Your search found 316294 results.

Descriptors:
College Students; Student Attitudes; Mathematics Achievement; Statistics; Geographic Regions; Regional Characteristics; Differences; Effect Size; Meta Analysis; Foreign Countries

Abstract:
This study examined the relationships among statistics achievement and four components of attitudes toward statistics (Cognitive Competence, Affect, Value, and Difficulty) as assessed by the SATS. Meta-analysis results revealed that the size of relationships differed by the geographical region in which the studies were conducted as well as by the component of statistics attitudes being examined. Medium effect sizes were found between statistics achievement and scores on the Affect and Cognitive Competence components for studies conducted in the United States whereas those conducted in other countries yielded small effect sizes. The Value and Difficulty components exhibited small effect sizes for both regions. In every case, the U.S. effect sizes were about double in size in comparison to those from non-U.S. countries. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Adult Education; Foreign Countries; Lifelong Learning; Religion; Ceremonies; Confucianism; Scholarship; Graduate Students; Professional Identity; Professional Development; Performance Contracts; Universities; Masters Degrees; Courses; Measures (Individuals); Readiness; Undergraduate Students; College Faculty; Administrators; Test Validity; Test Reliability; Study Abroad; Foreign Workers; Andragogy; Educational History; Educational Philosophy; Cognitive Style; Cultural Differences; Cross Cultural Studies; Adult Students; Older Adults; Coping; Theories; Aging (Individuals); Adult Programs; Program Effectiveness; Job Skills; Personnel Selection; Surveys; Research; English Only Movement; Bilingual Education; Labor Force; Productivity; Academic Libraries; Special Libraries; Adult Educators; College Programs; Nonformal Education; Womens Education; Rural Education; Geographic Regions; Differences; Regional Characteristics; Attitudes; Competence; Comparative Analysis; Focus Groups; Interpersonal Competence; Cultural Pluralism; Armed Forces; Measurement

Abstract:
The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. The following purposes summarize the work of the Commission: (1) To develop linkages with adult education associations in other countries; (2) To encourage exchanges between AAACE and associations from other countries; (3) To invite conference participation and presentations by interested adult educators around the world; and (4) To discuss how adult educators from AAACE and other nations may cooperate on projects of mutual interest and benefit to those served. The Commission holds its annual meeting in conjunction with the AAACE conference. The following papers are presented at the 2012 CIAE Pre-Conference: (1) Religious Rites and Celebrations As Frameworks for Lifelong Learning in Traditional Africa (Mejai B.M. Avoseh); (2) A Confucian Model for Scholarly Development (Elizabeth Anne Erichsen and Qi Sun); (3) The Use of Learning the Contract Within a University Setting in an Italian University (Monica Fedeli, Ettore Felisatti, and Mario Giampaolo); (4) The Cross-Culture Readiness Exposure Scale (CRES) (Emmanuel Jean Francois); (5) International History and Philosophy of Andragogy: Abbreviated for 2012 with Newer Perspective and Insights (John A. Henschke); (6) Exploring Cross-Cultural Learning Styles Differences of African and American Adult Learners (Alex Kumi-Yeboah and Waynne James); (7) An Educational Preparatory Program for Active Aging: Preliminary Results Based on Proactive Coping Theory (Ya-Hui Lee, Hui-Chuan Wei, Yu Fen Hsiao, Liang-Yi Chang, and Chen-Yi Yu); (8) Global Work Competencies and the Identification and Selection of Candidates for Expatriate Assignments (Arthur Ray McCrory); (9) Adult Education/Learning in South Africa: Promises and Challenges (Matata Johannes Mokoele); (10) Cross-Cultural Use of Surveys and Instruments in International Research: Lessons Learned From A Study in Turkey and the United States (Claudette M. Peterson, Anita Welch, Mustafa Cakir, and Chris M. Ray); (11) English Only? English-Only Policies, Multilingual Education and its Ramifications on Global Workforce Productivity (Orlando A. Pizana and Alex Kumi-Yeboah); (12) Reflections On A Research Experience at an International Treasure: The Alexander N. Charters Library of Resources for Educators of Adults (Lori Risley); (13) Bridging Adult Education Between East and West: Critical Reflection and Examination of Western Perspectives on Eastern Reality (Qi Sun and Elizabeth Anne Erichsen); (14) The Challenges and Prospects of Adult Education Programmes in Nigerian Universities (Nneka A. Umezulike); (15) The Perceived Impact of Women for Women International (WFWI) Non-formal Learning Programmes for Rural Women in Nigeria (Loretta C. Ukwuaba and Nneka A. Umezulike); (16) Perceptions of Needed Attitudinal Competencies Compared by Geographical Region (Helena Wallenberg-Lerner and Waynne B. James); (17) Identifying Intercultural Sensitivity Competencies Through Focus Group Research (Melanie L. Wicinski and Arthur Ray McCrory); and (18) Measuring Intercultural Sensitivity at the Army Medical Department Center and School: The IRB Process--Challenges and Lessons Learned (Roberta E. Worsham and Melanie L. Wicinski). Individual papers contain figures, tables, references and footnotes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (1332K)

