International Forum of Teaching and Studies- Previous Issues

Authors

Dr. Vincent Wiggins completed his EdD in Curriculum Design at DePaul University. He  is the Director of the Center for Faculty Development and Excellence at Southern California University of Health Sciences.  He previously served as Dean of Career and Continuing Education Programs  at  Harry S Truman College and as Dean of Instruction at Harold Washington College in Chicago. Dr. Wiggins earned certifications in Adult Education, Professional Leadership Training, IT Project Management, and Six Sigma, Master Online Teacher (MOT), Quality Matters Peer Reviewer,  and Certified Online Learning Administrator (COLA). His research focuses on students’ academic success in higher education by using instructional technology and self-directed learning. He has presented on pedagogy, andragogy, and technology at professional conferences, including the American Association of Adult and Continuing Education (AAACE), the International Society for Self-Directed Learning, the Annual Research Conference in Adult, Community, and Higher Education (ARCACHE) at Ball State University, and The Mentoring Institute at the University of New Mexico – Albuquerque

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Authors

Dr. K.B. Elazier, EdD, is a certified, K-12 special educator. He has developed and administered School-to-Work programs for the Chicago Public Schools and the Illinois Department of Rehabilitation Services. As an Adult Educator, he has taught courses as an adjunct professor for Hampton University, Southern Illinois University (Naval Air Station-Oceana, VA) William & Mary College, and DePaul University. He has conducted professional development seminars for teachers of the Paul Simon JobCorps Center in Chicago and Adult Educators for the State of Georgia. As a certified Master Trainer, he conducted corporate train-the-trainer seminars throughout the United States and Canada, and provided training program evaluations in Africa, Thailand, and for UNESCO in Afghanistan. Ken is also a published co-author of several professional journal articles and book chapters.

Dr. Gabriele Strohschen, a native of Berlin (FRG), completed her studies at Northern Illinois University in Educational Leadership and Policy Studies. She worked in Chicago's historically disenfranchised communities until joining joined DePaul University as director for the graduate programs at the School for New Learning in 2003. Dr. Strohschen conducted action research, program design and evaluation, and teacher training in Germany, Czech Republic, Kenya, China, Mexico, Thailand, and around the USA. In Afghanistan, she completed a program evaluation project for the Afghan Ministry of Education’s Women Literacy Project, funded by UNESCO, with Dr. Elazier. Retired from DePaul University with the title of professor emerita, she collaborates with community residents, organizations, institutions of higher education, students, artists, and activists in social justice projects, virtually around the world and locally at her Pilsen Storefront in Chicago. She provides program and resource development along with teacher training services and is currently spearheading the development of an international advocacy and training institute for the education of adults. “Dr. G.” has been working with American Scholars Press since its inception. gstrohsc@depaul.edu

Abstract

Within this essay, we view the traditional, time-honored approach to hiring, advancement, tenure, and promotion practices in the academy through the lens of the Peter Principle. Current practices have a profoundly debilitating effect on the quality of instruction because values, tenets, and processes are not clarified and not made transparent or even  consistently and equitably applied.

In turn, this has a profound impact on the quality of the professoriate. The faculty governance agreements with most major US universities allow faculty to hire and promote peers, at will, irrespective of clear and measurable qualification or even federal and state labor laws that apply to other classified employees within institutions receiving federal funds. These faculty-led evaluation and hiring produces a condition of homo-social reproduction among the faculty with a stated rationale of selecting candidates with best-fit characteristics. Not only does the lack of clearly defined credos and philosophies hinder faculty to be the mentors they ought to be for students, but by removing objective, competence-based criteria for candidate selection and promotions, faculty become inbred and incompetent, divorced from professional job classifications. The faculty pool, through lack of diversity in experience, background, and demonstrable knowledge and skill sets will ultimately be promoted not only to the level of incompetence, but also out of the area of their competence. This practice diminishes higher levels of professional development and competency within disciplines.

Keywords

professional development for professors, competency-based evaluation, The Peter Principle, faculty tenure and promotion short-comings, diversity hiring
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Authors

Dr. Frederick V. Engram Jr. is an Assistant Professor in the Center for Integrative Studies in Social Science at Michigan State University where he teaches Social Differentiation and Inequality. Dr. Engram has previously published his work in Forbes, Diverse Issues in Higher Education, Blavity, and a host of peer reviewed journal articles. Dr. Engram has been featured on NBC, TMZ, People TV, Tavis Smiley and Roland Martin. Dr. Engram is known for his work in critically assessing the ways that racism and anti-Blackness impact Africans Americans in both systems of higher education and the criminal justice system. Dr. Engram will publish his first book titled, "Black Liberation Through Action and Resistance: MOVE" via Hamilton Books an imprint of Rowman & Littlefield in 2023. https://iss.msu.edu/people/Engram%20Page.html

Abstract

Anti-Blackness is pervasive on predominately white college campuses and as a result, the experiences of Black students when engaging with campus police have been violent. Black students and students of color often have negative interactions as a result of not being believed in regard to their enrolled student status, access to particular buildings, and not being white or white passing. This article seeks to address how anti-Black campus police and the institutions that employ them cause harm to the Black students and students of color that they recruit and enroll. The article will take an anti-carceral approach to understanding the experiences of Black students and students of color on white college campuses. This article will address the policing of Blackness, excusing of whiteness, whiteness as property, performative DEI, and how not directly addressing the root cause of the circumstances [white supremacy via racism] allow for these negative interactions to persist.

