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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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Comerci, María Eugenia, and Federico Schoenfeld. "Socio-community practices as bridges of encounter between knowledge." Cuadernos de Extensión Universitaria, no. 4 (December 1, 2020): 35–58. http://dx.doi.org/10.19137/cuadex-2020-04-02.
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Within the framework of Community Practices and the Field of Practices, we initiate learning spaces, among bakers, students and teachers, in the search for practical and theoretical knowledge; academic and empirical, with concrete actions for the recovery, assessment and visibility of the work in artisan brick kilns. Likewise, we coordinate this meeting space with the Technical Secondary School to generate a meaningful educational exchange for students where academic and popular knowledge are combined with interdisciplinary knowledge of secondary education in order to express its practical application in the community.
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Meyerhöffer, Nina, and Daniel C. Dreesmann. "Let's Talk Biology – Developing a Model for Incorporating English-Speaking Experts into the (Bilingual) Science Classroom." American Biology Teacher 81, no. 3 (March 1, 2019): 152–59. http://dx.doi.org/10.1525/abt.2019.81.3.152.
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We present an instructional approach to incorporate into biology lessons an exchange of videos between international practicing scientists and secondary-school students. We validated the approach in German school settings in three curricular contexts: genetics, cell biology, and immunology. The participating students (n = 255) were native speakers of German with a background of English as a foreign language. The three participating scientists, English-speaking experts from the United Kingdom and Uganda, were rooted in different fields that were related to the respective curricular topics. We explain how the video exchange model was developed and evaluate students' comments and suggestions for improvement in a qualitative approach. This is followed by a discussion of implications for future applications. The video exchange was intended to promote English as the language of science in biology lessons. Through personal and genuine insight into science professions, students were able to experience the usefulness of English as a tool for international communication. We argue that the instructional model is applicable to a wide variety of educational contexts, including minority language students and native speakers of English.
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Galvin, Megan K., and William B. Smith. "420 Case study: Educational outreach as a component of graduate education." Journal of Animal Science 97, Supplement_3 (December 2019): 178–79. http://dx.doi.org/10.1093/jas/skz258.367.
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Abstract Graduate students are developing skills in scientific communication, research, and various other specified trainings. However, adequate resources for these students are not always available at their home institution. Educational outreach programs are often discussed in relation to secondary education. The potential to expand these types of programs to the post-secondary and graduate levels of education would represent a potential benefit to the students, scientists, and universities involved in the exchange. In such programs, graduate students would participate in an exchange with other universities to address deficits introduced by a lack of resources. This educational experience in a new setting would allow exposure to techniques and ideals otherwise inaccessible to the student. The objective of this observational case study was to evaluate the relevance and value of graduate exchange as an educational outreach model in graduate education. In this case study, a graduate student from Tarleton State University’s Department of Animal Science and Veterinary Technology was supported to study for a period of three weeks in the University of Georgia’s Parasitology Laboratory. This exchange was established to teach in vitro techniques related to the student’s graduate research. The student was able to gain valuable experience in laboratory techniques that aided in personal and professional growth while also expanding the capabilities of the home institution through training exercises conducted on return to campus. In addition to expansion of research capacity, the student was able to serve as an ambassador for the home institution, thereby enabling a more fluid exchange of ideas through student recruitment. Qualitative results from this case study would indicate that similar educational outreach opportunities are valuable components of graduate education and serve as an example for development in future graduate programs.
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Lineberger, R. Daniel. "The Plant Tissue Culture Information Exchange: A Web Site for Teachers, Researchers, Practitioners, and Students." HortScience 30, no. 4 (July 1995): 757C—757. http://dx.doi.org/10.21273/hortsci.30.4.757c.
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The World Wide Web is the most rapidly growing communication tool in use today. The Web links networked computers of all sizes and types through use of a hypermedia application known as a “browser.” Hypermedia technology allows research-based information related to plant tissue culture to be disseminated world-wide rapidly and cheaply, and to audiences that previously had difficulty accessing the information through scholarly journals (practitioners, secondary school students, consumers). The Plant Tissue Culture Information Exchange resides on the Aggie Horticulture homepage (http://aggie-horticulture.tamu.edu). Present contents include information on suppliers of tissue culture equipment and media, research reports on micropropagation of several ornamental species, and links to tissue culture related material at other universities. Hardware, software, and network requirements to access the Information Exchange and the construction of hypertext documents for inclusion in the Information Exchange will be presented.
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Khan, Erum. "English Language Teacher’s Professional Attitude and Classroom Management Parameters." Journal of Educational Management & Social Sciences 1, no. 1 (June 29, 2020): 08–15. http://dx.doi.org/10.48112/jemss.v1i1.5.
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English language learning in the context of secondary and higher secondary schools in Pakistan has always been challenging to students and parents alike. This study aimed to explore the classroom management skills and strategies of English language teachers in the capital city of Karachi. Teacher’s motivation stimulates appropriate behavior that ensures teacher’s performance of their duties. This study followed qualitative methods’ parameters to explore the natural phenomena of the participant’s perceptions and experiences. The study was conducted in 15 secondary schools located in Karachi, Pakistan. The findings has shown that further learning opportunities of ELT learning, interaction and exchange of ideas globally, students’ participation in EL learning activities, professional education and in-service trainings are the most influenced motivational factors of secondary schools English Language teachers. Availability of ELT materials, respect from department officers, colleagues, society and parents and demand from students were found necessary skills to operate classrooms apart from professional content knowledge.
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Anuik, Jonathan David, and Carmen Gillies. "Indigenous Knowledge in Post-secondary Educators' Practices: Nourishing the Learning Spirit." Canadian Journal of Higher Education 42, no. 1 (April 4, 2012): 63–79. http://dx.doi.org/10.47678/cjhe.v42i1.1902.
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From 2006 to 2009, Indigenous Elders and scholars shared their insights in the Comprehending and Nourishing the Learning Spirit Animation Theme Bundle of the Aboriginal Learning Knowledge Centre (ABLKC). The ABLKC was an applied research, knowledge exchange, and monitoring program with a mandate to advance Aboriginal education in Canada. One of the six bundles, Nourishing the Learning Spirit, was led by Mi’kmaw education scholar and Academic Director of the Aboriginal Education Research Centre at the University of Saskatchewan, Dr. Marie Battiste. In this paper, the authors discuss how they applied knowledge gained in the Nourishing the Learning Spirit Animation Theme Bundle to their post-secondary classroom practice. The authors argue that teachers are better able to nourish the learning spirit of students when they understand themselves as lifelong learners, validate and learn from their students, and use holistic teaching pedagogies.
