Showing papers in "Journal of Research in International Education in 2006"

International students in English-speaking universities Adjustment factors

Abstract: EnglishInternational students in institutions of higher education in English-speaking countries make valuable educational and economic contributions. For these benefits to continue, universities must become more knowledgeable about the adjustment issues these students face and implement appropriate support services. This review identifies factors that influence the adjustment and academic achievement of international students. Adjustment challenges are primarily attributable to English language proficiency and culture. Achievement is affected by English proficiency, academic skills and educational background. Understanding international student adjustment issues has global implications for intercultural education. Successful support interventions are reviewed and implications for practice discussed.FrenchLes eleves internationaux etudiant au sein d'institutions d'enseignement superieur dans des pays anglophones apportent une contribution precieuse tant sur le plan educationnel que sur le plan economique. ...

Student types, school types and their combined influence on the development of intercultural understanding:

Abstract: EnglishThe article focuses on students' exposure to intercultural understanding in a number of educational settings. The effect of that exposure depends very much on the nature of the schools, the programmes they offer, and their location. It also depends on the ‘nature’ of the students and how that affects their interaction with the school and its cultural context both within and without. The variables are many, the lines of influence are complex, and the whole process is full of nuances. Typologies of schools and students are used in an attempt to overcome these difficulties and arrive at some conclusions, including the need for an improved nomenclature of school types, which may form the basis for testing through future empirical research.FrenchCet article s'interesse a l'exposition des eleves a la comprehension interculturelle dans differents contextes educatifs. L'impact de cette exposition depend en grande partie de la nature des etablissements scolaires ainsi que des programmes qu'ils offrent et du...

International education: a tertiary level industry update

Abstract: EnglishRecent developments in the international education industry are notable in three respects. First, international student mobility has more than doubled in the last two decades or so. Second, programme mobility encompassing distance education has also led to new forms of cross-border education. Third, institution mobility through such commercial deals as franchises and twinning arrangements are becoming an increasingly important feature of cross-border education, although on a limited scale. Such developments are leading to the emergence of a new market place for the international education industry. This article documents and analyses trends in painting a picture of these contemporary developments in cross-border education.FrenchIl est possible de distinguer des evolutions recentes dans le domaine de l'education internationale et ce, a trois niveaux. Tout d'abord, la’mobilite des etudiants internationaux a plus que double au cours des vingt dernieres annees. Deuxiemement, la mobilite des programmes ...

The International School Industry: Examining International Schools through an Economic Lens.

Abstract: EnglishBased upon the results of a quantitative analysis of tuition revenues generated by international schools, it is argued that international schools can be examined in terms of a global multi-b...

The growing momentum and legitimacy behind an alliance for international education

Abstract: EnglishWithin the diverse universe of internationally minded schools there is currently much momentum behind the creation of some form of ‘alliance’. Although the movement behind this can be traced back to the early 1990s, this article proposes that the current momentum can be largely understood within a fundamental paradigm shift emerging within education generally, towards greater collaboration, networking and partnership. This arguably gives the ‘alliance’ project a much greater deal of legitimacy than has previously been implied. At the same time, a further set of complex factors can be identified within the universe of internationally minded schools.FrenchIl existe actuellement une grande aspiration en vue de creer une certaine forme 'd'alliance' au sein de la diversite d'etablissements scolaires sensibles a la realite internationale. Bien que ce mouvement remonte au debut des anes 90, cet article suggere que l'impulsion actuelle s'inscrit en grande partie dans le cadre d'une mutation profonde qui vo...

International education and cultural heritage Alliance or antagonism

Abstract: EnglishAlthough international education is difficult to define, its promotion of cultural diversity is widely accepted. Cultural heritage is the backbone and the product of cultural histories; it i...

Towards an understanding of holistic education in the middle years of education

Abstract: EnglishHolistic education lacks a single definition but may be described through a number of recurrent themes that appear in the literature. These themes have been used to develop underlying values...

Influence of international schools on the perception of local students’ individual and collective identities, career aspirations and choice of university

Abstract: EnglishThis article examines the influence international schools have on adolescent local students in terms of individual and collective identity, career aspiration, and type and location of the university they wish to attend. A random cluster sample of 270 students attending international, magnet and public schools in Qatar were administered a questionnaire designed to tap their perceived identities and professional and educational aspirations. The results of the study showed that students attending international schools differed from their counterparts who attend public or magnet schools in the way they perceived themselves and their career choices. The results are discussed in terms of their relevance to future research and the influence international education may have on local students.FrenchCette etude a ete menee pour examiner l'influence des etablissements internationaux sur les eleves adolescents d'une region en termes d'identite individuelle et collective, d'aspirations professionnelles, et de t...

Economic development and the market place for education: Dynamics of the international schools sector in Shanghai, China

Abstract: EnglishTo some extent, all schools operate in a market place; but the interaction with the market place may be particularly evident in the international schools sector, since many such schools are operated by foundations or private companies which charge fees. This article focuses on the distinctive market place of Shanghai, China, which has undergone dramatic economic development and has attracted an increasingly international population. The article focuses on both international schools and local schools that are open to the international community. It analyses when and how these schools emerged, and contrasts them with each other in terms of ownership, the types of students they target, and the curriculum offered.FrenchOn peut affirmer que, dans une certaine mesure, tous les etablissements scolaires evoluent sur des marches. Les rapports qu'ils entretiennent avec le marche peuvent etre particulierement visibles dans le cas des ecoles internationales, car bon nombre de ces ecoles sont dirigees par des f...