Keywords

white manning; school-to-prison pipeline; whiteness as property; PWIs; abolition
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Authors

Dr. Emily S. Kraus is the Assistant Director of Special Programs in the Division of Global Engagement at DePaul University where she coordinates virtual programs and intercultural learning opportunities for students, scholars, and faculty. She serves as the coordinator of The Intersection of Intercultural Competence Influencers/Policy Makers working group in the World Council on Intercultural and Global Competence. She has presented at institutions and educational conferences in Australia, Brazil, Costa Rica and the United States. Her work has been published in Visible Magazine and New Thinking magazine. ekraus@depaul.edu 

Abstract

In the field of English Foreign Language (EFL) education, native English speakers frequently encounter many advantages that non-native English speakers do not. Consequently, the native English speakers have many responsibilities as they assume the role of native English-speaking Teachers (NESTs) to English Language Learners (ELLs). In this qualitative case study, the researcher explored the intricacies of the lives and classrooms of six NESTs in Costa Rica. The researcher intended to see the world through their eyes and share their stories by listening to the firsthand experiences of these teachers, reflecting on their motivations for living and teaching in Costa Rica, and examining how they connected with students. Through a thematic analysis of the interviews and instructional documents, three main themes emerged: a.) Teachers adapted to Costa Rican culture, b.) Teachers’ advantages of learning Spanish for the TEFL classroom, and c.) Teachers improved their TEFL skills through intercultural understanding. The NESTs shared poignant anecdotes and observations that had shaped their teaching practices, and this information allowed the researcher to highlight some important areas of growth for the TEFL field. This study indicates that there is a need for administrators at both TEFL training programs and the institutions that hire EFL teachers to re-evaluate how they assist NESTs in developing intercultural competencies and critical pedagogies for the benefit of teachers and students alike.

Keywords

intercultural competence, TEFL (Teaching English as a Foreign Language), NEST (Native English Speaking Teacher), Latin America
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Authors

Dr. Thomas Fast is an Associate Professor at Notre Dame Seishin University in Okayama, Japan, where he teaches English and Global Citizenship. He holds a PhD in Human Sciences from Osaka University, and an MA in Latin American Art from New York University. His primary research interests center around global competence development, cultural heritage, and language learning. Prior to becoming a professor, he was a high school foreign language teacher of English and Spanish. He is the author of the award-winning Impact 4 textbook, published by National Geographic Learning. He has consulted for Japanese boards of education, schools, and private companies. For over a decade, he has been involved in the Japan University English Model United Nations (JUEMUN). Originally from Oregon, USA, Thomas has traveled, studied, and lived in over thirty countries. Okayama, Japan has been his home for the past twenty-five years. 

Abstract

Story Circles is a methodology developed by Dr. Darla K. Deardorff (2020), originally as an UNESCO tool for helping people of diverse backgrounds to understand each other better. Story Circles help participants develop intercultural competences such as listening for understanding, cultural curiosity, critical thinking, empathy, self-expression and reflection. They can be utilized in a variety of settings, including ESL and EFL classes of varying ages and abilities. Story Circles have also proven during the COVID era, to be a successful method for collaborative, online international learning (COIL), particularly in the absence of pre pandemic opportunities such as study abroad. Story Circles provide language learners with a supportive structure to engage in deeply meaningful conversation and allow them to communicate otherwise hidden aspects of their lives to others and listen to people of other cultures tell their personal stories as well. After reviewing the literature on the importance of storytelling in intercultural contexts, the author will briefly introduce the Story Circle format and provide instructions with additional considerations for conducting Story Circles in a TESOL context. Readers will come away with a greater understanding of the importance of imparting students with storytelling skills in another language, as well as the knowledge to conduct in person or online Story Circles with their own students.

Keywords

language learning, storytelling, oral personal narratives, UNESCO Story Circles, global competencies, intercultural communication, COIL
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Authors

Dr. Vincent Wiggins completed his EdD in Curriculum Design at DePaul University. He  is the Director of the Center for Faculty Development and Excellence at Southern California University of Health Sciences.  He previously served as Dean of Career and Continuing Education Programs at Harry S Truman College and as Dean of Instruction at Harold Washington College in Chicago. Dr. Wiggins earned certifications in Adult Education, Professional Leadership Training, IT Project Management, and Six Sigma, Master Online Teacher (MOT), Quality Matters Peer Reviewer, and Certified Online Learning Administrator (COLA). His research focuses on students’ academic success in higher education by using instructional technology and self-directed learning. He has presented on pedagogy, andragogy, and technology at professional conferences, including the American Association of Adult and Continuing Education (AAACE), the International Society for Self-Directed Learning, the Annual Research Conference in Adult, Community, and Higher Education (ARCACHE) at Ball State University, and The Mentoring Institute at the University of New Mexico – Albuquerque. 

Ms. Penny Payton is an author and public speaker who shares her story with the hope of inspiring others to look deeper into their own. She has engaged in extensive research and, with the use of hypnotherapy, came to understand the subconscious mind’s power in blocking people to live their best lives. Through her work as an author and Certified Professional Coach (CPC), recognized by the International Coaching Federation (ICF), she is dedicated to  guiding people toward fulfilling lives. She believes that future leaders will be the emotionally intelligent who have fearlessly excavated their trauma and done the healing work necessary to remove all things blocking them. In her work, Ms. Payton posits that the cornerstone of this kind of leadership will be founded on solid internal foundations and driven by empathy and compassion for all of humanity.

Abstract

This essay highlights how we can approach emotional awareness to address challenges as an individual (internal lens) and in the role as an educator (external lens) by working as a community taking a holistic approach.  We end with inviting you, the reader, to join us in continuing the discussion of “what next?”