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Meyerhöffer, Nina, and Daniel C. Dreesmann. "Using English as the Language of Science." American Biology Teacher 83, no. 3 (March 1, 2021): 154–60. http://dx.doi.org/10.1525/abt.2021.83.3.154.
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This article presents the development and testing of a content-based video exchange model as a motivating means to introduce lower secondary English learners to English as the language of science. The central goal was that students reach the required curricular content knowledge despite learning some of the content in a foreign language. The model was tested in German seventh-grade classes (n = 133), in which the students communicated with U.S. eighth-graders on the topic of ecology. Following field trips to a forest and a desert ecosystem, students presented and compared biotic and abiotic data in videos. The German students’ content knowledge and their motivation were assessed in a pretest/posttest design. They met the curricular outcome requirements, and their motivation was remarkably high at both test times. We discuss implications for further application of the exchange model.
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Jansson, Fredrik. "Using register data to deduce patterns of social exchange." Scandinavian Journal of Public Health 45, no. 17_suppl (July 2017): 56–61. http://dx.doi.org/10.1177/1403494817702562.
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This paper presents a novel method for deducting propensities for social exchange between individuals based on the choices they make, and based on factors such as country of origin, sex, school grades and socioeconomic background. The objective here is to disentangle the effect of social ties from the other factors, in order to find patterns of social exchange. This is done through a control–treatment design on analysing available data, where the ‘treatment’ is similarity of choices between socially connected individuals, and the control is similarity of choices between non-connected individuals. Structural dependencies are controlled for and effects from different classes are pooled through a mix of methods from network and meta-analysis. The method is demonstrated and tested on Swedish register data on students at upper secondary school. The results show that having similar grades is a predictor of social exchange. Also, previous results from Norwegian data are replicated, showing that students cluster based on country of origin.
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Karnjuš, Igor, Mirko Prosen, Boško Krivičić, and Sabina Ličen. "The influence of international mobility programmes on nursing students' personal and professional development." Obzornik zdravstvene nege 54, no. 4 (December 14, 2020): 279–88. http://dx.doi.org/10.14528/snr.2020.54.4.3020.
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Introduction: Student mobility programmes have become a valuable instrument in student education as they enable the acquisition of essential knowledge, skills and attitudes, and equip the individual more effectively to work in the globalised world. The aim of the study was to examine the impact of international exchange programmes on the personal and professional development of undergraduate nursing students.Methods: A quantitative secondary analysis was conducted. The primary data were collected in 2016 as part of the study entitled International Nursing Student Exchange – Comparison Between Slovene and Foreign Students. The sample in the secondary analysis consisted of 73 nursing students from Slovenia and other European countries. The questionnaire included 20 statements which were rated on a 5-point Likert scale (1-strongly disagree to 5-strongly agree). The data were described on the basis of calculated mean values and the Mann-Whitney U test.Results: On the personal level, students stressed that mobility can improve their self-confidence (Z = –2.088, p = 0.037) and acceptance of other cultures (Z = –3.116, p = 0.002). On the professional level, they highlighted the need to upgrade students' professional competencies (Z = –3.116, p = 0.002), particularly in the field of culturally competent nursing care (Z = –2.391, p = 0.017).Discussion and conclusion: The benefits reported by nursing students seem to show that it is sensible to continue to support and promote international student mobility programmes.
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Driessen, Carla. "Woordleerstrategieen Van Leerlingen In De Onderbouw Van Het Voortgezet Onderwijs." Toegepaste Taalwetenschap in Artikelen 77 (January 1, 2007): 21–31. http://dx.doi.org/10.1075/ttwia.77.03dri.
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To gain more insight into intentional vocabulary learning by students at secondary education three research questions wTere addressed: 1) According to students in the lower grades of secondary education, w7hat are good strategies for intentional vocabulary learning? 2) What vocabulary learning strategies do these students actually use? 3) How effective are the vocabulary learning strategies used? The research sfunved that the students value and demonstrate a variety of cognitive and meta-cognitive vocabulary learning strategies pertaining to 'non-elaboration of words', 'elaboration of words', 'planning', 'evaluation and self-regulation', and 'help seeking'. Differences were found between the students, but on the whole the quality of word knowledge is not optimal. Based on the research findings, several recommendations were formulated such as the exchange of learning strategies between students, the use of an on-line vocabulary learning programme with special attention to word forms, and the organisation of learning experiences in which students draw pictures of new words and invent ludicrous, bizarre or emotionally significant sentences for the words in order to promote vocabulary acquisition.
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Huang, Wei-Ting. "Principals’ Attitudes towards International Exchange Activities in the Context of Taiwan." International Journal of Business and Management 13, no. 6 (May 16, 2018): 97. http://dx.doi.org/10.5539/ijbm.v13n6p97.
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Globalization has rendered frequent and convenient cross-country interaction and thus led to the emergence of international education. Drawing on an international education white paper specifically designed for students at primary and secondary schools in Taiwan, this study explores attitudes of principals towards the advantages, disadvantages and implementation challenges of the white paper. A self-developed questionnaire was utilized and distributed to 120 principals in Taiwan with a return rate of approximately 74%. The results indicate that while many benefits brought by international exchange activities have been recognized, some unexpected outcomes have also been identified as possible hindrances for students’ learning and development. Extra exchange activities may increase students’ pressure for learning; instructors’ subjective international outlook may cause misleading international cognition, and focusing on powerful countries may lead to a narrowed international outlook. In addition, some implementation challenges explored in this research also manifest the existing administrative problems embedded in school systems such as lack of qualified teaching staff and administrators and lack of mutual cooperation among faculty. These findings can be referenced by Taiwanese policy makers to improve or revamp the white paper in the future.
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Brown, Kristin M., Susan J. Elliott, Jennifer Robertson-Wilson, Michelle M. Vine, and Scott T. Leatherdale. "“Now What?” Perceived Factors Influencing Knowledge Exchange in School Health Research." Health Promotion Practice 19, no. 4 (September 19, 2017): 590–600. http://dx.doi.org/10.1177/1524839917732037.
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Increasing the uptake of school health research into practice is pivotal for improving adolescent health. COMPASS, a longitudinal study of Ontario and Alberta secondary students and schools (2012-2021), used a knowledge exchange process to enhance schools’ use of research findings. Schools received annual summaries of their students’ health behaviors and suggestions for action and were linked with a knowledge broker to support them in making changes to improve student health. The current research explored factors that influenced COMPASS knowledge exchange activities. Semistructured interviews were conducted with researchers (n = 13), school staff (n = 13), and public health stakeholders (n = 4). Interestingly, knowledge users focused more on factors that influenced their use of COMPASS findings than factors that influenced knowledge brokering. The factors identified by participants are similar to those that influence implementation of school health interventions (e.g., importance of school champions, competing priorities, inadequate resources). While knowledge exchange offers a way to reduce the gap between research and practice, schools that need the most support may not engage in knowledge exchange; hence, we must consider how to increase engagement of these schools to ultimately improve student health.
