Why university students choose an international education: A case study in Malaysia     

David Pyvis  Anne Chapman 《International Journal of Educational Development》2007

Why has Australian offshore higher education become the educational investment of choice for many students? What benefits do students anticipate from this education? What is the relationship between educational goals and educational experience? To address these questions, this paper draws on findings from empirical research conducted with students studying at an offshore campus of an Australian university in Malaysia. It was found that students typically chose to enroll with the Australian university to receive an international education. Reasons offered for seeking an international education effectively delineated two groups of students. For Malaysian nationals, an international education was valued largely as a passport to employment with (Western) multinational corporations operating in Malaysia. Generally the Malaysian students made positional investments in Australian offshore higher education. For non-Malaysian students an international education was typically selected as an aid to procuring a new identity. These students chose an international education with the hope of expunging provincial outlooks. From international education, they wanted new ways of viewing the world, new habits of thinking and new skills and approaches. They sought a personal metamorphosis. These students, therefore, typically made self-transformative investments in international education. The paper further shows that investment choices influenced the way students experienced their education. Of the two populations distinguished by investment type, students who made self-transformative investments were more likely to respond positively to challenging education experiences associated with studying at the campus.  相似文献   

Assessing Directions for Educational Development Assistance     

Chapman  David W. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,47(5):459-476

As the 21st century begins, three factors are intersecting in ways that are changing the face of international development assistance and, in turn, the agenda of international development agencies working in the area of education. These changes include: (1) shifts in the age distribution of the population, (2) devolution of more authority and responsibility to lower levels of the education system, and (3) intensified competition for resources. This paper examines how the convergence of these trends is reshaping the way development assistance organizations will operate in the next decade, identifies development priorities of the next decade, and proposes a model of the factors that international agencies need to consider in assessing their own work priorities over that time.  相似文献   

Segregation,Desegregation, Segregation: Charter School Options as a Return to Separate and Unequal Schools for Urban Families     

Thandeka K. Chapman 《Peabody Journal of Education》2018,93(1):38-51

The controversial glory of the Brown decisions and the retraction of court-ordered reforms represent the limited gains of racial justice in education and the protection of white privilege through law and policy. The return to segregation, as propagated through the rise of racially and economically segregated charter schools, exhibits the circuitous nature of law and education policy, represents a return to unequal schooling, and reveals the enduring and meaningful connections between race, law, and education. Using the lens of critical race theory, this paper focuses on law as an instrument of racial justice and oppression in education during the era of school desegregation and the inevitable return to separate and unequal schools for African American students through new education policies that promote the proliferation of charter schools in large urban school districts.  相似文献   

Metaphors in the Teaching of Mathematical Problem Solving     

Olive Chapman 《Educational Studies in Mathematics》1997,32(3):201-228

This article reports on a study¹ that investigated the teaching of mathematical problem solving from a teacher's perspective. The study focused on three teachers and their way of making sense of teaching problem solving. Data collected through interviews and classroom observations were analyzed in the context of an interpretive qualitative study to understand the meanings of the participants' classroom processes. The findings indicated that the participants unconsciously constructed personal metaphors that became the basis of their conceptualization of problems and making sense of their teaching. Community, adventure and game were determined to be the key metaphors of the three participants, respectively. These metaphors embodied their personal experiences and personal practical beliefs that provided the unique meanings associated with their classroom processes. The outcome suggested that the study of such metaphors could be a promising avenue in enhancing mathematics teacher education and in problem solving research in the quest to make the teaching of problem solving more meaningful and effective in a classroom context.  相似文献   

Detection of deficits in temporal pattern discrimination using the seashore rhythm test in young children with reading impairments     

R F McGivern  C Berka  M L Languis  S Chapman 《Journal of learning disabilities》1991,24(1):58-62