It is important for us to continue to gain a better understanding of emotional awareness. It allows us to have an improved state of consciousness seen through an internal and external lens.  From an internal lens, we have a better understanding of self and how past experiences contributed to the person who exists today. From an external lens, it allows us to support others in our learning environment and community to remove obstacles to achieve success. Taking this approach of using both lenses is important as an educator who must take a holistic approach to empower others including our students and colleagues to achieve personal and professional goals.

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Authors

Dr. Gabriele Strohschen, Professor Emerita
Editor-in-Chief, International Forum of Teaching and Study,
American Scholars Press
Frédéric Ozanam Fellow
DePaul University - School of Continuing and Professional Studies
(formerly known as the School for New Learning)

Dr. Linda Sun, Managing Editor
American scholars press
Kennesaw State University (Part-time Faculty)

Abstract

Professor Emerita Dr. Gabriele Strohschen completed her studies at Northern Illinois University in Educational Leadership and Policy Studies. She worked in Chicago's historically disenfranchised communities while adjunct teaching at National Louis University, Chicago City Colleges, and Northern Illinois University. In 2003, she joined DePaul University as director for the graduate programs at the School for New Learning and retired in 2019. Dr. Strohschen has extensive experience in conducting  action research, program design and evaluation, and teacher training along with invited seminars and presentations in Afghanistan, Canada, China, the Czech Republic, Germany, Kenya, Mexico, Thailand, and around the USA, which she continues to date. For the Afghan Ministry of Education’s Women Literacy Project, she completed a program evaluation project funded by UNESCO. She writes and publishes collaboratively with former students and colleagues and continues to serve her profession as reviewer and editor as well as doctoral dissertation editor. Virtually around the world and locally at her Pilsen Storefront in Chicago, she leads Community Connexxions, a loosely-knit group of community residents, organizations, institutions of higher education, students, and activists, she founded in 2012 that is engaged in social justice and activist art projects. Dr. Strhhschen has been the advocate for the journal and serving as the editor-in-chief for the time being. 

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Authors

Dr. Gabriele Strohschen, Professor Emerita
Editor-in-Chief, International Forum of Teaching and Study, 
American Scholars Press 
Frédéric Ozanam Fellow
DePaul University - School of Continuing and Professional Studies
(formerly known as the School for New Learning) 

Dr. Linda Sun, Managing Editor
American scholars press
Kennesaw State University (Part-time Faculty)

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Authors

Seth Black is serving his 6th year as Director of Career and Technical Education Center at the Hampton City Schools., Virginia. (http://www.hampton.k12.va.us/departments/cte/cte.html).
Before his current position, he taught Business/IT courses for twelve years, and served as CTE instructional leader and CTE Advisory Council teacher representative for five years.  He has been involved with “The Academies of Hampton” model at the Hampton City Schools since its inception, and remains active helping ensure continuous growth and improvement. He has completed professional learning experiences such as ACTE Vision, VACTE, VACTEA, NCAC, Academies of Nashville Site Visits, Ford Next Generation Learning Elevate, and 2018 LEAD Peninsula program. These experiences continue to provide him with great insight on the importance of powerful partnerships for great community-connected learning.

Ken Elazier, EdD, is a certified, K-12 special educator; he has developed and administered School-to-Work programs for the Chicago Public Schools and the Illinois Department of Rehabilitation Services. As an Adult Educator, he has taught courses as an adjunct professor for Hampton University, Southern Illinois University (Naval Air Station-Oceana, VA) William & Mary, and DePaul University. He has conducted professional development seminars for teachers of the Paul Simon JobCorps Center in Chicago and Adult Educators for the State of Georgia. As a Master Trainer, he conducted corporate train-the-trainer seminars throughout the United States and Canada. Internationally, he has provided training program evaluations in Africa, Thailand, and for UNESCO in Afghanistan. Ken is a published co-author of several professional journal articles and book chapters.

Abstract

This article highlights the need for a comprehensive instructional design and delivery strategy when converting traditional and competency-based courses to e-learning and Hyflex course delivery modes. Guidance is provided for decision-making at the strategic level, prior to implementation to align instructional offerings to meet stakeholder expectations, while assuring sound instructional decisions.

Keywords

e-Learning, HyFlex, competency-based instruction, instruction during Covid -19 pandemic
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Authors

Nicholas Hayes is the Assistant Director of DePaul University's Office of Prior Learning. He holds an MFA in Writing and an MA in Sociology. He is currently a doctoral student in Curriculum Studies at DePaul University. He has published and presented on teaching Queer Literature, supporting adult students in developing their writing skills, and prior learning assessment.  

Abstract

Reflection allows educators and students ways to illuminate their past experiences. Using autobiography as a research method can provide rich data derived from lived experiences for understanding educational systems and the nature of learning. Autobiographical research is common to practitioners of the reconceptualist method of currere and by adherents of andragogy in the utilization of prior learning. Despite using analogous tools, their purposes and outcomes of using autobiography diverge. But the intersections of use may show ways to broaden their potential. This essay provides a brief overview of educational perspectives and then examines the use of critical reflection on autobiography in prior learning and currere. It concludes with some considerations and cautions about the use of reflection and autobiographic practice.