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Okam, Chinyere Lilian. "A pedagogic complexus on the knowledge and impact of economic recession on secondary school students." International Journal of Pedagogy, Innovation and New Technologies 6, no. 1 (June 24, 2019): 37–44. http://dx.doi.org/10.5604/01.3001.0013.2873.
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Economic recession in its simplest explication is the decline in the Gross Domestic Product (GDP) of any country. For over 25 years, recession set in Nigeria in 2015 with the oil price adjustment that affected global economy. Its effect on the country’s export has been punishing, seeing export and government revenues decline rapidly. This is due to some factors that include the fact that oil is Nigeria’s main source of foreign exchange earnings and government and financial revenue; insurgency in the North East of Nigeria and the agitating activities of the Niger/Delta region which has seen Chevron and some oil prospecting companies, the straightening of dollar which has made the Naira of less value. The study determine the extent to which the recession has affected students of school age. It describes the process of Theatre for Development (TFD) in the University of Calabar International Demonstration Secondary School (UCIDSS) as a means of evaluating the students’ knowledge of economic recession and how the recession has affected their studies and career choice. The issues discussed here came from the students, enabling them develop critical reasoning that will help them rekindle their ambitions as well as eliciting their knowledge of changes around their environment. Methodologically, Semi-Structured Interview, TFD and other participatory methodologies like FGD and playmaking were used and for those students who may have issues discussing their views in problem, Key informant Interview was applied.
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Dovemark, Marianne, and Inger Erixon Arreman. "The implications of school marketisation for students enrolled on introductory programmes in Swedish upper secondary education." Education, Citizenship and Social Justice 12, no. 1 (January 9, 2017): 49–62. http://dx.doi.org/10.1177/1746197916683466.
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Sweden has, like most countries, transformed its educational system with the aim of increasing the economic productivity of its citizens. Nowadays, it has one of the world’s most market-oriented school systems, including few hindrances for new free-school actors. Swedish students have thus become commodities in a competitive school market. The aim of the article is to study students’ exchange value in relation to choice of different schools and study paths with a special focus on the introductory programmes within the Swedish upper secondary school. Traditionally, Swedish upper secondary schools offered vocational and academic programmes, channelling young people into skilled jobs or higher education. Introductory programmes are recent innovations, aimed at the 13% of young people who do not qualify for vocational or academic programmes. This group includes those who have failed to complete compulsory school for a variety of reasons, including those who are recent arrivals in the country. Through observations, formal and informal interviews as well as reading of national and local documents and marketing material, we conclude that introductory programme students do not seem to be sufficiently ‘profitable’ to warrant investment by free schools. Public schools are obliged to help this group of students attain additional qualifications, investing heavily in their education so that they may become part of the mainstream school market.
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Hashim, Abdul Talib, Noor Insyiraah Abu Bakar, Nordin Mamat, and Abdul Rahim Razali. "Social Interactions among Multi-Ethnic Students." Asian Social Science 12, no. 7 (June 21, 2016): 47. http://dx.doi.org/10.5539/ass.v12n7p47.
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<p>Positive social interaction is a vital aspect of maintaining a harmonious condition, especially in Malaysia, a country which has a multiracial society. Therefore, this study was carried out to identify the patterns of social interactions among multiethnic students in national secondary schools in Malaysia. The respondents for this study comprise two school administrators, seven teachers and 20 students of various ethnicities. They were selected through purposive sampling. Data were collected through interview sessions either individually or in focus groups, observation and document analysis. The study’s findings showed that, there are five patterns of social interaction such as cooperation, exchange, competition, conflict and non-verbal communication among multiethnic students. Although there was conflict, the underlying causes of the conflict were not due to racial issues. As well as the five patterns of social interactions stated above, stereotypes were also reported among students. Despite conflicts and stereotypes, the students actively attempted to learn about other cultures and demonstrated attitudes of acceptance towards friends from other ethnic backgrounds. This indicates that the social interaction among students is still favorable and can be further improved through appropriate response. Additionally, based on these findings, a few recommendations were made regarding this issue.</p>
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Crawford, Renée. "Socially inclusive practices in the music classroom: The impact of music education used as a vehicle to engage refugee background students." Research Studies in Music Education 42, no. 2 (June 28, 2019): 248–69. http://dx.doi.org/10.1177/1321103x19843001.
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As schools become increasingly culturally diverse, globalisation and cross-cultural exchange challenge teachers in complex but exciting ways. This article reports on the impact of music education for students in a secondary school in Victoria, Australia. Socially inclusive practices were a focus of the study as the school has a high percentage of young people with a refugee background. A number of school-based musical experiences provided opportunities for cross-cultural exchange and negotiation, and diverse communications are described. Music education was used as a vehicle to engage young refugee background students, which was indicative of three primary themes: personal wellbeing, social inclusion (a sense of belonging), and an enhanced engagement with learning. Key findings from this case study research indicated that a music classroom which fostered socially inclusive practices resulted in a positive transcultural learning space. This research raises important questions about the critical role of music education and the arts in contemporary and culturally diverse school contexts.
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Akinwamide, Timothy Kolade. "Enhanced Collaborative Teaching Method on the Performance of Students in Essay Writing Task." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 1, no. 3 (October 19, 2018): 84–90. http://dx.doi.org/10.33258/birci.v1i3.32.
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The art of Writing as a basic language skill in Language Education, is a generative skill that requires a lot of brainstorming in order for Second Language students to meet up with the acceptable communicative competence expected. Where and when individuals collaborate on a given work, the resultant effect is normally encouraging hence this research work examined the effects of collaborative teaching method on the writing task of students. The paperemployed the collaborative pedagogy on enhancing students’ academic performance in essay writing at the Senior Secondary School level. The study adopted a quasi-experimental design approach. The sample consisted of 50 Senior Secondary School final year students. The data generated were subjected to statistical analysis and the results of the analysis showed that there was no significant difference between the pre-test scores of both the control and experimental group which established the homogenuityof both control and experimental groups before the application of treatment on the experimental group . There was no significant difference in the pre-test and post test scores of the students in control group. However the collaborative method which was the treatment had significant effect on students overall performance in essay writing. Therefore,it is recommended that English language teachers could employ this method for improved performance among students. Also, teachers should encourage teamwork among students for the exchange of novel ideas. To this effect, educational institutions could organise and train teachers on how to secure better performance through collaborative pedagogical inputs.
