classroom justice and student empowerment. Regression analyses revealed procedural justice perceptions as the only predictor of student empowerment . Results are discussed within the framework of the social exchange theory.
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Scott, Thomas J. "Thai Exchange Students' Encounters with Ethnocentrism: Developing a Response for the Secondary Global Education Curriculum." Social Studies 89, no. 4 (July 1998): 177–81. http://dx.doi.org/10.1080/00377999809599848.

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Fabian, Ellen S., and Mary K. Madsen. "International Exchange in Disability and Social Inclusion: American Educators' Perspectives." Journal of Applied Rehabilitation Counseling 38, no. 3 (September 1, 2007): 12–17. http://dx.doi.org/10.1891/0047-2220.38.3.12.

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This article describes the U.S. and Brazilian exchange in rehabilitation and disability supported by the Fund for the Improvement of Post Secondary Education (FIPSE) in America, and the Ministry of Education in Brazil. The purpose of the program is to enable U.S. and Brazilian students to complete a semester of coursework and field experiences at one of the four partner universities in order to strengthen rehabilitation-related links among the partners, and to enable participating students to acquire cross-culture knowledge and skills in this area. Our program, funded in 2004, has offered opportunities for several students and faculty members to learn more about rehabilitation and disability, and to continue to participate in on-going scholarly projects around these issues.
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Simkhada, Sharad Chandra. "Cultural Capital and Educational Performance of Brahman/Chhetri Students." Molung Educational Frontier 10 (December 31, 2020): 181–96. http://dx.doi.org/10.3126/mef.v10i0.34085.

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Why Brahman/Chhetri students are high achievers in secondary education in Nepal is rarely analyzed. For their educational success, people attribute to their cultural capital. A qualitative method was employed to assess whether the assumption is valid or not. In the course of assessment, researcher generated information from secondary and primary sources and analyzed them. The findings show that the Brahman/Chhetris are rich in cultural capital, which is instrumental for their better performance in formal education. However, empirical evidence has led the researcher that the argument is valid partly. Due to globalization combined with other factors such as class, education, and growing cultural exchange, the influence of cultural capital to their educational achievement has been found weak. Therefore, the stereotypical generalization is not necessarily true at present, among the research participants.
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Dissertations / Theses on the topic "Secondary exchange students"

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Stoeckel, Helen, and n/a. "An investigation of the readjustment experience for secondary exchange students : a family perspective." University of Canberra. Professional & Community Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20061109.093814.

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This study of the process of readjustment for secondary students returning home after twelve months abroad was investigated from a family perspective. Although researchers suggest that interactions between the student and others in the home environment facilitate smooth readjustment, little is known about how the family relates during this transition period. In this study, the interactional dynamics within the family during the student's readjustment were explored. Theoretical concepts from systems theory and family developmental theory were used to further understanding of the interactional processes within the family system. A multiple single-case study research design was employed, where eight families were interviewed at three points in time: one month before the student's return; one month after the student's return: and at four to five months after return. All family members were interviewed at each stage, using a semi-structured interview guide designed to gather data about family relationships during this period. Changes in family dynamics between siblings, the returnee student, and parents, were a significant finding of this study, although these changes varied across families. A family perspective of the readjustment process was collated from descriptive accounts from family members, where four phases of the family experience could generally be described: excitement, uncertainty, rediscovery and reorganisation of the family system. It was concluded that the study showed evidence that the readjustment process was influenced by the interactions and interrelationships within the family, where not only the student had changed but also the family.
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Wong, Lai-kwan, and 黃麗群. "Disruptive Students' Exchange Programme: a case study in two secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956907.

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Greenfield, Roseanne. "A collaborative e-mail exchange for teaching English as a second language to intermediate-level ESL students : a case study in a Hong Kong secondary school." Thesis, University of Leicester, 2001. http://hdl.handle.net/2381/30972.

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Rucker, Julie Henderson. "The effects of online, collaborative discourse on secondary student writing a case study of the history and ecology of an electronic exchange /." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/fall2008/julie_h_rucker/rucker_julie_h_200808_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2008.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Michael T. Moore. ETD. Includes bibliographical references (p. 223-235) and appendices.
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Books on the topic "Secondary exchange students"

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Hansel, Bettina G. The exchange student survival kit. Yarmouth, ME: Intercultural Press, 1993.