Keywords

reconceptualization, autobiographic practice, adult education, currere, prior learning assessment, andragogy
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Authors

William Marty Martin, PsyD, MPH, MSc is a Full Professor in the Department of Management and Entrepreneurship in the Driehaus College of Business at DePaul University. He also serves as a Research & Innovation Leadership Fellow. He teaches courses in health care management, entrepreneurship, and wellness for business students. His research interests include circadian biology and faculty/student wellbeing. He has published in The Journal of Business Ethics and Business and Society.  His work has been featured in USA Today and the Washington Post
martym@depaul.edu

Yvette P. Lopez, PhD, is an Associate Professor in the Department of Management and Entrepreneurship in the Driehaus College of Business at DePaul University. She teaches courses in management, organizational behavior, and leadership. Her research interests include bad behavior in organizations and leadership. She has published in the Journal of Management, Journal of Business Ethics, Journal of Occupational and Organizational Psychology, and Sport Management Review among other journals. She has presented at conferences hosted by the Academy of Management, American Psychological Association, Babson College, and other organizations. ylopez9@depaul.edu

Abstract

As university stakeholders work to support the academic performance and success of their students, an often omitted consideration is chronotype. Chronotype represents an individual’s circadian rhythm that describes the time of day at which a person is able to effectively cope with challenging tasks. While chronotype and time of day are gaining as an area of inquiry in learning research, there is a dearth of research on the intersection of chronotype and education. This article focuses on administrative policies and systems, as well as on the chronotypes of faculty and students in positively influencing undergraduate student academic performance. 

Keywords

academic performance, chronotype, student learning, teaching
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Authors

Anais Szu Yin Fang is a B.A. candidate at the George Washington University’s Elliott School, pursuing a degree in International Affairs and Asia Studies. As a first-generation Taiwanese-American immigrant, Anais harbors a deep passion for strengthening the diplomatic relationship between the U.S. and Asia-Pacific. Her current placement is at the Global Taiwan Institute, where she works to promote intercultural awareness and create tangible policy solutions through her research.

Abstract

During the latter parts of the Qing Imperial Dynasty, a peculiar phenomenon occurred that altered the trajectory of the lives of elite women; it was one that challenged the cultural precedent for female behavior and assisted in the overthrow of the dynasty. The purpose of this essay is to explore this apparent paradox in the definition of Late Imperial Qing Dynasty Chinese womanhood. This author argues that while the core Confucian values of womanhood - motherly duties and filial piety- remained crucial to late Qing society, it was the increased accessibility of education that paved the way for increased female agency and the development of a new womanhood. The rise in interest in the political field resulted in women’s participation in the outer sphere and traditionally non-feminine activities, effectively establishing new female roles within the Confucian norm. 

Keywords

late Qing Dynasty, education reform, female liberation through education, new Chinese womanhood
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Authors

Xiaochen Sun is a PhD candidate in the interdisciplinary Department of American Indian Studies of University of Arizona. Her research interest goes to American Indian literature, American Indian literary theory, English literature, creative writing, translation (of English novels into Chinese), American Indian higher education, American Indian film and American Indian law and policy. She translated two novels: New York Times best seller Jodi Picoult’s The Tenth Circle (2010), and classical American novel The Wonderful Wizard of OZ (2018). She also wrote the comprehensive reading section of a textbook for English major students Advance Course Book of Comprehensive Ability for English Major Students, published by Shanghai Jiao Tong University Press in 2018. Currently she has two articles accepted by the publishers. One is an article entitled “Critical Nationalism in Frances Washburn’s The Sacred White Turkey” has been accepted by the American Scholars Press, and the other is an article entitled “Colonialism, Sovereignty and Native American Higher Education: On Carney’s Division of Three Eras of the Development of Native American Higher Education” has been peer reviewed and accepted for publication in the journal of International Forum of Teaching and Studies. It will be published in fall, 2022, Vol. 18, No. 2, 2022.  xiaochen@email.arizona.edu

Abstract

The early trials of Native American higher education at Harvard University, the College of William and Mary, and Dartmouth College are analyzed to answer the question as to why the attempt to establish Native American colleges utterly failed. Additionally, the article compares these early efforts in the colonial era, when more Native American students during the federal era were able to graduate from colleges, but the curriculum mainly focused on vocational training and assimilation of Native American students according to the needs of the Anglo-Americans. The real progress in the field of Native American higher education is made during the self-determination era, the name of which makes it self-explicit how the rise of Native American autonomy ultimately witnesses the blossoming of Native American higher education.

Keywords

Native American higher education, self-determination, Native American autonomy
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Authors

Zou Yanqun is an Associate Professor at the School of English Language and Literature at the International Studies University in Beijing, China.
belindazou@126.com

Abstract

Enhancing students’ translation competence is the essential issue in translator education, while the significance of metacognitive regulation in translation competence development is still to be elaborated upon. Reviewing the significance of metacognition, especially metacognitive regulation in translation education, this study proposes a model of metacognitive regulation, the EASER model, based on previous research. Furthermore, this study explores how to integrate the model in translator education to develop learners’ historic, developing perspective towards translation, to enhance learners’ translation competence effectively, to improve translation quality and efficiency, and to cultivate metacognitive-conscious, autonomous, self-directed, competent translators, and lifelong learners.

