Challenges to quality of English medium instruction degree programs in Taiwanese universities and the role of local accreditors: a perspective of non-English-speaking Asian country     

Angela Yung Chi Hou  Robert Morse  Chung-Lin Chiang  Hui-Jung Chen 《Asia Pacific Education Review》2013,14(3):359-370

As the numbers of international students have grown, higher education institutions in Asia have offered a growing range of English medium instruction (EMI) degree programs. But Asian governments and higher education institutions have not thought deeply about how to ensure quality of English medium instruction degree programs. At the same time, their accreditors have not been fully aware of how to establish an external quality assurance mechanism to measure the quality of these programs. This study’s main purpose is to put the quality of the EMI degree programs of Taiwan higher education institutions into the perspective of the Taiwan’s institutions and one local Taiwan accreditor. With both qualitative and quantitative approaches, a survey targeting Taiwan’s colleges and universities and interviews of Higher Education Evaluation & Accreditation Council of Taiwan international reviewers and Asian higher education experts are used to examine the challenges of EMI implementation in Taiwan universities and the role of local accreditors playing in reviewing the English medium instruction degree programs.  相似文献   

Interactive Read Alouds: Teachers and Students Constructing Knowledge and Literacy Together     

Angela Wiseman 《Early Childhood Education Journal》2011,38(6):431-438

Interactive read alouds are important learning opportunities for emergent readers because teachers and peers can actively model and scaffold comprehension strategies, engage readers, and cultivate a community of learners. Using data from a 9 month ethnographic study in an urban kindergarten classroom, this article describes how the teacher’s approach facilitated rich interaction in the classroom as students read and made sense of stories together. Findings of this study demonstrate how interactive read alouds were important learning opportunities for emergent readers because they provided opportunities for open-ended responses combined with specific reading instruction. The interactive read alouds created a space where meaning was constructed through dialogue and classroom interaction, providing an opportunity for children to respond to literature in a way that builds on their strengths and extends their knowledge.  相似文献   

The nature of Chinese Language classroom learning environments in Singapore secondary schools     

Siew Lian Chua  Angela F. L. Wong  Der-Thanq V. Chen 《Learning Environments Research》2011,14(1):75-90

This article reports findings from a classroom environment study which was designed to investigate the nature of Chinese Language classroom environments in Singapore secondary schools. We used a perceptual instrument, the Chinese Language Classroom Environment Inventory, to investigate teachers’ and students’ perceptions towards their Chinese Language classroom learning environments using six dimensions, namely, Student Cohesiveness, Teacher Support, Involvement, Cooperation, Task Orientation and Equity. The investigation was carried out using a sample of 1,460 secondary three (Grade 9) students from 50 Chinese Language classes in 25 Singapore government secondary schools. The nature of the Chinese Language classroom learning environments was interpreted from analyses of the perception scores obtained, as well as from various comparisons of the perception scores between different groups. Although both the Chinese Language teachers and students perceived their present classroom learning environments positively, they would like improvements in all the six dimensions of the classroom learning environments under investigation. Also teachers perceived a more positive classroom learning environment than their students in the same class. In addition, female students perceived their actual and preferred classroom environments more positively than their male counterparts.  相似文献   

Transformative Partnerships: Designing School‐Based Visual Arts Outreach Programmes     

Angela Eckhoff 《The International Journal of Art & Design Education》2011,30(2):256-265

Partnerships between informal learning environments and schools have been cited as an innovative, effective way for museums, galleries and schools to work together to enrich classroom curricula, support student success, and facilitate the utilisation of available community museum and cultural resources. This article reports on findings from a multi‐year, exploratory arts outreach programme for 31 elementary and secondary visual art educators from a rural school district in the American South. The outreach programme was conceived in partnership with faculty from the neighbouring university's art department, school of education and university art gallery. Utilising a partnership framework, the travelling exhibit was developed through a collaborative research relationship with the participating visual art educators. Findings from this programme indicate that travelling exhibits can be an effective mode of programme delivery for informal learning environments while also supporting the content needs for classroom arts educators if the programme stresses transformative partnerships across all invested parties.  相似文献   

Beginning teachers’ perceptions of their levels of pedagogical knowledge and skills: did they change since their graduation from initial teacher preparation?     

