Journal of Studies in International Education最新文献

英文中文

The Implementation of the Proposed Teaching Methods in the Curricula of Language Courses during the Use of Online Teaching in the Period of Covid-19: Opinions and Attitudes of Greek Teachers 新冠肺炎网络教学中语言课程教学方法的实施——希腊教师的意见与态度

IF 2.4 3区教育学 Q1 Social Sciences

Journal of Studies in International Education

Pub Date : 2023-03-02 DOI: 10.5296/jse.v13i2.20737

Filippos Evangelou, Ioannis Fykaris

Because of the coronavirus pandemic and its consequences, distance education and, in particular, "Online Education" (OE) was used in the educational systems of many countries, as in Greece. The main objective of this application was to keep students in touch with the educational reality, but also with the teaching and learning process. On this basis, the purpose of this study is to investigate the attitudes and opinions of Greek Primary Education teachers and Secondary Education teachers' philologists regarding the implementation of the proposed methods of teaching language courses in the use of OE. Seven hundred and thirty-four teachers constituted the sample of the study. A structured questionnaire was used to carry out the research and collect the data and the main findings of the research can be summarized as follows: the teachers' attitudes and opinions regarding the correlation of the proposed teaching methods in the Curriculum - such as the possibility for all students to produce various types of spoken and written language and the units designed for the cultivation of literacy to have the form of an action plan (project), etc. - with the use of OE are approximately neutral, namely neither positive nor negative.

由于冠状病毒大流行及其后果，远程教育，特别是“在线教育”(OE)被用于许多国家的教育系统，如希腊。这个应用程序的主要目的是让学生与教育现实保持联系，同时也与教学和学习过程保持联系。在此基础上，本研究的目的是调查希腊小学教育教师和中学教育教师的语文学者对运用英语教学所提出的语言课程教学方法的态度和意见。734名教师构成了这项研究的样本。本研究采用结构化问卷进行研究和数据收集，研究的主要发现可以总结如下:对于课程中提出的教学方法——例如所有学生都有可能产生各种类型的口语和书面语，以及为培养读写能力而设计的单元以行动计划(项目)的形式等等——与OE的使用之间的相关性，教师的态度和意见大致是中性的，即既不是积极的，也不是消极的。

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引用次数: 0

The Activities Organization in Differentiated Pedagogy: proposals of pedagogical models High/Scope and Portuguese Modern School Movement 差别化教学法中的活动组织:高范围教学模式与葡萄牙现代学校运动的建议

IF 2.4 3区教育学 Q1 Social Sciences

Journal of Studies in International Education

Pub Date : 2023-02-14 DOI: 10.5296/jse.v13i1.20733

Mário Henrique Gomes

The article discusses the contribution of pedagogical proposals by the High/Scope Foundation and by Portuguese Modern School Association (M.E.M.) for the implementation of Differentiated Pedagogy.Although Portugal has, since 2001, a law that apply the flexible curriculum approach, it is urgent that schools are "effectively for all".The pedagogical models most well-known in Portugal are the High/Scope model and the M.E.M. model (Gomes, 2011).We made an exhaustive analysis of the principles underlying the Differentiated Pedagogy and the principles and proposals of those models.Then, with the case studies made simultaneously, into the classrooms where the models are implemented, we debate the congruence with the respective theoretical lines and the principles of Differentiated Pedagogy.Both models are according of Differentiated Pedagogy theory and can be an excellent contribution to the quality of the way we want to tread, so that "the front of the school mitigate inequalities and simultaneously so that the level of education rises" (Perrenoud, 2000, p 19).