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Jukic Matic, Ljerka. "Pedagogical design capacity of lower-secondary mathematics teacher and her interaction with curriculum resources." Journal of Research in Mathematics Education 8, no. 1 (February 24, 2019): 53. http://dx.doi.org/10.17583/redimat.2019.2396.
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Various curriculum resources emerged in the last decades, but the textbook still remains the most used teaching and learning resource in mathematics classrooms. In this paper, we use a case study to analyze teaching practice of one math teacher. The aim of the study is to examine how math teacher interacts with the textbook and teacher guide, especially when teacher offloads on those resources, adapts them or improvises in the classroom. The study was conducted using lessons observations and semi-structured interviews. The results showed that teacher does not favour particular type of resource mobilization. Her interaction with resources can be characterized as a dynamic interplay, where type of resource mobilization exchange between the lessons and within a lesson as well. Moreover, teacher’s mobilization of textbook and teacher guide depends on teacher’s goals and assessment of the most pedagogically beneficial instruction for students.
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Lanford, Michael, and Tattiya Maruco. "When Job Training Is Not Enough: The Cultivation of Social Capital in Career Academies." American Educational Research Journal 55, no. 3 (December 10, 2017): 617–48. http://dx.doi.org/10.3102/0002831217746107.
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Career academies are increasingly prominent in American secondary education. However, our understanding of these academies is limited by a paucity of research about the factors that make them viable and effective. This case study highlights, from the perspective of 52 academy coordinators and teachers and 41 students, distinctive features that enable career academies to provide valuable job-related experiences and improve student engagement. Employing the theoretical framework of social capital, the findings emphasize the importance of boundary spanners who have the ability to maintain relationships between industry and educational institutions, bounded solidarity that facilitates an exchange of resources within an academy, and the information potential of the academy in terms of academic and personal support for students outside of the classroom.
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Samuelson, Beth Lewis, and James Chamwada Kigamwa. "Students Writing across Cultures: Teaching Awareness of Audience in a Co-curricular Service Learning Project." International Journal of Literacy, Culture, and Language Education 1 (February 15, 2019): 69–87. http://dx.doi.org/10.14434/ijlcle.v1i0.26827.
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We examine a model for outofschool literacy instruction using language and cultural available designs for teaching awareness of audience across cultures. The literacy model described here engages undergraduate and secondary students in a cross-cultural storytelling exchange and calls for anticipating the needs of young readers who do not share linguistic or cultural backgrounds. We describe the process of helping the writers to understand their Rwandan audience and highlight some of the linguistic and cultural issues that arose in the early drafts and persisted throughout the editing process despite direct feedback. We describe the workshops in which we discussed available linguistic and cultural designs and track some of the responses of the writers. And finally, we examine a story from the third volume for evidence that the writers had addressed the needs of the Rwandan readers in their stories.
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TAKIMOTO, Ieyasu. "The Changes in Students’ Consciousness Regarding “Earthquake Disasters and Reconstruction” through Secondary School Exchange Activities between Earthquake Affected Areas, Kobe and Sendai." Kikan Chirigaku 68, no. 2 (2016): 148–54. http://dx.doi.org/10.5190/tga.68.2_148.
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Demie, Seleshi, Yilfashewa Seyoum, and Weldekiros Tsehayu. "Cooperative Learning as a Window of Opportunity to Transact Mathematics Instruction in Alamata and Korem Secondary Schools of Tigray, Ethiopia." International Journal of Education and Literacy Studies 7, no. 4 (October 31, 2019): 136. http://dx.doi.org/10.7575/aiac.ijels.v.7n.4p.136.
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Mathematics instruction would be more effective if students were able to help each other and exchange information actively. This can effectively be done when students are engaged in cooperative learning. The study was intended to analyse the extent to which mathematics education is supplemented with cooperative learning in Grade 9 of Secondary Schools in Alamata and Korem, Tigray. In order to address the research objectives, mixed methods design was employed. Questionnaires, interview and classroom observation were used to collect quantitative and qualitative data from a sample of 15 teachers and 322 students. The data was analysed using descriptive statistics. The results of the study revealed that the extent of practicing cooperative learning methods was not up to the expected level. The attitude of teachers toward using cooperative learning methods was favourable and yet, teachers’ action in dealing with the basic components of cooperative learning was not promising. The findings showed that the major factors that inhibit the implementation of cooperative learning were lack of adequate training, lack of classroom facilities, lack of administrative support, lack of time, dependency of slow learners on more able learners, and traditional teaching methods. It is suggested that teachers should take basic training about the use and deliberation of cooperative learning as one of innovative teaching methods of mathematics education and as a means to realize their commitment.
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Xia, Nan, and Yanan Yang. "Role of Malaysian Non-Governmental Organizations in Malaysia-China Educational Exchange under Malaysian Ethnic Politics." Asian Journal of Social Science Studies 3, no. 3 (July 23, 2018): 64. http://dx.doi.org/10.20849/ajsss.v3i3.477.
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Educational exchange between Malaysia and China has an important interaction with the Chinese education in Malaysia and the political relations between Malaysia and China. Chinese education in Malaysia is twisted with Malaysian ethnic politics. Malaysian Chinese students were lack of opportunities at the public institutions of higher learning due to the preferential and affirmative action policies implemented by Malaysian government under the egis of New Economic Policy (NEP).Thus, Malaysia NGOs (Non-Governmental Organizations) carried out educational exchange with China to open up a more spacious study channels for students. The objective of this article is to investigate the role of Malaysian NGOs towards educational exchange between Malaysia and China under Malaysian ethnic politics. Primary data were collected through interviews and the informants were selected based on purposive sampling and snowball sampling. Totally, fourteen informants were selected and interviewed based on evidence of data saturation. Secondary data were collected from journal articles, newspapers, website pages and online resources. Meanwhile, structuration theory was used to guide the researcher to get the suitable answer. Findings of this study indicate that, there are three main important NGOs that play a significant role in promoting educational exchange between Malaysia and China, which are Dong Jiao Zong (the collective name of Dong Zong and Jiao Zong), the Association of Graduates from Universities and Colleges in China, Malaysia (AGUCCM) and Malaysia-China Friendship Association (MCFA). As the purposive actors, they conduct their actions based on different levels, which are to develop Chinese education in Malaysia, to continue and inherit Chinese culture. Their unconsciousness reason is based on Malaysian Chinese’s deep feeling to China. Moreover, the educational exchange in the aspect of Chinese education is conducted under the structure of Malaysian ethnic politics, which led to a dichotomy. Nowadays, with the rise of China and the promotion of “the Belt and Road”, educational exchange between Malaysia and China will become better and better.
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Melles, Gavin. "Sustainable Community Development or Voluntourism: Sustainable Housing in Rural Maharashtra." Social Sciences 7, no. 12 (November 26, 2018): 247. http://dx.doi.org/10.3390/socsci7120247.