Super or superfluous in the South Pacific?: Unearthing the benefits of an overseas teaching practicum

Abstract: EnglishThis article discusses the findings of a project that sought to understand the professional, and perhaps the personal, benefits gained from participating in an overseas teaching practicum. Using in-situ classroom observations, semi-structured interviews and informal discussions, it became apparent that the participating students believed they had become empowered because they were forced to take up sets of nested ideals based around personal and professional responsibility. Students thus became much more empowered and confident in both their personal and professional lives.FrenchCet article analyse les conclusions d'un projet de recherche visant a comprendre les avantages professionnels, et peut-etre meme personnels, procures par la participation a un stage d'enseignement a l'etranger. D'apres les observations faites dans les salles de classe, differentes entrevues semi-structurees et discussions informelles, il apparait que les eleves participants ont le sentiment que le fait d'etre contraints d'a...

Bilingualism in International Baccalaureate programmes, with particular reference to international schools:

Abstract: EnglishStudents successfully completing an International Baccalaureate (IB) Diploma course of study may, under certain conditions, be awarded a Bilingual Diploma. Since many students in internation...

Interactive intergenerational learning in the context of CAS in the IB Diploma Programme: A UK case study

Abstract: EnglishCreativity, Action, Service (CAS) forms a core component of the International Baccalaureate Diploma Programme. CAS frequently includes intergenerational practice involving school students and older adults. This article reports the development of a typology to describe and analyse learning that arises from intergenerational practice in three dimensions comprising the type of intergenerational relationship forming the context for learning, what is learned as an outcome of the intergenerational interaction, and how learning is accomplished. It also reports the validation of the typology in a pilot study examining the extent of intergenerational practice in the context of CAS in UK schools offering the IB Diploma, with an aim to internationalize this research in the future.FrenchLes activites CAS (creativite, action, service) constituent une composante au cour du Programme du diplome du Baccalaureat International. Le programme CAS inclut frequemment un apprentissage intergenerationnel auquel participen...

The usefulness of an intensive preparatory course for EAL thesis writers

Abstract: EnglishOver the past decade, most Australasian universities have experienced significant increases in numbers of international and new immigrant students, including those enrolling at the graduate level. This article describes a non-credit, intensive course for English as an additional language (EAL) students preparing to undertake a thesis or dissertation in the upcoming year. The rationale for the course, its content, feedback from students who have attended, and completion rates of students - some of which are significantly better than faculty averages - are described and discussed.FrenchAu cours des dix dernieres annees, la plupart des universites australiennes ont enregistre une augmentation importante du nombre d'etudiants internationaux et immigrants, notamment de ceux qui s'inscrivent au deuxieme cycle universitaire. Cet article fait la description d'un cours supplementaire intensif d'anglais en tant que langue seconde destine aux etudiants qui se preparent a passer une these ou un memoire l'annee...

Teacher Expectations of Student Reading in Middle and High Schools

Abstract: English This article investigates China’s middle school and secondary school teacher expectations of student book use as an aspect of learning environments. A questionnaire was used to probe the following teacher expectations: physical accessibility of books, homework, mastery of texts and types of extra-curricular reading materials. Results showed China’s teachers believed in mastering exemplary texts and the moral value of reading materials. Homework was viewed as a means to enhance student learning. The findings of the article can help educators understand better the learning environments of Chinese students and can offer a critical comparison of learning environments across cultures. French Cette étude analyse ce que les enseignants des établissements d'enseignement secondaire (inférieur et supérieur) en Chine attendent des élèves en matière d'utilisation de livres comme aspect des environnements d'apprentissage. Un questionnaire a ainsi été utilisé pour mieux connaître les attentes des enseignants en termes d'accessibilité physique des ouvrages, de travail à la maison, de connaissance approfondie des textes et de types de documents lus en dehors du programme. Les résultats ont montré que les enseignants des établissements concernés par cette étude accordent de l'importance à la connaissance approfondie des textes de référence et à la valeur morale des documents de lecture. Le travail à la maison est quant à lui considéré comme un moyen permettant d'améliorer l'apprentissage des élèves. Les résultats de cette étude peuvent aider les professionnels de l'éducation à mieux comprendre les environnements d'apprentissage des élèves chinois et apporter un élément de comparaison pour étudier les environnements d'apprentissage de différentes cultures. Spanish En este estudio se investigan las expectativas de los profesores de colegios de secundaria en China con respecto al uso de los libros por parte de los alumnos como un aspecto del entorno de aprendizaje. Se utilizó un cuestionario para indagar sobre las siguientes expectativas de los docentes: accesibilidad física de los libros, tareas para la casa, conocimiento profundo de los textos y tipos de materiales de lectura extracurriculares. Los resultados mostraron que los profesores de los colegios estudiados valoran el conocimiento profundo de textos ejemplares y el contenido moral de los materiales de lectura. Las tareas para realizar en casa se ven como un medio de mejorar el aprendizaje de los alumnos. Las conclusiones de este estudio pueden ayudar a los educadores a comprender mejor los entornos de aprendizaje de los alumnos de China y ofrecer un punto de referencia crítico para comparar entornos similares en otras culturas.