本文讨论了高范围基金会和葡萄牙现代学校协会(M.E.M.)的教学建议对实施差异化教学法的贡献。尽管自2001年以来，葡萄牙已经通过了一项适用灵活课程方法的法律，但迫切需要学校“有效地为所有人服务”。在葡萄牙最著名的教学模式是高/范围模式和M.E.M.模式(Gomes, 2011)。我们详尽地分析了差别化教学法的基本原则以及这些模式的原则和建议。然后，通过同时进行的案例研究，进入模型实施的教室，我们讨论了各自的理论路线和差异教学法原则的一致性。这两种模式都是根据差异化教育学理论，可以对我们想要的方式的质量做出杰出贡献，因此“学校的前部减轻了不平等，同时提高了教育水平”(Perrenoud, 2000，第19页)。

引用次数: 0

From Curriculum Design to Program Implementation: Filling in the Gaps 从课程设计到课程实施:填补空白

IF 2.4 3区教育学 Q1 Social Sciences

Journal of Studies in International Education

Pub Date : 2023-02-08 DOI: 10.5296/jse.v13i1.20721

Nancy Maynes, B. Hatt, Jennifer Straub

The purpose of this paper has been to reflect on the design and implementation of the four-term ETEP teacher education program that was introduced in Faculties of Education across Ontario in 2017 to reflect the legislation that mandated a longer teacher preparation experience through Ontario Regulation 347/02 (as revised Dec. 1, 2014 - Aug. 31, 2015). Predictably each program across the province proceeded with different program structures within the mandated framework, addressed special features of their program differently, and incorporated different features into the resulting program. In this paper, we explore how rushed implementation resulted in gaps in design and implementation of a program; we examined these gaps and circumstances that led to them in the context of historical labour disruption, and structural changes in the management of the university. These gaps are attributed to a variety of factors. The major contribution of this paper includes a series of models for curriculum design and implementation specific to the design of the ETEP, but useful for curriculum design and implementation in any context. We propose that opportunities to re-engage in the program design process in a fulsome, visionary way to take advantage of the input we have had from faculty, teacher candidates, and associate teachers over the first years of the new approach to teacher certification in the province should be considered.

本文的目的是反思四学期ETEP教师教育计划的设计和实施，该计划于2017年在安大略省的教育学院推出，以反映安大略省法规347/02(2014年12月1日至2015年8月31日修订)中要求更长的教师准备经验的立法。可以预见的是，全省的每个项目都在授权框架内采用不同的项目结构，以不同的方式处理其项目的特点，并将不同的特点纳入最终的项目中。在本文中，我们探讨了匆忙实施如何导致计划设计和实施中的差距;我们检查了这些差距和环境，导致他们在历史上的劳动力中断，以及大学管理的结构性变化的背景下。这些差距是由多种因素造成的。本文的主要贡献包括一系列针对ETEP设计的课程设计和实施模型，但对任何背景下的课程设计和实施都很有用。我们建议，应该考虑以一种富有远见的方式重新参与课程设计过程，以利用我们在全省教师认证新方法的头几年里从教师、教师候选人和助理教师那里得到的意见。

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引用次数: 0

Through the Looking Glass: How the COVID-19 Pandemic Changed International Branch Campuses' Academic Experience and Home Campus Relationship. 透过望远镜：COVID-19大流行如何改变了国际分校的学术体验和母校关系。

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Studies in International Education

Pub Date : 2023-02-01 DOI: 10.1177/10283153211070112

Rachael H Merola, Robert J Coelen, W H A Hofman, Ellen P W A Jansen

This study examines how the COVID-19 pandemic has impacted the academic experience at international branch campuses (IBCs) and has changed the relationship between the IBC and the home campus. Semi-structured interviews with 26 leaders, academic staff, and students at seven IBCs in Malaysia revealed that the COVID-19 pandemic has changed the experience at IBCs in unique ways, including collaboration and communication with the home campus; increasing campus-specific resources for student wellbeing; and playing a larger role in student enrollment, recruitment, and mobility initiatives. Findings provide useful insights for higher education institutions (HEIs) engaged in transnational education (TNE).