Keywords

translation competence, metacognitive regulation, EASER model
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Authors

Dr. Gabriele Strohschen, a native of Berlin (FRG), completed her studies at Northern Illinois University in Educational Leadership and Policy Studies. She worked in Chicago's historically disenfranchised communities until joining joined DePaul University as director for the graduate programs at the School for New Learning in 2003. Dr. Strohschen conducted action research, program design and evaluation, and teacher training in Germany, Czech Republic, Kenya, China, Mexico, Thailand, and around the USA. In Afghanistan, she completed a program evaluation project for the Afghan Ministry of Education’s Women Literacy Project, funded by UNESCO, with Dr. Elazier. Retired from DePaul University with the title of professor emerita, she collaborates with community residents, organizations, institutions of higher education, students, artists, and activists in social justice projects, virtually around the world and locally at her Pilsen Storefront in Chicago. She provides program and resource development along with teacher training services and is currently spearheading the development of an international advocacy and training institute for the education of adults. “Dr. G.” has been working with American Scholars Press since its inception. Email: gstrohsc@depaul.edu

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Authors

Vincent Wiggins is Dean of Career and Continuing Education Programs at Harry S Truman College, City Colleges of Chicago.  Previously he served as Dean of Instruction at Harold Washington College in Chicago, where he worked with faculty and staff to support students’ academic success. One of his current focus areas is looking at relevant education and programming to support students’ academic goals that align with desired career goals.  Dr. Wiggins completed his Doctor of Education in Curriculum Design at DePaul University.  His research focuses on students’ academic success in higher education by using instructional technology and self-directed learning. Dr. Wiggins is certified in Adult Education, Professional Leadership Training, IT Project Management, and Six Sigma.  As a Master Online Teacher (MOT) and Certified Online Learning Administrator (COLA), Dr. Wiggins’ commitment to education includes researching multiple delivery modes for learning that include hybrid and online learning. In his roles in management and as an educator, he has developed various training programs and facilitated workshops for students, faculty, and staff.  He has presented on pedagogy, andragogy, and technology at professional conferences, including the American Association of Adult and Continuing Education (AAACE), the International Society for Self-Directed Learning, and The Mentoring Institute at the University of New Mexico – Albuquerque. He can be reached at wiggins.vincent@gmail.com

Abstract

This article focuses on the current learning environment in Career and Technical Education programs often offered in Community Colleges and how these are impacted by the SARS-CoV-2 pandemic. It explores how historical challenges require community college involvement in educational equity by being committed to the obligation gap. Obligation gap by definition, “calls out the institution, not the student, to be the prime agent of change (Sims et al. 2020, p. 36). Historical references are provided to assist in understanding what needs to be considered in moving forward during the pandemic and develop new learning environments that will assist afterwards.

Keywords

equity gap,community college,career and technical education,pandemic,self-efficacy
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Authors

Rona Robinson-Hill, Ph.D., an African American woman, is Assistant Professor in the Department of Biology at Ball State University. A science educator, she is the principal investigator of the BSU Training Future Scientist (TFS) Program. In that capacity she leads the development of pedagogical strategies for the K-12 science methods courses she teaches at BSU; recruiting and supervising TFS Ambassadors, BSU undergraduates and high-school juniors and seniors to work in STEM research labs during the summer; and coordinating STEM “Shadow-A-Scientist” research experiences for secondary education majors each spring in her secondary science methods course. Her research focuses on how to effectively prepare pre-service teachers (PSTs) for the diverse underserved groups US schools serve though an immersive learning experience, working in collaboration with Dr. Rebecca Brown. rmrobinsonhi@bsu.edu

Rebecca D. Brown, Ed.D. is Assistant Teaching Professor in the Department of Elementary Education in the Teacher’s College at Ball State University. She has served both as an elementary and middle school science teacher in several diverse settings, as well a principal in a K-8 school. Her research focuses on equitable grading practices, culturally relevant and responsive teaching, and the impact of familial addiction on student learning. Her research focuses on how to effectively prepare pre-service teachers (PSTs) for the diverse underserved groups US schools serve though an immersive learning experience, working in collaboration with Dr. Rona Robinson. rdbrown2@bsu.edu.

Abstract

This article describes the Training Future Scientist program which was developed in partnership with the eNVsion program for a Professional Development School (PDS). It resulted in creating a unique environment for pre-service teachers (PSTs) to enhance their instructional skills in elementary science education classes. Though specialized approaches to traditional practicum courses, this partnership between a Midwest university and a local school district provided an opportunity for innovative teaching approaches, applicable for university and elementary school faculty, elementary education PSTs, and elementary students. This experiential project included courses in instructional and behavioral engagement, literacy practices and instructional methods for elementary science course. This article describes key features of the training program and its results, based on feedback collected university faculty, PSTs, and PDS students.

Keywords

pre-service teacher training, professional development school, immersive, literacy, instructional and behavioral engagement, science instructional methods, training future scientist
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Authors

Pi-Chi Han is associate professor at National Kaohsiung Normal University in Taiwan. Formerly, she was an assistant professor in the Division of Educational Leadership and Policy Studies at University of Missouri-St. Louis (UMSL) and also a visiting scholar at Chinese Academy of Social Science in China. Currently she serves as a senior advisor to Asia-Pacific Economic Cooperation (APEC) in HRD Working Group and Policy Partnership on Women and the Economy. She is a scholar-practitioner in the field of intercultural HRD, an adult educator of global workforce development, and a consultant of global talent development. Her research and publications have focused on intercultural effectiveness (ICE) competencies, cross-cultural mentoring, global leadership development, Confucian leadership, and women’s leadership development. She has been certified as a Trainer of Trainers for the Developing Diversity Training for the Workplace by George Washington University and Global Art Markets Collecting and Connoisseurship by Sotheby’s Institute of Art. She conducted intercultural workshop in Spain, China, and Taiwan. pichihan@gmail.com

Abstract

The novel coronavirus (COVID-19) pandemic is posing an immense challenge to humanity. The need to develop intercultural competencies has become challenging and received extensive attention. The quest to develop intercultural effectiveness (ICE) competencies is on the rise. However, it has been a lack of theoretical justification for conceptualizing the developmental strategies of attaining ICE. This article connects the Theory of Transformative Learning (TL) with a sequence of processes to pave a developmental pathway for developing ICE. It helps adult learning and HRD professionals in planning, developing, and conducting training programs for the improvement of ICE.