Australian students' attitudes to learning about Asia

Abstract: EnglishThis study aimed to measure Australian students' attitudes to learning about Asia, and to identify contextual factors related to development of positive attitudes. Participants were 3359 Year 5 and 3773 Year 8 students, and 107 Year 5 and 114 Year 8 teachers. For most students, there was keen interest in learning about Asia, but there were clear relationships between attitudes and student year and gender. Information provided by this study could prove of value to educators wishing to improve students', and especially boys', interest in learning.FrenchCette etude avait pour but de mesurer l'attitude d'eleves australiens concernant l'apprentissage de notions relatives a l'Asie et d'identifier des facteurs contextuels lies au developpement d'attitudes positives. Un total de 3 359 eleves de 5e annee, 3 773 eleves de 8e annee, 107 enseignants de 5e annee et 114 enseignants de 8e annee ont participe a cette etude. La plupart des eleves ont montre un interet marque pour l'apprentissage de notions relative...

Teacher expectations of student reading in middle and high schools A Chinese perspective

Abstract: Cette etude analyse ce que les enseignants des etablissements d'enseignement secondaire (inferieur et superieur) en Chine attendent des eleves en matiere d'utilisation de livres comme aspect des environnements d'apprentissage. Un questionnaire a ainsi ete utilise pour mieux connaitre les attentes des enseignants en termes d'accessibilite physique des ouvrages, de travail a la maison, de connaissance approfondie des textes et de types de documents lus en dehors du programme. Les resultats ont montre que les enseignants des etablissements concernes par cette etude accordent de l'importance a la connaissance approfondie des textes de reference et a la valeur morale des documents de lecture. Le travail a la maison est quant a lui considere comme un moyen permettant d'ameliorer l'apprentissage des eleves. Les resultats de cette etude peuvent aider les professionnels de l'education d mieux comprendre les environnements d'apprentissage des eleves chinois et apporter un element de comparaison pour etudier les environnements d'apprentissage de differentes cultures.

Book Review: Education Management in Managerialist Times: Beyond the Textual Apologists

Abstract: national media to an extent never experienced by the IB. Education success is a key indicator for the government. The toughest question one can ask of the IB is how it would fare under such an inspection, where every perceived injustice triggers a media circus. How resilient is the IB? There is a true IB story that tells of a former IB Coordinator being appointed as IB Director of Examinations. On his first day in his new job, a single letter was placed conspicuously on his desk. It was the one he wrote a short time earlier in typically passionate style outlining his response to that year’s IB results and reflecting the feelings of many teachers at his school. The world has changed since then. Has the IB?

Book Review: Schooling as Violence: How Schools Harm Pupils and Societies:

Abstract: This book concerns itself with the relationship between society and schooling, focusing particularly on how violence is endemic in schools. The author argues that violence towards children is systemic to schools and that schools can thus be a forum to fight against it. Harber’s use of the term ‘violence’ is broad and inclusive, being physical or psychological, through authoritarianism or indoctrination. He sees it from a very wide international dimension, using a number of different countries to illustrate diverse views. In setting the scene for his argument that schools are violent in a number of ways, Harber discusses political violence throughout the world where schools, children and teachers are used as pawns. He suggests that formal education is a paradox: ‘Learning can either be very good or very bad depending on what is learnt, how it is learnt and what it is designed to do’ (pp. 7–8). His initial discussion suggests that formal schooling is economically, sociologically and ideologically a negative thing for many children and communities throughout the world. Is it basically a western construct of control? This is very much the theme of other Harber (1996, 2005) works, where he challenges politically the marketization of children in a ‘one size fits all’ system. Harber goes to some length to give examples and statistics about truancy, as well as critiquing some of the claims of the school effectiveness and school improvement movements. He argues passionately that we need to analyse who schooling is for, and suggests that within schools there is a strong element of ideological control. At times his arguments, legitimate as they are, border on the sensationalist with graphic accounts of incidents and events underlying how education leads to social violence. I felt this approach marginalized his argument, and would have welcomed a more critically engaging and balanced discussion. Harber could have brought in a more detailed analysis of formal education in western societies, rather than juxtaposing it so acutely with the debatable claim that education creates violent societies, as in the case of Rwanda and neo-fascist or religiously demarcated communities. In the second chapter Harber investigates how authoritarian schooling creates violent societies, focusing particularly on the issue of compulsory education as a form of abuse. Schooling can certainly be regarded as an act of control, of normalization and creating governable products (Hargreaves, 1997). ‘Most schools are essentially authoritarian institutions, however benevolent or benign that authoritarianism is and whatever beneficial aspects of learning are imparted’ (p. 24). Harber illustrates this point with examples of various international contexts where control in schooling is authoritarian and where