A deficiency in temporal pattern discrimination frequently is a distinguishing characteristic of children with dyslexia or learning disabilities (LD). We studied the feasibility of using the Seashore Rhythm Test, a subtest of the Halstead-Reitan neurological assessment battery (Halstead, 1947), with young children to discriminate children with reading impairments from age-matched controls reading at a normal level, in an effort to develop tools to determine readiness to read in young school-age children. Major considerations in test selection were ease of administration and wide use and acceptance. Fifty-nine children in Grades 1 through 3 were administered a battery of tests during the last 3 weeks of the school year by blinded experimenters. Tests administered included the Seashore Rhythm Test, Benton Visual Retention Test, Peabody Picture Vocabulary Test, Blau Torque Test, and the Rod and Frame Test. Children with reading impairments (n = 24) in all age groups were found to exhibit a marked deficit in the ability to discriminate patterned pairs of tones on the Seashore Rhythm Test compared to controls (n = 26). These children also exhibited deficits in right-left orientation, as indicated by their poor performance on the Blau Torque Test. Performance on the Seashore and the Blau by a group of children diagnosed as learning disabled (n = 9) was similar to the group with reading impairments. No significant differences between controls and children with reading impairments or LD were observed in Rod and Frame or Benton performance. The results suggest that the Seashore Rhythm Test may prove to be a useful tool to detect young children who will later show signs of reading impairment.  相似文献   

Predictors of academic and social integration of college students     

David W. Chapman  Ernest T. Pascarella 《Research in higher education》1983,19(3):295-322

This study extended earlier research based on Tinto's 1975 model of student college attrition by investigating patterns of student social and academic integration across institutional types. This study found that different college types were characterized by different patterns of student participation in the social and academic life of the college. Personal characteristics and overall climate associated with each institutional type explained statistically significant but modest amounts of the variance in student participation in specific campus activities that help define campus life. Moreover, several personal characteristics were related to students' campus behavior differently across institutional types. Findings are discussed in terms of their implications for student recruitment and retention.  相似文献   

发挥实验室在高职人才培养中的独特作用   总被引：9，自引：1，他引：9  

李鸿  吴梅青 《实验室研究与探索》2005,24(11):116-118

对实验室在高职人才培养中的独特作用进行了全面阐述。根据目前高职院校实验室工作与人才培养要求存在的差距，就进一步加强实验室建设、改革实验室管理体制、重组实验课程体系、改革实验教学内容与方法、实施实验教学手段现代化等方面，提出了具体的操作方案和措施。  相似文献   

Characterizing the Pedagogical Beliefs of Future Geoscience Faculty Members: a Mixed Methods Study     

LeeAnna Young Chapman  David A. McConnell 《Innovative Higher Education》2018,43(3):185-200

The next generation of professors will come from today’s graduate students and post-doctoral fellows, but we do not know much about their preparation to use research-validated teaching practices. This study characterizes the teaching beliefs of graduate students and post-doctoral fellows who represent future geoscience instructors though we believe the implications go well beyond one discipline. We analyzed results from more than 600 participants who completed the Beliefs about Reformed Teaching and Learning (BARSTL) survey and a subpopulation of sixty participants who responded to the Teacher Belief Interview (TBI). We compared teaching beliefs on the basis of several factors including gender, teaching assistant experiences, and participation in professional development.  相似文献   

Can high stakes national testing improve instruction: reexamining conventional wisdom   总被引：1，自引：0，他引：1  

David W. Chapman  Conrad Wesley SnyderJr 《International Journal of Educational Development》2000,20(6):221

In this paper, the authors draw on recent international experience to assess the success of five propositions for how high stakes national testing can improve classroom instruction and, ultimately, raise student achievement. Findings indicate that testing can be an effective mechanism for improving instructional practice, but its success is not ensured. It has failed as often as it has succeeded, usually because those implementing the strategy failed to understand the intermediate conditions that had to be met for changes in test content, format, or use to have the desired impact on teachers' classroom practice.  相似文献   

The Defense Nuclear Facilities Safety Board's first decade.     

B Chapman 《Journal of Government Information》2000,27(3):345-383

Concern over the safety of the United States' defense nuclear reactors in the late 1980s led to congressional creation of an independent oversight board. The Defense Nuclear Facility Safeties Board (DNFSB) is responsible for overseeing safety issues at the U.S. Department of Energy's nuclear facilities and issuing recommendations on operations and safety at these facilities, which include South Carolina's Savannah River Site, Texas' Pantex facility, Colorado's Rocky Flats Depot, and others. This article provides an historical overview of the DNFSB's first decade and discusses its relationship and interaction with the Department of Energy and congressional oversight committees as well as the recommendations it has issued on nuclear safety. An assessment of DNFSB's future prospects concludes the article.  相似文献