Keywords

novel coronavirus (COVID-19), intercultural effectiveness (ICE) competencies, theory of transformative learning, adult learning, human resource development (HRD)
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Authors

Andrea Yelin attended Vassar College and graduated from Rice University with a B.A. in history. After college, Andrea earned a J.D. and M.S.L.S. from Case Western University. For many years, Andrea taught Legal Writing for 1st year law students and Advanced Legal Research for upper-level law students at Loyola University Chicago School of Law. She is the author of Contract Law for Legal Professionals, as well as the co-author of Basic Legal Writing, and The Legal Research and Writing Handbook which will be published in the 9th edition in 2022. Currently, Andrea is an adjunct faculty member at DePaul University in Chicago where she teaches undergraduates in the Writing, Rhetoric & Discourse department and in the School of Continuing and Professional Studies. ayelin@depaul.edu

Abstract

In this article, the author provides instructors with a concrete strategy to reach the range of students in a first-term college writing course. A model assignment and sample essays to illustrate clear methods to analyze the large-scale organization in an essay are presented in detail. This model is an example of how to sensitize students to small scale writing concerns. The goal of this approach is to guide students in building confidence in their abilities to navigate a college writing assignment, with concrete examples, while walking through all the steps in the process.

Keywords

freshmen writing, rubrics, models, structured instructional methods
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Authors

Frederick V. Engram Jr. is Assistant Professor of Instruction at the University of Texas-Arlington in the Department of Criminology/Criminal Justice and the Center for African American Studies. Dr. Engram also has an affiliate faculty appointment with the Department of Educational Leadership and Policy Studies. He holds an EdD in Higher Education Administration from Northeastern University. Dr. Engram is a qualitative researcher who grounds his work in critical race theory which he uses to make sense of the African American experience with racism in higher education and the criminal justice system. Dr. Engram is known as being a disruptor of oppressive systems. His work can be found in media outlets such as Blavity, Forbes, and Diverse Issues in Higher Education. Dr. Engram is a widely requested keynote speaker and all requests should be submitted through his website www.drfrederickengramjr.com. Connect with Dr. Engram via Twitter @VanCarlito2003 or Instagram @dr.engram19.  frederick.engram@uta.edu 

Abstract

Anti-Blackness in education is not a siloed issue. It is pervasive in every part of society and the world. As Black male educators we are often forced into disciplinary roles as a means of enforcing the social control of Black youth. Guided by the understanding of patriarchy and white manning as core concepts Black male educators must fight back in hopes of disrupting the status-quo. This article will examine how Black male educators express themselves via social media in ways that are not conducive to the positive uplift of Black youth. It will also explore how deficit-framed pedagogical practices which create the idea that Black children are unteachable--requires disruption. The article will conclude with encouraging Black male educators to provide an intersectional-feminist lens to understand how to disrupt anti-Blackness in education and uplift Black boy and girlhood.

Keywords

white manning, school-to-prison pipeline, anti-blackness, anti-racism, spirit-murdering, misogynoir
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Authors

Carmela Ochoa is the Coordinator of ABE/ASE at Moraine Valley Community College in Palos Hills, IL. She became a passionate advocate for adult learners after beginning her career in the Adult Education Program. As a single mother pursuing her Associates Degree, she recognized that adult students had different needs than traditional college students. Intent on gaining as much knowledge as possible, she decided to register in an undergrad program that focused on Academic Advising and Career Coaching for Adult students in Higher Education. She received her M.A. in Educating Adults from DePaul University – School for New Learning to further her understanding of assisting adult learners pursue their academic goals. Currently, she serves as acting Director for the Commission on Adult Basic Education and Literacy (CABEL) with the American Association for Adult and Continuing Education (AAACE). Carmela is a doctoral student in Global Leadership at DePaul University. ochoa@morainevalley.edu

Abstract

This article explores the experiences of Latinas’ journey in education as a student and professional educator. From my examined personal experiences, I implemented leadership strategies to support Latina students who attend High School Equivalency and English as Second Language courses. This article explores the unique family constraints and addresses the need for identifying and overcoming cultural expectations and behaviors critical for the success of Latinas in Education. College personnel who may not be cognizant of the intricacies of the culture, cannot create an inclusive or equitable learning environment. Faced with an unwelcoming administration, students are hesitant to continue their education. I co-designed and established an educational support group to guide Latina students in developing skills for personal and academic growth to achieve their goals.

Keywords

Latina students, cultural constraints, leadership development, student empowerment
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Authors

Dr. Gabriele Strohschen completed her studies at Northern Illinois University in Educational Leadership and Policy Studies. She works in Chicago's historically disenfranchised communities and joined DePaul University as director for the graduate programs at the School for New Learning in 2003. She retired from DePaul University and was honored with the title of professor emerita. Dr. Strohschen conducted action research, program design and evaluation, and teacher training in Germany, Czech Republic, Kenya, China, Mexico, Thailand, and around the USA. In Afghanistan, she completed a program evaluation project for the Afghan Ministry of Education’s Women Literacy Project, funded by UNESCO, with Dr. Elazier. Currently, she collaborates with community residents, organizations, institutions of higher education, students, artists, and activists in social justice projects, virtually around the world and locally at her Pilsen Storefront in Chicago and is spearheading the development of an advocacy institute for the education of adults among other adult education projects. Email: gstrohsc@depaul.edu

Abstract

Keywords

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Authors

Dr. Michael Williams PhD., MBA, is the Dean of the School of Business and Management and Interim Dean of the John S. Watson School of Public Service at Thomas Edison State University in Trenton, New Jersey. His research, publishing, and presentation interests include the Psychodynamics of leadership, workplace bullying, and cultural change management. Dr. Williams earned a PhD in Educational Leadership and an MS. in Human Resource Management from Fordham University, an MS. in Labor and Employee Relations from Rutgers University, an MBA in Management from DeVry University, and a MA in Psychoanalysis from the Academy of Clinical and Applied Psychoanalysis, Boston Graduate School of Psychoanalysis.