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Volunteer tourism (‘voluntourism’) packages development and poverty as culturally exotic and ethical experiences for tourists from industrialized countries. Among the various sectors promoting voluntourism, university sector short term study abroad tours network voluntourism agencies, local actors (e.g., NGOs), universities, and government funding to offer students ‘life changing’ community sustainable development experiences. Alongside the purported benefits for all stakeholders, recent criticism points to the commodification of development and poverty through such tours and multiple pernicious effects of such travel, especially the failure to deliver community impact. Given the significant financial, political, and other interests involved, monitoring and evaluating such initiatives against transparent independent sustainability principles has proved complicated. Case studies employing ethical covert research, fieldwork, and secondary data analysis offer one approach. This case study of a purported sustainable housing project in rural Maharashtra, involving a bilateral university-government-local NGO voluntourism ecosystem lead by an Australian Green NGO (AGC) analyses the multiple gaps between participatory community sustainable development and voluntourism. This case study employs content analysis of project reports, visual data from a field visit, recent village documentary analysis, anonymized email communication, and secondary analysis of contextual data to evaluate the claims of participatory sustainable development and project outcomes of a bilateral NGO voluntourism housing project. The study findings signal lack of financial transparency, incompetent assessment of material needs, limited local participation and control, and failure to deliver on objectives. The conclusion recommends that socially responsible short-term international exchanges should be carefully monitored and exchanges should prefer knowledge exchange.
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Dorn, Sherman. "High-Stakes Testing and the History of Graduation." education policy analysis archives 11 (January 3, 2003): 1. http://dx.doi.org/10.14507/epaa.v11n1.2003.
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An historical perspective on high-stakes testing suggests that tests required for high school graduation will have mixed results for the putative value of high school diplomas: (1) graduation requirements are likely to have indirect as well as direct effects on the likelihood of graduating; (2) the proliferation of different exit documents may dilute efforts to improve the education of all students; and (3) graduation requirements remain unlikely to disentangle the general cultural confusion in the U.S. about the purpose of secondary education and a high school diploma, especially confusion about whether the educational, exchange, or other value of a diploma is most important.
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Sanchez Diaz, Ignacio, Martin Pergola, Lydia Galagovsky, David-Samuel Di Fuccia, and Beatriz Valente. "Chemie im Kontext: The Students´ View on its Adaption in Spain and Argentina – Two Case Studies." Scientia in educatione 9, no. 2 (December 31, 2018): 131–45. http://dx.doi.org/10.14712/18047106.1028.
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One of the main problems in science education nowadays, and especially in chemical education, is that the students usually cannot perceive the relevance of what they learn in their classes. There have been some efforts to improve the student interest and motivation without diminishing the understanding of the chemistry concepts. The context-based methodologies allow the students to see the relevance and applicability of what they learn in the chemistry classes, connecting the canonical science with their lives, interests and previous knowledge. One of these methodologies, Chemie im Kontext (Chemistry in Context in German), was developed in Germany to improve chemistry teaching in secondary education. Its main features include the use of contexts throughout the whole teaching unit and the effort to foster student self-learning. At present, there is an ongoing project, supported by the German Academic Exchange Service (DAAD), to assess the use of a German context-based methodology, Chemie im Kontext (ChiK in the following) in four secondary schools in the Madrid region (Spain). Based on a collaboration with the University of Buenos Aires (Argentina) this case study has been accompanied by a secondone carried out in Buenos Aires during 2015 and 2016. The main goal of this project is to identify which changes students and teachers perceive when comparing a ChiK teaching unit to the traditional teaching approach. This article focuses on the students’ opinions concerning the use of a ChiK methodology in chemistry classes in Spain and Argentina and therefore allows a first insight into possible effects of this teaching approach.
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Ekpe, Isidore, and Norsiah Mat. "Can Academic Performance Enhance Group Membership and Leadership among Student Entrepreneurs in Malaysia?" Asian Social Science 12, no. 4 (March 19, 2016): 87. http://dx.doi.org/10.5539/ass.v12n4p87.
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<p>This study examined the effect of academic performance on social group membership and future leadership among student entrepreneurs in Malaysia so as to enhance good quality leaders in the future. Underpinned to Blau’s social exchange theory, the study adopted survey method and proportionate stratified random sampling to collect data from 319 semester-5 university students from three public universities in Malaysia. Data analysis was done through descriptive statistics and regression methods. We found that high academic performance significantly and positively influenced future leadership among Malaysian student entrepreneurs. Therefore, the government and the universities management should initiate more advocacy programs to counsel students on the need to focus on their studies so as to earn better grades which would enhance their active participation in leadership activities after school. However, there was no evidence to prove that academic performance had any influence on group membership among the student entrepreneurs. The study was limited to university business students. Similar studies could be conducted on youths in other academic institutions such as secondary schools.</p>
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Somsook, Ekasith. "Bonding the World with Chemistry." Chemistry International 40, no. 1 (January 1, 2018): 4–9. http://dx.doi.org/10.1515/ci-2018-0102.
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Abstract The International Chemistry Olympiad (IChO) is an annual competition for the world’s most talented chemistry students at the secondary school level. The goals for IChO are to promote international contacts in chemistry, friendships between young scientists of different nationalities, and the exchange of pedagogical and scientific experience in chemistry. The first Olympiad took place in Prague, Czechoslovakia, in 1968, with delegations from three countries. The number of participating countries has grown ever since. Thailand first participated in the 22nd International Chemistry Olympiad, held in Paris, France, in 1990. Then, in 1999, Thailand received the great honor to host the 31st International Chemistry Olympiad. Held in Bangkok, the 31st IChO welcomed 196 students from 51 countries. In 2017, as part of the celebrations for Professor Dr. Her Royal Highness Princess Chulabhorn Mahidol’s 60th birthday, Thailand hosted the 49th International Chemistry Olympiad welcoming this time nearly 300 students from from 76 countries. The auspicious event was held 6-15 July 2017 at Mahidol University’s Salaya Campus in Nakhon Pathom.
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Linden, Brooke. "Cross-Canada Release of the Post-Secondary Student Stressors Index (PSSI): Protocol for a Cross-sectional, Repeated Measures Study." JMIR Research Protocols 10, no. 8 (August 31, 2021): e27713. http://dx.doi.org/10.2196/27713.