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Bratko, Aleksandr. Automated control systems and communications: fundamentals of telecommunications. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1013017.

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The textbook provides a definition of communication, discusses the types and types of telecommunications, and the requirements for communication. It describes telecommunication signals, their parameters, and methods for converting, encoding, and transmitting various types of messages. The principles of construction of multi-channel transmission systems, their main characteristics, the device of terminal subscriber terminals, operational dispatch communication systems, manual and automatic telephone exchanges are described. The principles of building radio communication facilities and rules for conducting radio exchange are considered. The technical characteristics of radio stations used in the EMERCOM and SBS of Russia are given. The basics of radio-relay, satellite, cellular and trunking communications are described. Meets the requirements of the Federal state educational standard of higher education of the latest generation in the discipline "Automated control systems and communications". It is intended for students of secondary professional educational institutions studying in the specialties 20.02.02 "protection in emergency situations" and 20.02.04 "Fire safety".
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Trade, Chicago Board of. Commodity challenge: The award-winning economics project for high school students from the Chicago Board of Trade. [Chicago]: Chicago Board of Trade, 1999.

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Gordon, Gilgan, Williams Peter 1928-, and British Columbia. Ministry of Advanced Education and Job Training., eds. Post-secondary international education in British Columbia: Discussion paper. Victoria, B.C: The Ministry, 1988.

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Our Europe: Environmental awareness and language development through school exchanges. (Brighton): Keep Britain Tidy Group Schools Research Project, Brighton Polytechnic, 1985.

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Bresson, Alain. The Making of the Ancient Greek Economy. Translated by Steven Rendall. Princeton University Press, 2018. http://dx.doi.org/10.23943/princeton/9780691183411.001.0001.

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This comprehensive introduction to the ancient Greek economy revolutionizes our understanding of the subject and its possibilities. The book combines a thorough knowledge of ancient sources with innovative new approaches grounded in recent economic historiography to provide a detailed picture of the Greek economy between the last century of the Archaic Age and the closing of the Hellenistic period. Focusing on the city-state, which the author sees as the most important economic institution in the Greek world, the book addresses all of the city-states rather than only Athens. An expanded and updated English edition of an acclaimed work originally published in French, the book offers a ground-breaking new theoretical framework for studying the economy of ancient Greece; presents a masterful survey and analysis of the most important economic institutions, resources, and other factors; and addresses some major historiographical debates. Among the many topics covered are climate, demography, transportation, agricultural production, market institutions, money and credit, taxes, exchange, long-distance trade, and economic growth. The result is an unparalleled demonstration that, unlike just a generation ago, it is possible today to study the ancient Greek economy as an economy and not merely as a secondary aspect of social or political history. This is essential reading for students, historians of antiquity, and economic historians of all periods.
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Center for Japanese study abroad. Phi Delta Kappa Educational Foundation, 1995.

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Book chapters on the topic "Secondary exchange students"

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Marcarini, Mariagrazia Francesca. "Pedarchitecture: Which Learning Environments for the Personalisation of Teaching and Learning? An Educational Architecture for the Schools of the Future." In Teacher Transition into Innovative Learning Environments, 85–107. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_8.

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AbstractThis project investigates how to overcome traditional learning environment’s rigidity; those established practices that may hinder full use of what we might call new learning environments. It addresses how teachers adapt their teaching to changing learning environments, what impact new educational spaces have on teachers and students, how to organise students with different criteria, and how learning environments can be redesigned in old schools with limited investments. The research studies four schools: in Denmark, the Hellerup Folkeskole in Gentofte and the Ørestad Gymnasium in Copenhagen; in Italy, the Enrico Fermi High School in Mantua and IC3 Piersanti Mattarella secondary first grade in Modena. New learning environments are intended to enhance teacher collaboration and stimulate the exchange of new teaching methods, enabling learning personalisation. This is often facilitated by team teaching, which in this chapter is seen as a “bridge-culture” concept, offering a wider vision including structural and organisational details. The chapter discusses how this strategy lead to students improved learning skills, them taking on greater personal responsibility and displaying aptitude to study in different ways. In this sample of “architecture feeds pedagogy” schools, some key concepts are explored that might guide future learning environments design: readability, “semantic-topical”, flexibility, invisible pedagogy and affordances.
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Gergen, Kenneth J., and Scherto R. Gill. "Relational Evaluation in Secondary Education." In Beyond the Tyranny of Testing, 90–110. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190872762.003.0005.