Descriptors:
Foreign Countries; College Students; Study Abroad; Foods Instruction; Cultural Context; Sensory Experience; Geographic Regions; Regional Characteristics; Tourism; Food; Value Judgment; Cultural Awareness; Educational Objectives; Metacognition; Context Effect; Reflection; Learner Engagement

Abstract:
This article explores the educational objectives of a University of Calgary short-term travel study program (Food Culture in Spain 2011). A combination of secondary research and primary data collected through in-depth interviews with former program participants, as well as student reflective essays written in the field, shows that the sensory experience with food is an important pedagogical tool. Focusing on questions of intentionality, sensory learning, and the meaning of authenticity, we explore the complications inherent in a formal education program built around culinary tourism. We argue that by the end of the three-week program in Spain, students identify as informed culinary tourists who recognize the complexity of authenticity and understand how sensory experiences can inspire and motivate both a bodily and an intellectual understanding of food and their relationship with it. (Contains 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (120K) |  More Info:
Help Find in a Library

Descriptors:
Higher Education; Foreign Countries; International Relations; Educational Cooperation; International Cooperation; International Educational Exchange; International Studies; Foreign Policy; Asian History; Asian Studies

Abstract:
China's dramatic economic rise has tended to overshadow other wider perspectives on the developing China and Association of Southeast Asian Nations (ASEAN) relationship, including in higher education. The article examines contemporary relations between China and ASEAN, set against the longer term development of cultural and trade relations. It is argued that, notwithstanding current territorial disputes, and a history of discrimination against ethnic Chinese in several parts of ASEAN, prospects for a deepening of relations in higher education remain strong. Singapore, Malaysia, and Vietnam are selected as three instances of the developing relationship in higher education and some of the links traced, with the former assessed as best placed to take advantage of its China relations in higher education. The developing sense of regionalism is seen as likely to further enhance China-ASEAN relations in higher education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Western Civilization; Foreign Countries; Non Western Civilization; Asian History

Abstract:
Great Books programs and Western civilization courses have understandably emphasized the Greco-Roman and Hebraic origins of Western civilization, while moving on to a European focus, with some material relating to the Western Hemisphere usually brought in for good measure. After all, people have the ancient Greeks to thank for such landmark inventions as democratic thought and Euclidean geometry, while the ancient Romans have inspired much of law and architecture. Yet people have done this in a context in which they rely every day upon the decimal system in mathematics that was first developed in India and a paper and printing technology invented in China. This article suggests how the two leading civilizations in Monsoon Asia--India and China--may be smoothly incorporated into a Great Books or world civilization program, and moves on to propose how a two-semester course on Chinese civilization might be optimally organized. (Contains 13 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
English (Second Language); Foreign Countries; Multilingualism; Official Languages; Regional Characteristics; Regional Planning; Sociolinguistics; Educational Policy; Educational History; Intellectual History; Educational Development; Politics of Education; Asian Studies

Abstract:
The Charter of the Association of Southeast Asian Nations (ASEAN) was officially adopted in February 2009. Article 34 of the Charter states that, "The working language of ASEAN shall be English". In this article, I first briefly trace the development of English in ASEAN and demonstrate that, even in those countries of the ASEAN group which were not colonies of Britain or the United States, English has become increasingly important. I show that, in almost all the cases, the language policies of ASEAN countries require people to learn their respective national language and English. This combination of the learning of English is along with the learning of a national language, which can be a national lingua franca such as Bahasa Indonesia in Indonesia and Filipino in the Philippines. Consequently, local and indigenous languages, other than the national language, are being replaced by English in many school curricula and also in other domains. It is also rare to find government schools in ASEAN teaching the national languages of other ASEAN states. I conclude by considering the implications of this for multilingualism in the region. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Foreign Countries; Effect Size; Mathematics Achievement; Reading Achievement; Science Achievement; Performance Based Assessment; Cluster Grouping; Regional Characteristics; Comparative Analysis; Comparative Education; Comparative Testing; Achievement Tests; Standardized Tests; Asian Studies

Abstract:
Background: In PISA 2009, seven East Asian countries rank high among the 65 participating countries, but some of the differences among the seven countries are small to be of substantive meaning. Aims: This paper is an attempt to fine tune the comparisons for better understanding of the situation in East Asian. Sample: Data of the seven East Asian countries were pulled from the PISA 2009 report and re-analyzed. Method: Pair-wise comparisons were made by way of effect size on Reading, Mathematics, and Science. Results: The overall patterns of differences show that Shanghai-China is definitely ahead of all the others. Korea, Hong Kong-China, and Singapore are similar in performance and form a cluster. Japan, Chinese Taipei, and Macao-China are similar and form another cluster at the lower end of achievement. Conclusion: Instead of ranking the seven countries with seven different ranks, it is more meaningful to cluster them into three groups to avoid spurious precision. In other words, league tables should not differentiate where there are no meaningful differences. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Foreign Countries; Higher Education; World Affairs; International Relations; Exchange Programs; International Organizations; International Education; Foreign Policy; Politics of Education; Educational Policy; Regional Programs; Regional Schools; Regional Characteristics; Regional Cooperation; Geographic Regions