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Background The prevalence of mental health–related problems, including stress, psychological distress, and symptoms of mental illnesses, continues to increase among Canadian postsecondary student populations. Excessive stress in this population has been linked to a number of negative academic and health outcomes. Despite attempts to improve mental health at postsecondary institutions, a persistent gap exists in the evaluation of the specific sources of stress for students within the postsecondary setting. Objective The purpose of this paper is to report the study protocol for a cross-Canada, multisite launch of the Post-Secondary Student Stressors Index (PSSI), which will engage postsecondary institutions across the country as partners and facilitate improved measurement of the sources of student stress, in addition to contributing toward improved tailoring of upstream mental health services and support. Methods Created in collaboration with students, the PSSI is a validated 46-item tool assessing stressors across five domains: academics, learning environment, campus culture, interpersonal, and personal stressors. The tool is designed to be applicable to students at all years, levels, and areas of study. Data will be collected longitudinally at multiple time points over the course of each academic year. Results We recruited 15 postsecondary institutions across Canada for the first year, inviting students to participate in an online survey including questions concerning sociodemographic characteristics, stress, mental health, and resiliency. Analyses, including appropriate data visualization, will be conducted to determine the impact of specific stressors on mental health, linking responses over time to allow for the observation of changes in trends. Conclusions The PSSI is an intuitive and evidence-informed tool that can aid postsecondary institutions in evaluating the sources of student stress on their campuses. This multisite project will make a substantial contribution to the current literature regarding postsecondary student stress and allow institutions across the country to improve the tailoring of upstream mental health services in order to directly support the unique needs of their student body. Opportunities for knowledge translation and exchange are discussed. International Registered Report Identifier (IRRID) DERR1-10.2196/27713
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Mahmud, Rafsan. "Mixed implications of private supplementary tutoring for students’ learning." International Journal of Comparative Education and Development 21, no. 1 (February 11, 2019): 61–75. http://dx.doi.org/10.1108/ijced-05-2018-0008.
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PurposePrivate supplementary tutoring, common in many countries, has mixed (both positive and negative) dimensions that impact student learning. Private supplementary tutoring runs parallel to mainstream schooling and provides lessons before or after school hours in exchange for additional fees. The purpose of this paper is to focus on how private supplementary tutoring benefits students’ learning in secondary education. It also identifies the drawbacks of tutoring, and shows variations in and between urban and rural locations.Design/methodology/approachThe paper employed a mixed methods approach using a survey and individual interview collected from two different research settings: urban and rural. Grades 8 and 10 were purposefully chosen for data collection. A sample of 802 participants, including 401 students and their 401 parents (either mothers or fathers), participated in the survey, in addition to 48 interviewees comprising students, parents and teachers.FindingsAt times, pupils’ educational perspectives are influenced by the conflicting (positive/negative) standpoints of tutoring issues. The paper finds mixed impacts of private tutoring with a focus on disparities of implications between urban and rural locations. It identifies positive aspects such as learning attainment, exam preparation, relationship growth and lesson practice, as well as negative perspectives, such as an examination-centered aim and hamper of mainstream school learning.Originality/valueThe study contributes to the awareness of private supplementary tutoring that benefits students’ learning while also bringing disadvantages. It shows implications of fee-charging tutoring which may relate to students’ family socio-economic situations. The paper addresses private tutoring in general (including English and all other subjects) in most cases, and, more specifically, private tutoring in English as a subject in some cases.
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Habte, Niguse Mengesha, Abulie Takele Melku, and Mulusew Teshome Alemayehu. "Parent-adolescent Communication on Sexual and Reproductive Health Matters and Associated Factors among Secondary and Preparatory School Students in Robe Town, Bale zone, Southeast Ethiopia, 2017." Journal of Public Health International 1, no. 4 (July 9, 2019): 1–15. http://dx.doi.org/10.14302/issn.2641-4538.jphi-19-2860.
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Background Adolescents is the transition from childhood to adulthood .Which is a time of opportunity, but also one of risk. In Ethiopia, sexual and reproductive health problems of adolescents are increasing from time to time related to many parents not feeling happy to discuss sexual matters in addition to early sexual commencement among adolescents. Objective This study was intended to assess parent-adolescent communication on sexual and reproductive health matters and associated factors among secondary and preparatory school students in Robe Town, Bale Zone, South East Ethiopia, 2017. Methods Institution based cross sectional study was conducted among 394 secondary and preparatory school students in Robe town from April 10-25, 2017. Simple random sampling technique was used. Data was obtained through the use of a self administered questionnaire and supplemented by focus group discussion with parents. Data was entered using Epi Data 3.1 and analyzed by SPSS 20. Descriptive statistics and logistic regression analyses were done. Data quality was assured through careful questionnaire design, pretest and training. Results One hundred eighty six (47%) of the study participants had discussed at least two SRH issues with their parents. Grade eleven students were about nearly five times more likely discussed on sexual and reproductive matters with their parent compared with grade nine students (AOR: 4.88, 95% CI: 1.76, 13.54). Those living with relatives were 3.13 times less likely discussed as compared to those students are living with both parents (AOR: 0.32, 95%CI: (0.12, 0.80) and the odds of discussion on SRH matters is 2 times higher among females compared with their counterpart (AOR=2.02, 95% CI: 1.25, 3.26). Conclusions Communication on sexual and reproductive health matters between adolescent and parent was low. Majority of student preferred to discuss with their peers than parent. Being ashamed, parents lack of communication skill and parent knowledge on SRH issues were the major reasons mentioned by the students for not discussing about SRH matters with their parents. Therefore; comprehensive family life education needs to be initiated for the students and parents. Sexual information exchange between peers needs to be strengthened.
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MOSKALENKO, MYKOLA MOSKALENKO. "DEVELOPMENT OF EXPECTED LEARNING OUTCOMES IN BIOLOGY MAJOR COURSE AT HIGH SCHOOL." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy, no. 2 (April 8, 2021): 11–18. http://dx.doi.org/10.25128/2415-3605.20.2.2.
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The modern educational process reform considers a competence approach as a way to achieve the expected learning outcomes. Following the approach in 2017 the Ministry of Education and Science of Ukraine updated the curricula for general secondary education institutions. The main change is as follows: the focus was shifted from content to learning outcomes. The point of expected learning outcomes as part of the competence approach is widely discussed in the educational environment. At the same time, the issue of achieving the expected learning outcomes while studying the specific chapters of the “Biology and Ecology” curriculum for secondary schools, in our opinion, has not been closely studied. The purpose of the article is to provide evidence that the development of expected learning outcomes by tenth-graders (with Biology as major) while studying the topic “Exchange of Matter and Energy” is quite achievable. The difference between the concepts of “competence” and “expected learning outcomes”, corresponding to secondary education Biology curriculum (standard and profound variants) is emphasized. The approach to teaching this issue is offered. It allows students to develop such expected learning outcomes defined by school curriculum as the ability to qualify, explain, and give examples of basic Biology and Ecology laws. It has been stressed that while learning and mentation the following knowledge component of expected learning outcomes is realized: students use the terms “metabolism”, “homeostasis”, “epigenesis”. The attitude component is realized by getting aware of the fact that body parts need to be constantly renewed. The offered logic of educational material communication makes students effective in getting knowledge about certain biological facts and phenomena. In certain case, it is the ability to explain wildlife phenomena with the help of the scientific method of inquiry elements. The task examples given are to develop students’ ability to predict changes in cell and body metabolism under the influence of external factors, and the ability to seek independently for new information about the bio- and ecosystems functioning features. The justified teaching educational material includes a general abstract thesis, which on being stated at the beginning of a chapter, gets new substantiations with students acquiring knowledge of biological phenomena. The author believes that for expected learning outcomes, it is meaningful to study everything related to enzyme catalysis, in conjunction with milieu interior and body balance control. The possible variant to explain and develop the concept of “metabolic pathway”, necessary for students to predict metabolism dynamics, is described.