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Relationships are of paramount importance for adolescents whose lives are undergoing changes in many dimensions. With appropriate support and care grounded in relational processes, young people can more readily overcome disaffection and apathy. In this chapter, the authors place special emphasis on the quality of interaction and exchange among students and between students and teachers, especially when exploring and reflecting on their experiences and processes of learning. Carefully facilitated dialogic and collaborative approaches in the classroom can provide meaningful feedback on the learning tasks as well as help sustain students’ engagement in learning. Other practices such as portfolio work, learning agreements, journaling, and personal records can further nurture students’ capacity to reflect on learning, including self-evaluation and co-evaluation with peers. Likewise, learning groups and collaborative projects are excellent illustrations of how a relational orientation to evaluation can enrich students’ potential to build positive relations with others and with learning.
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Trapè, Roberta. "Developing global citizenship through real-world tasks – a virtual exchange between North American university students and Italian upper-secondary school students." In Virtual exchange and 21st century teacher education: short papers from the 2019 EVALUATE conference, 147–55. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.46.1140.

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This paper concerns a virtual exchange project between the University of Virginia (UVa), United States, and an upper-secondary school in Pavia, Italy. Centred on the question of gender equality, the project has been designed to take place over three years (2018–2021) with a direct reference to Robert O’Dowd’s transnational model of virtual exchange for global citizenship education, proposed in 2018. As an integrated part of the language learning curriculum, the project creates a virtual space which parallels the space-time of traditional class tuition, and which students can inhabit with a significant degree of autonomy. More specifically, this paper gives an account of how students, through real-world tasks, could develop global citizenship.
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Olusola, Ogunlade Bamidele, Olubusayo Victor Fakuade, Bamidele Olusola Ogunlade, and Omoron Josephine Akhigbe. "Perception of Stakeholders on the Use of Social Networking Tools for Classroom Instruction in School Environment." In Open and Social Learning in Impact Communities and Smart Territories, 64–83. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5867-5.ch004.

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Social networking platforms are becoming the most important tools for interaction among people, where everybody can share, exchange, comment, discuss, and create information and knowledge in a collaborative way. The aim of this chapter is to examine the perception of stakeholders on the use of social network tools for classroom instruction in school environment in Ibadan North Local Government of Oyo State. Based on literature and experiences carried out by the researcher in Ibadan metropolis, it also explores the impact of the social networking platforms applications on personal, teaching, and learning uses among secondary students, teachers, and parents. Based on these, it is recommended that, if social networking platforms are effectively used, it will develop positive attitude towards learning as well as enhancing academic achievement among secondary school students.
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Calamita, Francesca, and Roberta Trapè. "Virtual Exchanges and Gender-Inclusive Toponymy An Intercultural Citizenship Project to Foster Equality." In Studi e ricerche. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-529-2/007.

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This paper focuses on a virtual exchange project between the University of Virginia, United States, and an upper-secondary school in Pavia, Italy. Centred on the question of gender equality, the project has been designed to take place over three years (2018-21), and with direct reference to the transnational model of virtual exchange for global citizenship education proposed in 2019 by Robert O’Dowd. As an integrated part of the language learning curriculum, the project creates a virtual space which parallels the space-time of traditional class tuition, and which students can inhabit with a significant degree of autonomy. The project aims to foster gender equality and help students to reflect on the sociocultural evolution of the language and how it can be used to address issues of identity, diversity and inclusion.
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Dooly, Melinda. "Virtual exchange in teacher education: is there an impact in teacher practice?" In Virtual exchange and 21st century teacher education: short papers from the 2019 EVALUATE conference, 101–13. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.46.1136.