本研究探讨了 COVID-19 大流行如何影响了国际分校（IBC）的学术体验，以及如何改变了国际分校与母校之间的关系。对马来西亚 7 所国际分校的 26 名领导、教职员工和学生进行的半结构式访谈显示，COVID-19 大流行以独特的方式改变了国际分校的体验，包括与母校的合作与沟通；增加校园特定资源以促进学生福祉；以及在学生入学、招生和流动性倡议中发挥更大作用。研究结果为从事跨国教育（TNE）的高等教育机构（HEIs）提供了有益的启示。

引用次数: 0

Precarity Before and During the Pandemic: International Student Employment and Personal Finances in Australia. 大流行之前和期间的不稳定:澳大利亚的国际学生就业和个人财务。

IF 2.4 3区教育学 Q1 Social Sciences

Journal of Studies in International Education

Pub Date : 2023-02-01 DOI: 10.1177/10283153211065136

Catherine Hastings, Gaby Ramia, Shaun Wilson, Emma Mitchell, Alan Morris

There is mounting evidence of increased international student financial and work precarity over the last decade in Australia. Yet, there has been a little scholarly analysis of which students are most affected by precarity and its sources. Drawing on two surveys of international students in Australia's two largest cities, conducted before and during the pandemic, we investigate the financial and work vulnerabilities of international students. We demonstrate that vulnerability is related to characteristics which describe particular cohorts of students: being from low-income countries, working class families, seeking a low-level qualification, enrolled in a non-university institution, and being without a scholarship. The concepts of "noncitizenship" and "work precarity" are used to explain how the mechanisms of each characteristic heighten vulnerability, thereby contributing to a broader evidence-base about the causality of international student precarity.

越来越多的证据表明，过去十年来，在澳大利亚的国际学生在经济和工作上的不稳定性有所增加。然而，对于哪些学生受不稳定性及其来源的影响最大，却鲜有学术分析。根据疫情前和疫情期间对澳大利亚两个最大城市的国际学生进行的两次调查，我们调查了国际学生在经济和工作方面的脆弱性。我们证明，脆弱性与描述特定学生群体的特征有关:来自低收入国家，工人阶级家庭，寻求低水平资格，就读于非大学机构，没有奖学金。“非公民身份”和“工作不稳定”的概念被用来解释每个特征的机制如何加剧脆弱性，从而有助于为国际学生不稳定的因果关系提供更广泛的证据基础。

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引用次数: 11

COVID-19: Threat or Opportunity for the Portuguese Higher Education's Attractiveness for International Students? COVID-19:葡萄牙高等教育对国际学生吸引力的威胁还是机遇?

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Studies in International Education

Pub Date : 2023-02-01 DOI: 10.1177/10283153221121396

Cristina Sin, Orlanda Tavares, Joyce Aguiar

The paper analyses the influence of COVID-19 on Portuguese institutions' intake of international students and their responses to the pandemic. Two dimensions are considered: quantitative impact on international enrolments and higher education institutions' strategies for the recruitment and support of international students. The first dimension is analysed through national statistics and comparison of enrolments over the past five years. Then, the institutional strategies implemented to encourage recruitment of new international students and to support existing ones during the lockdown are explored. Statistics show that COVID-19 had a negative impact on international enrolments, although less severe than expected. Growth has continued, but at a much slower pace than in the past few years. The slowdown in growth was much more pronounced in polytechnics than in universities. Additionally, the measures implemented by Portuguese higher education institutions suggest that these have coped with COVID-19 as an opportunity to rethink and redefine strategies.

