Готові списки джерел за темами / Asian students

Добірка наукової літератури з теми "Asian students"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 4 березня 2023

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Статті в журналах з теми "Asian students":

Selby, Cecily Cannan. "Asian-American Students." Science 246, no. 4928 (October 20, 1989): 313. http://dx.doi.org/10.1126/science.246.4928.313.b.

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SELBY, C. C. "Asian-American Students." Science 246, no. 4928 (October 20, 1989): 313. http://dx.doi.org/10.1126/science.246.4928.313-a.

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Moosavi, Leon. "“Can East Asian Students Think?”: Orientalism, Critical Thinking, and the Decolonial Project." Education Sciences 10, no. 10 (October 16, 2020): 286. http://dx.doi.org/10.3390/educsci10100286.

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

Chiang, Linda H. "Teaching Asian American students." Teacher Educator 36, no. 1 (June 2000): 58–69. http://dx.doi.org/10.1080/08878730009555251.

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Cheng, Xiaotang. "Asian students' reticence revisited." System 28, no. 3 (September 2000): 435–46. http://dx.doi.org/10.1016/s0346-251x(00)00015-4.

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Song, Suzan J., Robert Ziegler, Lisa Arsenault, Lise E. Fried, and Karen Hacker. "Asian Student Depression in American High Schools." Journal of School Nursing 27, no. 6 (August 15, 2011): 455–62. http://dx.doi.org/10.1177/1059840511418670.

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

Perry, Cody J., Jennifer Weatherford, and David Lausch. "Asian International Students’ Perceptions of their University Experience." Educational Process: International Journal 5, no. 4 (December 1, 2016): 270–78. http://dx.doi.org/10.22521/edupij.2016.54.1.

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Hsiao, Zoya. "Perceived Discrimination Against Asian Americans and Asian International Students." Journal of Purdue Undergraduate Research 8, no. 1 (August 2018): 74–75. http://dx.doi.org/10.5703/1288284316754.

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Nguyen, Diem N., and Mary Beth O’Connell. "Asian and Asian-American College Students’ Awareness of Osteoporosis." Pharmacotherapy 22, no. 8 (August 2002): 1047–54. http://dx.doi.org/10.1592/phco.22.12.1047.33608.

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Kim, Suk-hee, James Canfield, Patricia Desrosiers, Dana Harley, and Vanessa Hunn. "Embracing inclusive excellence: Asian and Asian American college students." Journal of Human Behavior in the Social Environment 29, no. 8 (August 20, 2019): 1015–25. http://dx.doi.org/10.1080/10911359.2019.1647907.

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Дисертації з теми "Asian students":

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Книги з теми "Asian students":

Neville, Bennett. Asian students in New Zealand. Wellington [N.Z.]: Institute of Policy Studies, 1998.

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

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

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

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

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

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

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

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Ghuman, Paul A. Singh. Coping with two cultures: British Asian and Indo-Canadian adolescents. Clevedon, Avon, England: Multilingual Matters, 1993.

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Schlachter, Gail A. Financial Aid for Asian Americans, 2012-2014. El Dorado, CA: Reference Service Press, 2012.

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Частини книг з теми "Asian students":

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

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

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

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

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

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

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

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

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Adler, Susan Matoba. "Problematizing Asian American Children as “Model” Students." In The Child in the World/The World in the Child, 63–78. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780230601666_4.

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Wang, Li-Chih, and Tingting Wang. "Supporting Chinese Students with Dyslexia." In Supporting Diverse Students in Asian Inclusive Classrooms, 161–75. London: Routledge, 2022. http://dx.doi.org/10.4324/9781032021775-13.

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Тези доповідей конференцій з теми "Asian students":

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

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

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

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

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

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

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

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Au, Mio Leng, and Wan Cheong. "Does the critical thinking ability of Asian nursing students equal to non-Asian? A Review of Literature." In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2315-4330_wnc15.53.

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Nightingale, Faith, and Andrew Spowage. "A Materials Library Created by Students, for Students: An Invaluable University Resource." In The Asian Conference on Education 2020. The International Academic Forum(IAFOR), 2021. http://dx.doi.org/10.22492/issn.2186-5892.2021.15.

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Tsin, Isabel Yee Pinn. "Students Perception of a Gamified Student Engagement Platform as Supportive Technology in Learning." In The Asian Conference on Education 2022. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2186-5892.2023.4.

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Kim, Sanga. "Reassessing of Asian American Students' Academic Outcomes in College: Mediating Effects of Students' College Experiences." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1579554.

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Звіти організацій з теми "Asian students":

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

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

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

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

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

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

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

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

Romli, Muhammad Hibatullah, Farahiyah Wan Yunus, Manraj Singh Cheema, Hafizah Abdul Hamid, Muhammad Zulfadli Mehat, Nur Fariesha Md Hashim, Mohamad Hasif Jaafar, Chan Choong Foong, and Wei-Han Hong. A protocol of meta-synthesis on the perceptions and experience of healthcare students in Southeast Asia regarding technology-based learning. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2021. http://dx.doi.org/10.37766/inplasy2021.2.0053.

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Бондаренко, Ольга Володимирівна, Світлана Вікторівна Мантуленко, and Андрій Валерійович Пікільняк. Google Classroom as a Tool of Support of Blended Learning for Geography Students. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/2655.