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This text presents the results of surveys and interviews of Former Students (FSs) who have taken part in a teacher education course that began in 2004 (still on-going) and that includes Virtual Exchange (VE). The study aimed to look at the impact of two teacher education courses, imparted collaboratively between geographically-distanced universities for over a decade. The course design aims to introduce VE, both theoretically and empirically, as an approach to foreign language teaching in primary and secondary schools. The data are drawn from an online survey as well as in-depth interviews with FSs enrolled in the course between 2004 and 2015. The findings indicate that a significantly high percentage of the FSs who had been exposed to VE had been involved in or intended to implement VE in their own teaching and that the course had provided them with the knowledge and confidence to do so.
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Virtue, David C. "Case Study of a Sustained Educator Partnership between the U.S. and Norway." In Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers, 13–33. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1057-4.ch002.

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This chapter describes an ongoing international partnership that involves the exchange of Norwegian secondary school teachers and U.S. college students with an overarching goal of promoting cultural understanding. The author implemented a descriptive, action research case study to document the background and history of the partnership, describe the key partners and their roles, outline the academic activities, discuss logistical and fiscal considerations, and address issues of sustainability and plans for the future. The author aims to provide a comprehensive narrative of the development and implementation of the partnership from its inception to provide a basis for improving and advancing the partnership in the future. The author also discusses lessons that may inform similar international collaborations.
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Konstantinidis, Angelos. "Developing an online course on virtual exchange for teachers: a reflection on the design and implementation." In Virtual exchange and 21st century teacher education: short papers from the 2019 EVALUATE conference, 127–40. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.46.1138.

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Virtual Exchanges (VEs) are flourishing yet there are still few courses in higher education that offer in-service teachers the fundamental theoretical and practical knowledge necessary to organize and conduct a telecollaborative project in their own educational settings. This paper aims to provide a resource to teacher educators and course designers who seek to design a course on VEs in higher or post-secondary education. Through reflective practice (Bolton, 2018) and adhering to the principles of educational design research (McKenney & Reeves, 2012), the process of design and development of an online master’s course for language teachers is described. The article begins by describing the context and discussing the underlying rationale and principal course aims and learning outcomes, and the syllabus and assessment tasks are then reviewed. Course evaluation throughout the years is briefly reported as well as other outcomes. The results are positive overall both in terms of how students evaluated the course and the competences they acquired, although a couple of limitations are recognized. The study concludes with a reflection on the process of course design and the challenges faced.
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Kozibroda, Larysa, and Oksana Lypchanko-Kovachyk. "ORGANIZATION OF EDUCATION OF SCHOOLCHILDREN WITH SPECIAL NEEDS IN SECONDARY SCHOOLS OF GERMAN-SPEAKING COUNTRIES." In Integration of traditional and innovation processes of development of modern science. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-021-6-5.

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The article aims at investigating, analyzing and summarizing the peculiarities of organization of education of schoolchildren with special needs in secondary schools of Germany, Austria, Switzerland. The authors describe the experience of the countries mentioned above. In particular, the national policy of German-speaking countries concerning the integration of people with special educational needs into common socio-educational environment has been considered, the provisions of state and regional regulations governing this process have been highlighted, as well as the key approaches to its organization and practical implementation have been described by the authors of the article under consideration. The study reveals general ideas and principles of education of children with special needs in secondary schools of Austria, Switzerland, Germany and highlights the specificity of their practical implementation at the legal level of these countries in general and throughout specific regions of each one, in particular. In the process of the analysis the following methods have been applied: description, generalization, comparison and systematization of psycho-pedagogical, didactic and methodological researches. The authors reveal the specific features of the implementation of policies in the field of inclusive schooling, which had been implemented by the governments of developed countries: coverage of all children, despite individual differences or difficulties; adoption of the principle of inclusive education in the form of a law or a political declaration; development of demonstration projects and encouragement of exchange of experience with other countries; creation of decentralized and joint mechanisms for planning, monitoring and evaluation of educational services for children and adults with special educational needs; encouraging the participation of parents, communities and organizations of persons with disabilities in the planning and decision-making processes to meet special educational needs; efforts to develop strategies for early identification of such needs, as well as professional aspects of inclusive education; ensuring of the establishment and implementation of teacher training programs to provide education for people with special educational needs in public schools. It has been concluded that the integration of people with special educational needs into the academic environment of public school involves the recognition and consideration of different opportunities and needs of students, providing different types and rates of learning according to students’ abilities, implementing the appropriate organizational structure, teaching and educational strategies, providing necessary additional assistance and support.
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Wanless-Sobel, Colette. "Gender in Distance Education Technology." In Human Computer Interaction, 2278–86. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-87828-991-9.ch150.