Abstract:
Since the late 1980s, there has been a resurgence of regionalism in world politics. Prospects for new alliances are opened up often on a regional basis. In East and Southeast Asia, regionalization is becoming evident in higher education, with both awareness and signs of a rising ASEAN+3 higher education community. The quest for regional influence in Southeast Asia, however, has not been immune from controversies. One fact has been China's growing soft power. As a systematically planned soft power policy, China is projecting soft power actively through higher education in the region. Yet, China-ASEAN relations in higher education have been little documented. Unlike the mainstay of the practices of internationalization in higher education that focuses overwhelmingly on educational exchange and collaboration with affluent Western countries, China's interactions with ASEAN member countries in higher education are fulfilled by "quiet achievers," mainly seen at the regional institutions in relatively less developed provinces such as Guangxi and Yunnan. This article selects regional higher education institutions in China's much disadvantaged provinces to depict a different picture to argue that regionalization could contribute substantially to internationalization, if a variety of factors are combined properly. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Foreign Countries; Children; Early Intervention; Participation; Developmental Delays; Longitudinal Studies; Age Differences; Gender Differences; Geographic Regions; Regional Characteristics; Differences

Abstract:
The purposes of the present study were to describe the longitudinal utilization rates of participation in early intervention services of children with developmental delays, and to examine the geographical difference of services in this vulnerable population. We analyzed service utilization of the developmentally delayed children based on data of governmental reported early intervention services from year 2003 to 2009 in Taiwan. Results show that, the utilization rate of early intervention services was 9.18%% (range = 6.96-12.09%%) of children in 0-5 years during the past 7 years. Mean utilization rate in age group of 0-2 years was 8.32%% (range = 5.73-10.93%%), and age group of 3-5 years was 9.92%% (range = 7.78-13.78%%). We found that the utilization rate in all children aged 0-5 years (R[superscript 2] = 0.93; p less than 0.001), boy group (R[superscript 2] = 0.93; p less than 0.001) and girl group (R[superscript 2] = 0.92; p = 0.001) were significant increased gradually. The higher utilization rate of early intervention services (aged 0-5 years) were more likely to locate in the north cities (Keelung City = 14.65%%; Taipei City = 13.49%%), east areas--Hualien County (14.03%%), Taitung County (11.76%%) and central or south counties such as, Chiayi City (14.05%%), Tainan City (12.47%%), and Miaoli County (12.38%%). Hsinchu County (5.97%%), Kaohsiung City (6.21%%), Taichung County (6.74%%), Taipei County (6.95%%) have lower utilization rates of early intervention in Taiwan. The study highlights that the health care system should close the gaps in geographic disparities of early intervention services for children with developmental delays, and respond timely to the needs of these vulnerable children and their families. (Contains 4 figures and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Foreign Countries; Cultural Differences; Cultural Awareness; Asian History; Intercultural Communication; Academic Standards; National Standards; Secondary Education; Poetry; World History

Abstract:
Rudyard Kipling wrote "The Road to Mandalay" in 1892 when Burma was a British colony and Queen Victoria was the Empress of India. In the poem, Mandalay is a city some 500 miles along the Irrawaddy River from the capital, Rangoon. British troops stationed in Burma were transported on the river by paddle steamers. The picture painted of Asia is one of the exotic, a land of palm trees with sultry weather and exquisite women in traditional dress. "The Road to Mandalay" was a part of a series of Barrack-Room Ballads, a collection of poems which celebrated British army life and the soldier serving in new and distant territories. The poem enticed British soldiers to return to a land where Burma girls were dressed in yellow petticoats and green caps, singing to the accompaniment of a banjo, while they watched elephants loading teak onto steamers. In the Melbourne Declaration on Educational Goals for Young Australians 2008 all Education Ministers agreed on the need for Australians to become Asia literate. The Asia Literacy Teachers' Association of Australia defines Asia literacy as "the capacity to reflect upon and explore cultural differences in the Asian region. It is the ability to understand Asian cultures and gain knowledge about Asian people and their histories." The National Action Plan which was first called in 2008 following the Melbourne Declaration and again in 2011 aims to provide young Australians with the opportunity to gain Asia knowledge, skills and understandings. The general capability of intercultural understanding provides the opportunity to enhance students' worldviews through examining the literature of other countries. Awareness, appreciation and respect for the lives and culture of other countries is the educators' aim so that students can challenge ideas, hold different viewpoints and to broaden and take into account other perspectives. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website