Doris Choy  Sylvia Chong  Angela F. L. Wong  Isabella Y.-F. Wong 《Asia Pacific Education Review》2011,12(1):79-87

This study investigated changes in beginning teachers’ self-perceptions of their pedagogical knowledge and skills after their first year of teaching. Surveys were administered to 322 graduating student teachers at the end of the initial teacher preparation programme and at the end of their first year of teaching to compare if there were any differences in their self-perceptions. The results of the study showed significant increases in beginning teachers’ perceptions of their pedagogical knowledge and skills in three factors: Instructional Support, Accommodating Diversity and Classroom Management. Results established the development of teachers to be an ongoing process that is initiated but not completed in initial teacher preparation. Implications of findings for induction and mentoring of beginning teachers are discussed.  相似文献   

Maturation of consonant perception,but not vowel perception,predicts lexical skills at 12 months     

Gesa Schaadt  Annika Werwach  Hellmuth Obrig  Angela D. Friederici  Claudia Männel 《Child development》2023,94(3):e166-e180

Consonants and vowels differentially contribute to lexical acquisition. From 8 months on, infants' preferential reliance on consonants has been shown to predict their lexical outcome. Here, the predictive value of German-learning infants' (n = 58, 29 girls, 29 boys) trajectories of consonant and vowel perception, indicated by the electrophysiological mismatch response, across 2, 6, and 10 months for later lexical acquisition was studied. The consonant-perception trajectory from 2 to 6 months (β = −2.95) and 6 to 10 months (β = −.91), but not the vowel-perception trajectory, significantly predicted receptive vocabulary at 12 months. These results reveal an earlier predictive value of consonant perception for word learning than previously found, and a particular role of the longitudinal maturation of this skill in lexical acquisition.  相似文献   

The role of first-year seminars and first-year college achievement for undeclared students     

Pickenpaugh  Emili N.  Yoast  Summer R.  Baker  Amanda  Vaughan  Angela L. 《Higher Education》2022,83(5):1063-1077

Higher Education - It is commonly stated in both literature and news outlets that undergraduate college students, who are undeclared (i.e., have not declared a major), are at a higher risk of...  相似文献   

How academics manage individual differences to team teach in higher education: a sociocultural activity theory perspective     

Dang  Thi Kim Anh  Carbone  Angela  Ye  Jing  Vu  Thao Thi Phuong 《Higher Education》2022,84(2):415-434

Higher Education - In the higher education (HE) landscape worldwide, team teaching has become increasingly common. The growing prevalence of team teaching in HE has mainly been driven by the...  相似文献   

Education Abroad and College Completion     

Bhatt  Rachana  Bell  Angela  Rubin  Donald L.  Shiflet  Coryn  Hodges  Leslie 《Research in higher education》2022,63(6):987-1014

Research in Higher Education - While some stakeholders presume that studying abroad distracts students from efficient pursuit of their programs of study, others regard education abroad as a high...  相似文献   

The Examination of a Pullout STEM Program for Urban Upper Elementary Students     

Daniel L. Dickerson  Angela Eckhoff  Craig O. Stewart  Shanan Chappell  Stephanie Hathcock 《Research in Science Education》2014,44(3):483-506

The purpose of this study is to determine whether a pullout STEM program (STARBASE) makes reading and math scores decrease and examine its impact on urban fourth, fifth, and sixth grade students’ attitudes and perceptions regarding STEM education and careers. We employed a mixed-methods, case study approach that involved two published and one indigenous instrument composed of Likert scales, semantic differential scales, and open-ended items, along with structured interviews. Results indicate that it is possible for reading, math, and social studies scores to be unaffected when implementing a STEM pullout program, as adjusted trends (for ethnicity and socioeconomic status) are not statistically different from those of non-STARBASE school divisions in the area. Additionally, the Black/White achievement gap, as measured by standardized test scores, was substantially closed over the last decade within STARBASE schools. Quantitative measures revealed few differences in student attitudes from pre- to posttest. Student qualitative responses were overwhelmingly positive. Students wanted more STARBASE time in the regular school year. Students, particularly Black students, also wanted an increase in career education opportunities. Implications regarding curricular changes aimed at STEM education and model adoption are addressed.  相似文献