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Distance education is defined by six pedagogical elements: (1) physical separation of teacher and learner; (2) regulatory function or influence of an educational organization; (3) media to connect teacher and learner; (4) two-way communication exchange between teacher and learner; (5) individualized pedagogy instead of group focus; and (6) “industrialized” facilitators, entailing less individuated instructors (Keegan, 1980). Distance education technologies include video (videotape, satellite delivery, microwave delivery, broadcast video, and desktop video), computers (e-mail, Web-based courses, video conferences, DVD, and CD-ROM), collaborative activity software (chat, discussion rooms, and white boards), voice /audio technology (telephone, voice mail, audio conferences, audiotapes, and radio), supplemental print material (books, study guides, workbooks, and FAX), mobile technology (laptop computers, PDAs, tablet PCs, and cell phones), and blended-learning combining one or more of these delivery methods together, including face-to face instruction. Distance education technologies as tools are situated in the larger context of technological and scientific knowledge, economic institutions, including the property and market institutions of capitalism, and social institutions, such as education, which historically has been unequal and exclusionary due to class structure and the system of gender and racial power relationships (Carroll & Noble, 2001). People barred or deterred from regular access to education in various ways have always been users of distance education technologies, starting with its inception as correspondence course education in the 19t h century and continuing today in high tech distance education classes with women comprising the majority of enrolled students (Hansen, 2001; Ossian, Christensen, & Rigby, 1968). The promise of distance education technologies in the 21s t century is for empowerment of students through democratization of knowledge, personalized pedagogy, and convenient access. Despite the promise and the current high enrollments in distance education courses, attrition rate is high in North America and Europe (Carr & Ledwith, 2000; Serwatka, 2005), and this is a concern to educators and social policy makers, who search for reasons to account for the discrepancy between promise and practice. While recognizing men students have high attrition in distance education courses, too, the fact is women comprise the majority of distance technology users. If educators and policy makers hope to use distance education technology to reach female students (and garner the interest of more male students as well), then issues of gender in distance education technology need to be addressed. A female gendered perspective on distance education technology reveals a number of variables that explain women’s disengagement and dissatisfaction with online educational delivery systems. Educators, secondary education institutions, and instructional software designers are some of the groups working to create and implement inclusive, constructivist, and rich multi-media instructional design (McLoughlin, 2001) that will accommodate a wide range of learner needs.
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Reports on the topic "Secondary exchange students"

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Dorr, Andrea, Eva Heckl, and Joachim Kaufmann. Evaluierung des Förderschwerpunkts Talente. KMU Forschung Austria, December 2020. http://dx.doi.org/10.22163/fteval.2020.495.

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With the funding programme Talents, the Federal Ministry for Climate Action, Environment, Energy, Mobility, Innovation and Technology (BMK) supports people in applied research throughout their entire career. The overarching goal is to increase the utilisation of human potential in the application-oriented, scientific and technical RTI sector. The programme objectives are 1) to inspire young people for research and development, 2) to connect researchers with the economic sector, 3)to guarantee equal opportunities for all. Within the framework of three fields of intervention, there are various programme lines: 1) Intervention field Young Talents with the programme lines Internships for Students and Talents Regional, 2) Intervention field Female Talents with the programme lines FEMtech Internships for Female Students, FEMtech Career and FEMtech Career Check for SMEs (2015 and 2016), as well as FEMtech Research Projects; and 3) Intervention field Professional Talents with the programme lines The Austrian Job Exchange for Research, Development and Innovation as well as Career Grants for Interviews, Relocation and Dual Careers in Applied Research. After an interim evaluation in 2014, a final evaluation took place at the end of the programme period (end of 2020). The programme was analysed with regard to its conception, implementation, achievement of objectives and impact. Furthermore, conclusions and recommendations for the further development of the Talents programme have been drawn. The methodological basis of the evaluation is a document analysis, secondary data analysis (FFG monitoring data), interviews with experts, online surveys of funding recipients (FEMtech Career / FEMtech Career Check for SMEs and Career Grants), case studies (FEMtech Career projects) and workshops.
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