Dr. Tami Moser PhD, DBH, is a Chair of the Department of Pharmaceutical Sciences and Associate Professor of Pharmacy Administration at Southwestern Oklahoma State University in Weatherford, Oklahoma, USA. She is also the creator and coordinator of the Center of Excellence in Pharmacy Leadership, Innovation, and Quality Outcomes for the College of Pharmacy. In addition, she has served as a consultant in Higher Education and in the healthcare industry. Dr. Moser holds multiple graduate degrees, including a PhD in Organization and Management from Capella University, a Doctorate in Behavioral Health (DBH) from Arizona State University College of Health Solutions, and MPA from the University of Oklahoma.

Abstract

This article examines the influence of Psychodynamics on the online course room. The virtual discussion room is a cornerstone of the distance learning experience. Participants engage in virtual dialogue and discussion requiring their construction of learning environments that are academically stimulating and educationally rewarding within an academic community that is sensory-limited and geographically disparate. Thus, examining the key psychological and select theories and applications from the sociological and anthropological literature, may contribute to current research associated with the online discussion room and advance the efficacy of educators' instructional practice. This paper explores four (4) four areas that may influence the online discussion room; they are; 1) Psychodynamics: Origins and Organizing, 2) Psychodynamic Structures and Conditions, 3) Language, Symbols, and Social Construction, and 4) The Online Discussion Room: Internal Integration Considerations.

Keywords

online discussion room, psychodynamics, symbols, and social construction
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Authors

Dr. Josephine M. S. Desouza is Associate Professor at Ball State University, where she teaches early childhood, elementary, and secondary science method courses. She holds a PhD in Curriculum and Instruction, University of Toledo; MEd in Secondary Science Education University of Madras, India; MA in English Literature, University of Mysore, India; BE, University of Mysore; and BS in Chemistry, University of Madras. Her research has focused on the quantitative analysis of teachers’ science teaching efficacy beliefs and qualitative studies on science learning behaviors of young children. She also serves on the Geography Educators Network of Indiana, Inc. (GENI).

Abstract

Understanding natural hazards such as an earthquake, the disaster it brings and the evaluation of a place for risks of the disaster from a cross-disciplinary perspective is important for secondary science preservice teachers, to engage in critical thinking, problem-solving and decision-making process. This paper provides an exemplar for developing a geospatial inquiry of the Nepal 2015 earthquake using the web-based application, ArcGIS Online. Preservice teachers experience its capability to map, access tools for spatial data analysis, and develop spatial thinking skills through visualization of the relationships and patterns derived from real world data as displayed in maps.

Keywords

Geographic Information System, Teacher Education, Geospatial Inquiry
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Authors

Dr. Norma Nerstrom, EdD, is a retired adult educator who served for 20 years as the Manager of Career Training for the Continuing Education Department at Harper College in Illinois. In this position she was responsible for business, technical and healthcare programs. Her area of interest is transformative learning. She earned her Doctor of Education degree in Adult and Continuing Education from National Louis University in 2013.

Abstract

Transformative learning is described as an adult experience of revising beliefs and values previously surmised to be true, and at times this may occur years after a significant encounter. Adult educators may be a catalyst for such changes in their learners, even though they do not always witness the fruits of their labor. Based on the author’s research and her personal transformation during the study, this article highlights three stories of the long-term effect of transformative learning on adult educators. It discusses how their beliefs and values were originally constructed and later challenged through new experiences in their university programs. Ranging in age from 35 to 65 and representing diverse backgrounds, participants shared their stories through interviews, art, and writing. This essay also expands the research to include how adult educators, possibly unknowingly, may provide a pathway for learners in the healing of their grief stemming from childhood losses. Two stories of transformative learning are from the study participants; the other is the researcher’s story that had been kept secret for nearly 50 years.

Keywords

transformative learning, adult educator, childhood loss, grief, adult education
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Authors

Dr. Rona Robinson-Hill, PhD, is an African American woman science educator in the Department of Biology at Ball State University. She the principal investigator of the BSU Training Future Scientist (TFS) Program. This program is responsible for producing the pedagogy for K-12 science method courses, which she teaches at BSU. Her work includes recruiting and supervising TFS Ambassadors that are undergraduates and high-school juniors and seniors to work in STEM research labs during the summer. She also coordinates STEM “Shadow-A-Scientist” research experiences for secondary education majors.

Abstract

Pre-service teachers (PSTs) often are non-science majors and struggle to understand science content. The focus of this pilot study was to identify the teaching and learning strategies to help these PSTs understand biology concepts. Results from quantitative surveys revealed four to five strategies the PSTs identified as most or as least beneficial. Research findings support the use of caring in action, teaching in the student’s zone of proximal development and sociocultural theory and beliefs. The implications from this study for science teacher education programs are critical if the goal is to produce future teachers that understand the science they teach.

Keywords

teaching and learning strategies, Science for non-majors, Biology for non-majors
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Authors

Sascha Friedrich, BA, was born and raised in Germany and came to the US in 2008. He started studying Political Science at College of DuPage and graduated with a BA in Socio-Political Studies from DePaul University in 2018, focusing his studies on cross-border movement of people. He is currently completing a MS degree in Public Service Management at DePaul University in Chicago. He is employed at the Mozilla Foundation in Donor Care.