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Makar, Yuriy. "The monument to Lesya Ukrayinka as a symbol of Chernivtsi-Saskatoon universities’ fruitful collaboration." Історико-політичні проблеми сучасного світу, no. 33-34 (August 25, 2017): 26–32. http://dx.doi.org/10.31861/mhpi2016.33-34.26-32.
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While writing his memoir, the author highlights the root causes of Collaboration University of Saskatchewan and State University of Chernivtsi Agreement. In June, 1977 on behalf of Professor Konstiantyn Chervinskyi – the-then Rector of State University of Chernivtsi, the author had the honour to meet in Kyiv Robert Begg – the President of University of Saskatchewan. What is more, during this crucial meeting the author initiated the talks concerning further fruitful collaboration between universities.
Interestingly, the actual inter-university collaboration has started taking its shape since 1976, when a bronze statue of Lesya Ukrayinka, made in Kyiv (Ukraine in former USSR) by sculptor Halyna Kalchenko and architect Anatoliy Ihnashchenko, was unveiled at the University of Saskatchewan (Sascatoon). The monument was presented to the University by the Association for Cultural Relations with Ukrainians Abroad. Significantly, it was the Association that invited the Rector of University of Saskatchewan and his wife to pay an official visit to Ukraine. The Rector himself suggested signing the agreement with one of the universities of West Ukraine. Symbolically, State University of Chernivtsi was targeted by the Ministry of Higher and Secondary Specialized Education of the Ukrainian Soviet Socialist Republic. Of particular value were the provisions of University of Saskatchewan agreement. They supported the study of the language, culture and history of Ukraine. Furthermore, the agreement aimed at academic and cultural exchanges of faculty, scholars and students at the post-secondary level. This was unprecedented formal agreement between a North American university and a university in Ukraine.
Noteworthy, Collaboration agreement was solemnly concluded by both Rectors on June 5, 1977 in compliance with the sticking points of the Canadian part. Regrettably, the former USSR’s (Mocsow) authorities amended the agreement, excluding the point of students’ exchange program. In terms of the Canadian students, they were able to come and study at State University of Chernivtsi; our students, however, were forbidden to cross the borders of the USSR. Instead, the faculty of our university enjoyed the right to go on their sabbatical to Saskatoon. Paying the tribute to University of Saskatchewan, the author extends his gratitude to its authorities. Nevertheless, after the USSR collapse, the students of State University of Chernivtsi got an excellent opportunity to study in Canada. To conclude, the Agreement prolongs its validity. To be more precise, the Chernivtsi-Saskatoon Universities’ Collaboration Agreement will celebrate its 40th anniversary in 2017. According to the author, the agreement has quite a reasonable right to be extended.
Keywords: Lesya Ukrayinka, University of Saskatchewan, State University of Chernivtsi, Collaboration Agreement
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Dragomir, Isabela Anda, and Brânduşa-Oana Niculescu. "Different Approaches to Developing Writing Skills." Land Forces Academy Review 25, no. 3 (September 1, 2020): 201–6. http://dx.doi.org/10.2478/raft-2020-0024.
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AbstractWriting has traditionally been a neglected area of foreign language teaching, and most probably the least popular skill to acquire among students. However, it has lately emerged as an important element of the communication dyad, which also involves speaking, i.e. the oral manifestation of social interaction and exchange of information. When explaining writing in practical terms, the focus falls on showing that there should be a link between real-life needs and instruction, both from the perspective of the language and from that of the task. Understanding writing systematically not only guarantees successful writing outcomes, but also leads to the acquisition of a secondary set of language-related abilities: an informed selection of grammar and lexical structures; a logical pattern of organization in the development of ideas; an appropriate choice of register and style; an overall better approach to writing tasks and contextualizations. This article aims to discuss writing as a productive skill while proposing six different approaches that successfully marry both the linguistic dimension and the task-related awareness students need to acquire in order to successfully express themselves in written forms.
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Gómez-Parra, M. Elena. "Measuring Intercultural Learning through CLIL." Journal of New Approaches in Educational Research 9, no. 1 (January 15, 2020): 43–56. http://dx.doi.org/10.7821/naer.2020.1.457.
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CLIL (Content and Language Integrated Learning) —endorsed by the European Commission since 1996— constitutes the official approach to bilingual education in Spain. Intercultural learning (IL) is one of the four defining Cs in CLIL, though the literature has consistently described it as the weakest implementation area. This paper analyses the opinions of 76 Spanish secondary education students about IL through their bilingual curriculum. Their viewpoints clearly suggest that IL comes from two main sources: native assistants; and exchange programmes. These data were contrasted with the views of school principals and bilingual coordinators, who declared that both of these valuable ‘resources’ for IL are scarce due to administrative difficulties and lack of budget. Our conclusions reveal how improving these areas can lead not only to improved scores but also to a better implementation of the intercultural axis in CLIL, if the goal consists in educating 21st century citizens.
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Heaven, Patrick C. L., Tatiana Da Silva, Christine Carey, and Janet Holen. "Loving styles: relationships with personality and attachment styles." European Journal of Personality 18, no. 2 (March 2004): 103–13. http://dx.doi.org/10.1002/per.498.
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We investigated the ability of the major personality dimensions, some of their underlying facet scales, and attachment styles to predict primary and secondary loving styles, as conceptualized by Lee. Personality was assessed using the International Personality Item Pool, and attachment styles through an inventory devised by Collins and Read. Respondents were 302 undergraduate students (212 females; 90 males) who participated in the study in exchange for course credit. Results of regression path analysis showed that N was the only personality dimension without direct predictive links to loving styles. Instead, the influence of N was through an anxious attachment style. There were no personality predictors of Agape, and similarities were also observed between these results and those obtained in Hong Kong. The results are discussed with reference to previous studies and some suggestions for further research are also noted. Copyright © 2003 John Wiley & Sons, Ltd.