本文分析了新冠肺炎疫情对葡萄牙院校招收国际学生的影响及其应对措施。研究考虑了两个方面:对国际学生入学数量的影响以及高等教育机构招收和支持国际学生的策略。第一个维度是通过国家统计数据和过去五年的入学人数比较来分析的。然后，探讨了在封锁期间为鼓励招收新的国际学生和支持现有国际学生而实施的制度战略。统计数据显示，COVID-19对国际招生产生了负面影响，尽管没有预期的那么严重。增长仍在继续，但速度比过去几年慢得多。与大学相比，理工学院的增长放缓更为明显。此外，葡萄牙高等教育机构实施的措施表明，这些机构已将应对COVID-19作为重新思考和重新定义战略的机会。

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引用次数: 0

Did the Poor Get Poorer? The Impact of COVID-19 on Social Inequalities Between International and Domestic Students 穷人变穷了吗？新冠肺炎对国内外学生社会不平等的影响

IF 2.4 3区教育学 Q1 Social Sciences

Journal of Studies in International Education

Pub Date : 2023-01-11 DOI: 10.1177/10283153221150116

A. Marczuk, Markus Lörz

This paper examines the influence of COVID-19 on social inequality in higher education. In particular, we focus on the study duration of international students compared to domestic ones in Germany. We assume that the pandemic has increased or decreased existing differences between both groups, affecting their study delay. The multilevel analyses with data “Studying in Germany in Corona Times” (2020) confirm most of our theoretical assumptions: on the one hand, international students expect a longer study duration due to their worsening financial situation. On the other hand, domestic students expect a longer study duration due to greater learning issues, which are provoked by a lower level of interaction in online teaching. Our results propose a more differentiated picture of the impact of the COVID-19 pandemic on social inequality: not only do financially poor international students get poorer but educationally advantaged domestic students lose, too.

本文研究了新冠肺炎对高等教育社会不平等的影响。特别是，我们关注的是国际学生与德国国内学生相比的学习时间。我们假设，疫情增加或减少了两组之间现有的差异，影响了他们的研究延迟。“科罗纳时代的德国留学”（2020）数据的多层次分析证实了我们的大多数理论假设：一方面，国际学生由于经济状况恶化，预计学习时间会更长。另一方面，国内学生预计学习时间会更长，因为在线教学中互动水平较低会引发更大的学习问题。我们的研究结果为新冠肺炎疫情对社会不平等的影响提供了一个更具差异性的画面：不仅经济贫困的国际学生变得更穷，教育优势的国内学生也会失去。

引用次数: 1

Applying Terror Management Theory to Explain International Faculty Responses to COVID-19 Control Measures 运用恐怖管理理论解释国际教师对新冠肺炎控制措施的反应

IF 2.4 3区教育学 Q1 Social Sciences

Journal of Studies in International Education

Pub Date : 2023-01-05 DOI: 10.1177/10283153221150112

Aliya Kuzhabekova

The paper analyses an institutional approach and international faculty responses to implementation of social-distancing measures during COVID-19 on a residential campus of an international university in Kazakhstan. Terror-Management Theory is used to interpret the behavioral responses of the faculty. The theory predicts three types of international faculty responses to the conscious fear of death from COVID-19 – death avoidance, death acceptance, and death negation. These responses determine the extent of compliance with social distance-control measures. In addition three anxiety-buffering mechanisms proposed by the theory – commitment to particular worldviews, self-esteem enhancement and maintenance of social connections – serve as factors of variation in responses. Implications are drawn from the results about the relevance of the theory to the analysis of campus population responses to COVID-19-control measures on domestic and international campuses. Recommendations for university administrators at international universities are made about managing the three types of responses.

