International education journal 

About: International education journal is an academic journal. The journal publishes majorly in the area(s): Curriculum & Higher education. It has an ISSN identifier of 1443-1475. Over the lifetime, 321 publications have been published receiving 9881 citations.

Vygotsky's philosophy: Constructivism and its criticisms examined

Abstract: Criticisms have recently been voiced of constructivism, the leading metaphor of human learning since the 1970s. Inspired by inconsistencies in interpretations of constructivism in current literature, we examine the underlying epistemological beliefs of popular constructivist theories and their criticisms. We find that popular constructivist claims and criticisms, instead of being based on contrasting philosophical ideas, are similarly grounded on the dualist separatism of the human mind and the external world. We then present our interpretation of Vygotsky’s historical-dialectical-monist philosophy, through discussions of Vygotskyan concepts including social environment of learning, the role of language, and individual consciousness. The paper concludes that confusions about Vygotsky’s theory often arise from concepts taken literally and from the lack of appreciation of the general philosophical orientation underpinning his works. Constructivism, criticisms, Vygotsky’s philosophy, historical-dialectical-monism, paradigmatic philosophy

Language Difficulties of International Students in Australia: The Effects of Prior Learning Experience.

Abstract: Globalisation has placed a growing importance on English language speaking and listening. Prior research indicates that many international students from Asia, studying in Australia, face serious learning difficulties and lack confidence in speaking and taking a proactive role in classrooms. The paper reports on data gathered in interviews with students from five Asian nations, which suggest that these learning difficulties are grounded in weaknesses in students’ prior learning experiences – focused on grammar and reading skills in teacher-centred classrooms, not conversational skills – and in beliefs about language learning instilled during schooling. The paper proposes strategies for overcoming these problems.

Women and Education in Saudi Arabia: Challenges and Achievements.

Abstract: The historical socio-economic and political conditions of Saudi Arabia are an essential aspect of understanding a woman’s position in Saudi society. The persistence of women’s exclusion from public life in contemporary Saudi Arabia is one of the most heated debates not only among Muslims but also worldwide, as Saudi society comes under more and more scrutiny internationally. In 1980, there were more female graduates in the humanities than male. University women could study most of the same subjects as their male counterparts except those, which might lead to their mixing with men. This paper explores some of the restraints and achievements of women in the field of education in Saudi Arabia today.

Are the Learning Styles of Asian International Students Culturally or Contextually Based

Abstract: One of the issues that relates to Asian international students’ perceptions about the quality of higher education is with regards to the difficulties and problems they face while studying in an Australian university. A survey was conducted with 78 First Year to Fourth Year Asian international undergraduate students undergoing a range of programs and courses at a South Australian University to determine their perspective of quality in higher education. Further interviews were carried out with nine Asian international students to gain insights into their difficulties and learning experiences. Based on these interviews, the three main difficulties highlighted by Asian international students are: different learning styles, cultural barriers and language problems. This paper seeks to highlight the initial problems faced by Asian international students in terms of learning styles and how they strive to overcome these difficulties through discussions and practice. These findings present implications for the use of appropriate teaching strategies with Asian international students. Learning styles, culture, Asian international undergraduates, learning difficulties, higher education

Differentiated Instruction: A Research Basis.

Abstract: With contemporary classrooms becoming increasingly diverse, educational authorities, teachers and school administrators are looking to teaching and learning strategies that cater for a variety of learning profiles. A paradigm that is gaining ground in many educational circles is differentiated instruction. This model proposes a rethinking of the structure, management and content of the classroom, inviting participants within the learning context to become engaged in the process, to the benefit of all. While the model has been accepted and set to work, there remains room for theoretical support to give it momentum. A recent, comprehensive analysis of the literature in this area examines this model, within the context of increasing academic diversity. This paper therefore seeks to synthesise the research supporting a shift to a new exemplar for modern education, and in so doing shed light on the rationale supporting differentiated instruction.