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Descriptors:
Foreign Countries; College Transfer Students; Student Mobility; Articulation (Education); Postsecondary Education; Public Colleges; Student Surveys; Transitional Programs; Participant Satisfaction; Attribution Theory; Student Attitudes; Institutional Characteristics; Student Characteristics; Student Educational Objectives; Academic Persistence; Transfer Rates (College)

Abstract:
Over the last several years, there has been a wealth of new data on student mobility in British Columbia's postsecondary system. Quantitative information from the Student Transitions Project (STP) has allowed current and prospective students, the BC Council on Admissions and Transfer (BCCAT), public post-secondary institutions, the Ministry responsible for post-secondary education and the Ministry of Education to get a clearer picture of how students navigate the system, moving among public post-secondary institutions in multiple directions. These administrative data, rich as they are, are unable to answer qualitative questions about why students are moving and how satisfied they are with their institutions and the transfer experience. Data from the Student Transitions Project (STP) were used to identify students who were registered in one or more BC public post-secondary institutions in fall 2011 and were enrolled in a different BC public post-secondary institution during the academic year 2010-2011. Of the 5,932 movers identified as eligible for surveying, 1,623 responded for an overall response rate of 27.4 percent. Respondents to the "Survey of Movers" have provided important insight into their considerations, decisions and experiences as they moved between BC's public post-secondary institutions. As a group, they entered the postsecondary system with varying goals--most commonly either credential completion at their original institution, or transfer to another institution. Most respondents (58 percent) had met their main goals by the time they left their original institution and 85 percent had met their main goal at their subsequent institution by the time they were surveyed. Most students switched institutions not due to dissatisfaction, but because they wanted to pursue a specific program that they could not pursue at the original institution. Appended are: (1) Identifying the Eligible Cohort; and (2) Transfer Expectations and Satisfaction. (Contains 3 footnotes.) [For "Survey of Movers. Executive Summary," see ED540020.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Foreign Countries; Public Service; Tuition; Fees; Foreign Students; Educational Policy; Foreign Policy; Program Implementation; Change Strategies; Educational Change; Politics of Education; Performance Factors; Regional Cooperation; Commercialization; Educational Trends; Global Approach; Student Educational Objectives; Models; Educational Experience

Abstract:
Recent Finnish policies have encouraged Finnish higher education institutions to develop a market-oriented approach to international higher education by implementing fee-based educational programmes for students from outside the European Union (EU) and the European Economic Area (EEA). From the Finnish government's perspective, higher education is no longer merely a public service but it is also a private good, as the government is starting to consider international higher education as a means of generating extra revenue. Although the intention of the reforms in this area is apparent, concrete implementation strategies remain unclear. This article discusses what the Finnish government, higher education institutions, and other stakeholders should take into account when considering strategies for implementing tuition fee policies, based on international experience. It also provides a picture of one aspect of the recent reform of international higher education in Finland as well as other challenges related to the reform. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Foreign Countries; Study Abroad; Academic Achievement; Needs Assessment; Student Needs; Student Attitudes; Student Mobility; Student Educational Objectives; International Cooperation; International Educational Exchange; Academic Support Services; Ancillary School Services

Abstract:
In the context of international growth in higher education exchanges and recent expansion in U.K. mobility rates after a period of some decline, this article examines the perspectives of U.K. students who have decided to spend part of their degree at universities abroad. Based on an analysis of data generated by a cross-institutional survey of "credit-mobile" U.K. students, the article explores their views, evaluations, and priorities with regard to one particular aspect of the study abroad experience-student support. The findings reveal a blend of academic, practical, and socioemotional needs, alongside a predominant reliance on self-direction and proactive social participation as strategies for addressing them. Finally, a number of recommendations for home and host institutional practice and student preparation--in the United Kingdom and other (English-speaking) countries--are considered. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Cultural Differences; Student Teaching; Foreign Countries; Internship Programs; Study Abroad; International Programs; Teaching Styles; International Educational Exchange; Student Exchange Programs; Student Experience; Teaching Experience; Reflection; Multicultural Education; Achievement Gains; Comparative Education; Cross Cultural Studies; Student Educational Objectives; Participant Satisfaction