本文分析了新冠肺炎期间在哈萨克斯坦一所国际大学的寄宿校园实施社交距离措施的机构方法和国际教师的应对措施。恐怖管理理论被用来解释教师的行为反应。该理论预测了国际教师对新冠肺炎死亡的意识恐惧的三种反应——死亡回避、死亡接受和死亡否定。这些反应决定了遵守社交距离控制措施的程度。此外，该理论提出的三种焦虑缓冲机制——对特定世界观的承诺、自尊增强和保持社会联系——是反应变化的因素。研究结果表明，该理论与分析国内外校园人群对COVID-19控制措施的反应具有相关性。对国际大学的大学管理人员提出了关于管理这三类回应的建议。

引用次数: 0

Acculturation and Academic Adjustment of Student Sojourners in the Chinese Higher Education Context 中国高等教育背景下留学生的文化适应与学业适应

IF 2.4 3区教育学 Q1 Social Sciences

Journal of Studies in International Education

Pub Date : 2023-01-05 DOI: 10.1177/10283153221150114

Yuezu Mao, Rujia Wang, Hao Ji

The relationship between acculturation and academic adjustment has been under-investigated. A mixed longitudinal design was used in this article, with study 1 employing a questionnaire survey (N = 642) to explore student sojourners’ academic adjustment status and its predictors, and study 2 adopting qualitative approaches (reflective journal and interview) to track changes in acculturation strategies and adjustment experienced by a sample of 12 participants. Study 1 found that acculturation strategies (integration and marginalization) and social support (from family, Chinese friends, and teachers) were significantly associated with the academic adjustment of student sojourners in the Chinese higher education context. Integration was positively associated with academic adjustment, whereas marginalization was negatively associated. Study 2 revealed that student sojourners experienced changes in their acculturation strategies, students are suggested to embrace the integration strategy to sustain their academic journey in China. This study also provides implications for policymaking and education practices.

文化适应与学业适应之间的关系一直没有得到充分的研究。本文采用混合纵向设计，研究1采用问卷调查(N = 642)探讨留学生的学业适应状况及其预测因素，研究2采用定性方法(反思性日记和访谈)追踪12名参与者在文化适应策略和适应方面的变化。研究1发现，文化适应策略(整合和边缘化)和社会支持(来自家庭、中国朋友和老师)与中国高等教育背景下留学生的学业适应显著相关。整合与学业适应呈正相关，而边缘化与学业适应呈负相关。研究2显示，留学生的文化适应策略发生了变化，建议学生采用融合策略来维持他们在中国的学术之旅。本研究亦为政策制定及教育实务提供启示。

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引用次数: 1

Integrating Home and International Students in HE: Academic and Social Effects of Pair Work PBL Assignments Online 将国内外学生融入高等教育：PBL在线作业的学术和社会效应

IF 2.4 3区教育学 Q1 Social Sciences

Journal of Studies in International Education

Pub Date : 2023-01-03 DOI: 10.1177/10283153221150117

Becky Bergman, Raffaella Negretti, H. Spencer-Oatey, Christian Stöhr

Integration is vital to student well-being in higher education but integrating new students from different countries can be challenging. To ascertain students’ integration into their new environment, this mixed method study combined the data collected from weekly diary entries of home and international students at the start of one engineering program, with follow-up interviews. These students studied primarily online due to the pandemic. The diary entries focused on their adjustment to the program from an academic, social and pair work perspective. Results show that the students reacted slightly negatively to the academic experience but very positively to their pair work. It seems that the teacher-formed pair work helped to bridge the academic and social gap and not only alleviate some of the stress caused by assignments, but in some cases, provided new social contacts. The article concludes that structural factors within the course can facilitate interaction and thus support integration.

融合对高等教育中的学生福祉至关重要，但融合来自不同国家的新生可能具有挑战性。为了确定学生是否融入了新环境，这项混合方法研究结合了从一个工程项目开始时国内和国际学生的每周日记中收集的数据，以及后续采访。由于疫情，这些学生主要在网上学习。日记条目着重于从学术、社会和结对工作的角度对项目的调整。结果显示，学生对学术经历的反应略为消极，但对他们的配对工作的反应非常积极。看来，教师组成的结对作业有助于弥合学术和社会差距，不仅减轻了作业带来的一些压力，而且在某些情况下，还提供了新的社会联系。文章的结论是，课程中的结构性因素可以促进互动，从而支持整合。

引用次数: 0

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