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Abstract. The article reveals the experience of organizing blended learning for geography students using Google Classroom, and discloses its potential uses in the study of geography. For the last three years, the authors have tested such in-class and distance courses as “Cartography and Basics of Topography”, “Population Geography”, “Information Systems and Technologies in Tourism Industry”, “Regional Economic and Social World Geography (Europe and the CIS)”, “Regional Economic and Social World Geography (Africa, Latin America, Asia, Anglo-America, Australia and Oceania)”, “Socio-Economic Cartography”. The advantages of using the specified interactive tool during the study of geographical disciplines are highlighted out in the article. As it has been established, the organization of the learning process using Google Classroom ensures the unity of in-class and out-of-class learning; it is designed to realize effective interaction of the subjects learning in real time; to monitor the quality of training and control the students’ learning achievements in class as well as out of it, etc. The article outlines the disadvantages that should be taken into account when organizing blended learning using Google Classroom, including the occasional predominance of students’ external motivation in education and their low level of readiness for work in the classroom; insufficient level of material and technical support in some classrooms; need for out-of-class pedagogical support; lack of guidance on the content aspect of Google Classroom pages, etc. Through the test series conducted during 2016-2017, an increase in the number of geography students with a sufficient level of academic achievements and a decrease of those with a low level of it was revealed.

Dabrowski, Anna, Maya Conway, Yung Nietschke, Amy Berry, and Chaula Pradhika. COVID-19 Education Response Mapping Study: Building resilience in the Philippines: Readiness, response, and recovery. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-704-5.

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The coronavirus disease 2019 (COVID-19) crisis has caused unprecedented levels of disruption to education systems worldwide. Across the Asia region, it is estimated that around 760 million children were impacted by school closures at the height of the pandemic. Government response strategies have varied across the region, with some countries imposing prolonged school lockdowns while others have had short, repeated closure periods. As countries begin to reopen schools and prepare for subsequent waves of COVID-19 infection, there is a need to develop a higher capability of education systems to safeguard learning and address persistent barriers to learning equality by harnessing the opportunities for systemic change. However, school-based practices and responses that have effectively supported learning continuity during the COVID-19 pandemic have yet to be well examined, particularly in Asia. This report presents the research findings undertaken in the Philippines and Southeast Asia. This report forms part of a broader study that explores the system and school-level practices that have supported learning continuity in Asia during the pandemic. The study will focus on the policymaker practices that supported teaching and learning and consider ways school leaders, teachers, and parents have worked to support children during periods of disruption. Rather than comparing the responses of Asia countries, this study will highlight innovations in the system and school policies and programs in the Philippines and make recommendations based on insights from the Philippines’ education system. The study will focus on the school system and participants that support students in the Philippines but will not include students themselves.

Gupta, Sweta, and Mohamed Abouaziza. Closing England's Maths Attainment Gap through One-to-One Tutoring – Global Solutions. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/ids.2021.050.

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In the aftermath of COVID-related school closures in the UK, students lost two months of learning, but the loss among the 1.7 million disadvantaged students has been much larger at seven months. This disadvantaged gap is almost entirely driven by maths attainment. One-to-one tutoring is proven to be effective at helping students catch up, but private tutoring is most likely to be taken up by children from affluent households, further widening the disadvantaged gap in learning. This report discusses the feasibility of an innovative tutoring delivery model that uses the global graduate market to deliver tutoring at a scale that can solve this problem and a price that schools can afford. While the report discusses the overall opportunity that the emerging market economies of South- and South-East Asia provide, it also presents the Third Space Learning model in Sri Lanka as a case study to investigate the practicalities of the global online tutoring model.

Nietschke, Yung, Anna Dabrowski, Maya Conway, and Chaula Pradhika. COVID-19 Education Response Mapping Study: Building Resilience in the Kyrgyz Republic: Readiness, Response, and Recovery. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-702-1.

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The coronavirus disease 2019 (COVID-19) crisis has caused unprecedented levels of disruption to education systems worldwide. Across the Asia region, it is estimated that around 760 million children were impacted by school closures at the height of the pandemic. Government response strategies have varied across the region, with some countries imposing prolonged school lockdowns while others have had short, repeated closure periods. As countries begin to reopen schools and continue to prepare for subsequent waves of COVID-19 infection, there is a need to develop the greater capability of education systems to safeguard learning and address persistent barriers to learning equality by harnessing the opportunities for systemic change. However, school-based practices and responses that have been effective in supporting the continuity of learning during the COVID-19 pandemic have yet to be well examined, particularly in Asia. While the system and school structures are a crucial component of educational quality, understanding what happens in a school setting can offer meaningful insights into overcoming barriers to educational quality as education systems recover and rebuild from the pandemic. This report presents the findings of research undertaken in the Kyrgyz Republic, Central Asia. It forms part of a broader study that aims to explore the system and school-level practices that have supported learning continuity in Asia during the pandemic. The study will focus on the practices of policymakers that have supported teaching and learning and consider ways in which school leaders, teachers, and parents have worked to support children during periods of disruption. Rather than comparing the responses of countries in Asia, this study will highlight innovations in the system and school policies and programs in the Kyrgyz Republic and make recommendations based on insights from the Kyrgyz Republic’s education system. The study will focus on the system and school participants that support students in the Kyrgyz Republic but will not include students themselves.