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Lochner, Johanna, Marco Rieckmann, and Marcel Robischon. "(Un)expected Learning Outcomes of Virtual School Garden Exchanges in the Field of Education for Sustainable Development." Sustainability 13, no. 10 (May 20, 2021): 5758. http://dx.doi.org/10.3390/su13105758.
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Global solidarity is paramount in times of global crises and essential in Education for Sustainable Development (ESD). Virtual School Garden Exchanges (VSGEs) link local gardening with global thinking. In VSGEs, elementary and secondary school students in different parts of the world exchange information about their school gardens and related topics via digital media. Educators’ perspectives and the learning outcomes they observed in the participants of the VSGEs were the focus of this study, as there has been controversy about whether VSGEs are suitable for implementing ESD and whether VSGEs result in the learning outcomes that the educators expect them to. We conducted 20 semi-structured interviews with VSGE educators and analyzed them in an abductive and qualitative manner. The results showed substantial overlap with both the expected learning outcomes and the aims of ESD. Nevertheless, the data revealed different ways in which learners who engaged with their international peers were influenced by stereotypes and norms. On the one hand, VSGEs can lead to Othering, which is not congruent with either ESD or the expected learning outcomes. On the other hand, it can inspire Transformative Learning processes, which contribute to the aims of ESD. Therefore, depending on a complex interplay of various factors, there is potential for ESD in VSGEs, but VSGEs are not guaranteed to be a good ESD practice.
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Yan Yang, Chun, and Li Bai. "Psychological Adjustment of Chinese PhD Students: A Narrative Study." International Journal of Doctoral Studies 15 (2020): 595–614. http://dx.doi.org/10.28945/4649.
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Aim/Purpose: International PhD students suffer a lot of stress. However, many studies about international students focus on identifying the stressors these students experience rather than the stress-coping strategies, and those that explore international students’ coping behaviour often report maladjustments. Background: This study intended to fill the research gap by examining the strategies that Chinese students employed to psychologically adjust to their PhD study. Methodology: Narrative inquiry method was employed to give voice to the research participants. Six Chinese doctoral students in social sciences in Australian universities were purposefully sampled and interviewed three times during their candidature in order to gain an in-depth understanding of their lived experiences of stress-coping. Contribution: This paper provides positive stress-coping strategies used by six Chinese doctoral students, which can be used by international doctoral students or those who work with doctoral students from abroad to improve their psychological well-beings. Findings: These Chinese PhD students adopted positive stress-coping strategies of regulating their emotions and retaining their motivation. They adopted illusory and interpretive forms of secondary control by reframing realities to obtain psychological peace when faced with stress. The ways that Chinese PhD students handled stress suggest that the Chinese moral education and the characteristic motivation for learning attributed them with positive personal characteristics to battle the adverse conditions. Recommendations for Practitioners: Institutions/departments can initiate support groups for PhD students from the same disciplines where students can express their stress, seek assistance from senior doctoral students and exchange their strategies. Institutions/departments can also support international doctoral candidates by taking a more flexible approach to policies and procedures concerning doctoral students taking leave both in terms of when it is taken and the duration. Recommendation for Researchers: Researchers can focus on international doctoral students’ positive stress-coping experiences as well as negative experiences to present a balanced picture of the doctoral journey. Impact on Society: The findings from this research on doctoral students’ stress-coping can equip doctoral students with strategies to handle their psychological challenges, which in turn may enhance their overseas doctoral experiences, reduce the dropout rates, and raise awareness of supervisors and institutions about doctoral students’ psychological well-beings. Future Research: Future research can examine the stress-coping experiences of other international doctoral students, focusing not only from the individual psychological angle but from the academic and social perspectives.
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Rodríguez de la Cruz, Julio César. "Juegos del S. XVI en las clases de Educación Física de Secundaria (Sixteenth century games in Secondary Physical Education classes)." Retos, no. 13 (March 28, 2015): 50–55. http://dx.doi.org/10.47197/retos.v0i13.35028.
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A los docentes de la Educación Física nos suele caracterizar nuestro interés por la formación permanente, así como por la creación de nuestros propios recursos didácticos. En esta línea de actuación, nuestro departamento se constituyó en el curso 2003-2004 como Grupo de Trabajo para propiciar un lugar de intercambio y encuentro de ideas y experiencias. De este foro surgió una Unidad Didáctica para la Secundaria con los juegos y concursos de precisión practicados entre finales del siglo XV y mediados del XVI (coincidiendo con el reinado de Isabel I) como principales protagonistas. Además, en esta ocasión en particular, el trabajo específico del área se unió a otro multidisciplinar en aras de procurar un estimulante y enriquecedor vehículo de conocimiento sobre ese momento histórico. Por último, comentar que el producto final alcanzado dio unos frutos extraordinarios con grupos de alumnos con muy baja motivación hacia cualquier tipo de actividad físico y/o deportiva, por lo que su valor se incrementa aún más.Abstract: Physical Education teachers are characterized by our interest in both permanent training and elaborating our own didactic resources. Based on this performance, our department took form of a work group during 2003-2004 as a place to share and exchange ideas and experiences. Out of this forum, we created a didactic unit for Secondary Education with games and accuracy contests practised during the late fifteenth and mid sixteenth centuries (while the reign of Elizabeth I) as main topics. Besides, on this particular occasion, our specific subject work involved a multi-disciplinary approach in order to obtain some stimulant and enriching knowledge of that historical moment. Finally, the result that we achieved was successful with a group of students who don’t feel at all motivated by any kind of physical activity. Therefore, we value this work highly as an educational tool.
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Sumburova, Elena Ivanovna. "Samara merchants and commercial education in the early XX century." Samara Journal of Science 8, no. 3 (August 5, 2019): 195–200. http://dx.doi.org/10.17816/snv201983214.
Full textAbstract:
The paper examines a process of commercial education development in Samara on the basis of archival materials and published sources of educational institutions and public institutions. The study revealed the motives that determined the main directions and results of Samara commercial and industrial circles activities aimed at providing staff to urban enterprises at the beginning of XX century. The author highlights a special role of Samara entrepreneur organizations, and first of all, the society of clerks and the Exchange society in the creation of a commercial school and a trading school. The author emphasizes that the established lower and secondary commercial educational institutions met the needs of the local business community. It is noted that the commercial school was focused mainly on the training of students for admission to universities (mostly technical), while trade schools and commercial courses provided the city with the necessary specialists majoring in Economics. As a result, the author comes to the conclusion that the local institutional conditions for higher economic school establishment in Samara in the early XX century was not developed, the rate of commercial education development depended on the economic development of the region.