Abstract:
Twenty first century teachers need to be proficient in technology, skilled as reflective practitioners, and able to reflect on diversity in a myriad of ways: learning styles, special needs, cultural differences, racial differences, developmentally appropriate differences, teaching styles, and personality differences of children, teachers, parents, community members, and administrators. The paradigm shift of the 21st century is that teachers need to be team players who are skilled at operating in a variety of collaborative partnerships. Northeastern Illinois University (NEIU) in Chicago over the years has developed many international program experiences for students. Study abroad for a few weeks, a semester or a year provides an intensive way to experience another culture and see other ways of living life. This article takes a close look at a recent NEIU initiative, a program called Student Teaching and Korean Experience (S.T.a.K.E.). Students are able to complete an overseas student teaching internship in South Korea. We will examine students' reflections on their experience. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Employment; Technology Education; Educational Change; Secondary School Curriculum; Engineering Education; High School Students; Education Work Relationship; Student Educational Objectives; Relevance (Education)

Abstract:
As cultural, social, political and economic changes take place, the secondary or high school curriculum should reflect and respond to changing needs and aspirations of students. Technology Education has been proactive in this arena as it has transformed over the decades to meet ever-changing societal needs. The most recent change to the discipline has been to add engineering and, as a result, adopting a new name and curriculum-Engineering and Technology Education. The added component and name change in Technology Education is causing discussions about what the new direction means, what professional preparation changes will be incurred, and what work graduating students will be prepared to do. In light of these changes, this study investigated perceptions of high school students in the United States of America about engineering and technology courses they take. To investigate whether students' perceptions are in accord with current changes in Engineering and Technology Education, 316 students enrolled in engineering and technology courses in Georgia schools that have an affiliation with the Georgia Engineering and Technology Education Association (GETEA) were surveyed. According to data analyses, students' perceptions can be divided into two factors. "Educational Value of Course" (factor 1) was extracted from statements measuring the degree to which the courses prepare students for employment and provide them with information regarding future employment. "Personal Relevance of Course" (factor 2) was derived from statements measuring students' perceptions about links between engineering and technology education and their personal lives. Such findings suggest these students valued their engineering and technology courses, planned to continue their education, made good grades, and had varied types of career expectations for jobs such as design engineers and architects. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Minority Group Students; Low Income Groups; Economically Disadvantaged; Identification; Student Motivation; Student Behavior; Academic Aspiration; Student Educational Objectives; Congruence (Psychology); Learning Strategies; Money Management; Fiscal Capacity

Abstract:
Low-income and minority children aspire to school success and expect to attend college. These aspirations and expectations matter--predicting college attendance and graduation when present and failure to attend college otherwise. But aspiring to college does not necessarily result in relevant behavior; many children with high aspirations do not take sufficient action to work toward their school goals. This paper uses identity-based motivation theory (IBM, 0325 and 0330) to predict that school-focused expectations and aspirations predict action if at the moment of judgment, they are accessible (come to mind) and feel relevant. Relevance is operationalized in three ways. (1) Feeling congruent with important social identities (e.g., race-ethnicity, social class), (2) feeling connected with relevant behavioral strategies (studying, asking questions), and (3) providing an interpretation of difficulties along the way as implying task importance, not impossibility. Family assets and child savings are likely to influence each element of identity relevance. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disabilities; Data Analysis; Transitional Programs; Critical Path Method; Program Effectiveness; Special Needs Students; Accessibility (for Disabled); Individualized Education Programs; Progress Monitoring; Improvement Programs; Program Improvement; Response to Intervention; Developmental Studies Programs; Achievement Gap; Achievement Gains; Screening Tests; Student Educational Objectives; Comprehensive Guidance; Comprehensive Programs

Abstract:
Over the past decade, there has been an increased emphasis on transition planning for students with exceptional needs. This is in part the result of the mandates contained in the Individuals with Disabilities Education Improvement Act of 2004. This increased emphasis has revealed a number of shortcomings with how transition planning is done day-to-day. Transition planning can be improved, however, if assessment data serve as the foundation to the IEP process--including the determination of effective transition services. This article illustrates how to use a multitiered process, including screening, progress monitoring, and diagnostic assessment, to enhance students' transition plans and positively affect the outcomes for persons with disabilities. (Contains 3 tables, 3 figures and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Talent; Academically Gifted; Honors Curriculum; Teacher Education Programs; Schools of Education; College Programs; Interviews; Teacher Education Curriculum; Curriculum Evaluation; Questionnaires; Online Surveys; Cohort Analysis; Inquiry; Teaching Methods; Relevance (Education); Leadership Training; Delivery Systems; Student Educational Objectives; Educational Objectives

Abstract:
Honors programs represent one way that secondary schools and undergraduate programs address the needs of academically talented students. Evidence suggests that these programs contribute to positive student outcomes in terms of achievement, social development, and career preparation. Because colleges of education produce graduates who typically confront the prospect of low salaries, attracting high-ability applicants is important. Despite the benefits of encouraging talented individuals to become teachers, few traditional teacher education programs use honors programs. This study reports on an honors program in a college of education that incorporates distinct course work and field experiences, focused especially on inquiry and research. Qualitative interviewing revealed three themes: How the program's focus on inquiry and research fits with participants' expectations and interests, complex and conflicting responses to the program's focus on leadership development, and significant logistical challenges. These themes corroborated findings from related literature on honors programs in secondary schools and undergraduate programs. (Contains 2 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Factor Analysis; Motivation; Student Attitudes; Learning Strategies; Mandarin Chinese; Learning Motivation; Chinese; Student Educational Objectives; Achievement Need; Questionnaires; Heritage Education; Correlation; Investigations; Language Acquisition; Foreign Countries; Second Language Learning; Asians

Abstract:
This study investigates motivation that influences heritage and non-heritage students' learning of Chinese, and its relationship with Chinese language learning strategies (LLS). The study uses Deci and Ryan's typology--"Intrinsic Motivation" and "Extrinsic Motivation", for the investigation, examining issues such as: (1) What are Chinese students' motivations in studying Chinese?; (2) What are Chinese students' perceptions of learning strategies in studying Chinese?; and (3) What is the relationship between students' motivation and their perceptions of LLS use? The study addresses questions of both theoretical and pedagogical significance, and makes specific proposals regarding pedagogies and teaching Chinese as a Second/Foreign Language. The following are appended: (1) Background Questionnaire; (2) How do I Learn Mandarin Chinese?; (3) Factor Analysis--SILL for the Heritage Students Group; and (4) Factor Analysis--SILL for the Non-Heritage Chinese Students Group. (Contains 9 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Youth; National Surveys; Longitudinal Studies; Institutional Characteristics; Student Characteristics; Academic Achievement; English; Sciences; Mathematics; Time on Task; Self Concept; School Attitudes; Reading; Libraries; Computer Use; English Instruction; Science Careers; Occupational Aspiration; Courses; Vocational Education; Student Educational Objectives; Career Guidance; Work Experience; Workplace Learning; Educational Attainment; Welfare Services; Student Financial Aid; Dropouts

Abstract:
This is a support document to the "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide" report. Developed for users of LSAY, the user guide consolidates information about the LSAY 2009 cohort into one document. This support document provides school and school transition information for the guide. [For the main report, "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide. Technical Paper 74," see ED536971. For other supporting documents, see "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements A--Demographics. Technical Paper 74A" (ED536979); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B2--Education (Post-School). Technical Paper 74B2" (ED536975); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements C--Employment. Technical Paper 74C" (ED536974); and "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements D--Social. Technical Paper 74D" (ED536972).] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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