Abstract

The COVID-19 pandemic caused a global restriction on freedom of movement. Travel and public life have been affected and countries are still trying to find ethical solutions to protect the public from the virus without harsh restrictions on freedom and privacy, and without compulsive vaccination campaigns. As vaccination numbers are rising, ethical questions about restricting freedoms for the unvaccinated and granting freedoms for the vaccinated arise. This study examines these developing issues by applying the Markkula ethical decision-making model, and evaluates alternative decision options such as the Utilitarian, Rights, Justice, Common Good, and Virtue approaches. The results indicate that the only ethical option is a patchwork of regulations depending on local current pandemic status. Vaccination numbers can only be elevated ethically through persuasive outreach, information, and appeals to the protective conscience of communities.

Keywords

Covid-19, vaccinations, compulsive vaccination campaigns, ethical decision-making
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Authors

Lamaiya Lancaster

Abstract

This article provides the evaluation of the 2016 Summer Dance Showcase Hawaii Graduate Internship, a community-based arts event, which played a vital role in community development, youth development, and the preservation and advancement of heritage, cultural vitality, and diversity. The showcase offered a performance opportunity to local professional artists, college students, and community members. All volunteers rated their experience as very rewarding or rewarding. The majority of patrons identified the aspect of the showcase they enjoyed the most as the variety of dance styles performed, followed by cost being free of charge, location, and then, event being for all ages.

Keywords

dance, community engagement, culture, diversity, performance arts
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Authors

Fang Fan
Zhejiang University, Hangzhou, China

Abstract

The COVID-19 pandemic asked English Writing Centers (EWC) in Chinese universities to make effective decisions about how to implement routine lectures, appointments, and other activities on campuses. With the quick reaction and good facilities in Chinese universities, EWCs quickly adapted themselves to face challenges. This article examines the Zhejiang University EWC as an example to show the way it adapted to the new situation. Experiences for solutions to challenges in developing the flexibility of online lectures and workshops and the effectiveness of online tutoring are presented to highlight the potential collaboration with digital technology for future EWC.

Keywords

pandemic, English writing center, flexibility, effectiveness, collaboration
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Author

Dr. Gabriele Strohschen completed her studies at Northern Illinois University in Educational Leadership and Policy Studies. She works in Chicago's historically disenfranchised communities and joined DePaul University as director for the graduate programs at the School for New Learning in 2003. She retired from DePaul University and was honored with the title of professor emerita. Dr. Strohschen conducted action research, program design and evaluation, and teacher training in Germany, Czech Republic, Kenya, China, Mexico, Thailand, and around the USA. In Afghanistan, she completed a program evaluation project for the Afghan Ministry of Education’s Women Literacy Project, funded by UNESCO, with Dr. Elazier. Currently, she collaborates with community residents, organizations, institutions of higher education, students, artists, and activists in social justice projects, virtually around the world and locally at her Pilsen Storefront in Chicago and is spearheading the development of an advocacy institute for the education of adults among other adult education projects.

Author's E-Mail: gstrohsc@depaul.edu

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Author

Dr. George Ligon IV is a Research Associate and Mathematics Specialist at edCount, LLC. At edCount, he manages the assessment development and alignment evaluations of large-scale state assessments. In addition to this, Dr. Ligon has worked with more than seventy U.S. school districts and international education agencies as an education consultant. His research explores the influence of education policy on the performance of economically disadvantaged Black students attending persistently low-performing schools. He believes policymakers must use appropriate policies, structures, and supports to redress the factors that influence poor student outcomes.

Author's E-Mail: GL16f@my.fsu.edu

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Author

Dr. Arunava Bhattacharya received his Ph.D. from Burdwan University in the area of Indian Roadways Sector. He holds a is B.Sc. (H) in Economics (C.U.), MBA in Systems from IISWBM, Calcutta University, and ICWA (Inter). He has 28 years of professional experience in both corporate as well as academia. Dr. Bhattacharya has more than 15 publications to his credit in various journals, and he frequently attends seminars and conferences. His current areas of teaching and research interests include MIS and systems, quantitative methods, including statistics, decision sciences, and cross-functional management.

Author's E-Mail: bhattacharyaarunava2@gmail.com

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Author

Mr. John Anderson, M.A., is a lecturer of sociology at a public university in East Central Indiana, where he teaches courses on race, globalization, and urban sociology. He earned his master’s degree in sociology and has a graduate certificate in college and university teaching. He is currently completing a Doctor of Education degree in Adult, Higher and Community Education.

Author's E-Mail: jwandersonjr@bsu.edu

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Author

Mr. Ronald Duncan, M.A., is a Doctoral Candidate at National-Louis University, where much of his research involves the black American experience and social reconstruction. He served as Co-Director and Lecturer for a workshop arts series at Kolton Ballet Academy while completing his graduate studies at Emerson College in Boston, where he was also an artis-in-residence and also taught courses. He has over 15 years of private studio teaching and professional experience in local and national music and dance performances. Ronald focuses on reshaping the places where learning exists in the periphery of student contact zones, writing, and cross-cultural literacy through examining social justice. His instructional approaches emphasize metacognitive processes that direct peer collaboration and review, self-awareness, re-work, and university inventing.

Author's E-Mail: Ronaldlduncan1@outlook.com

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Author

Mr. Dwayne Small, M.A. is the author of Diplomatic Communication, Teaching Adult Students: Creating a Syllabus, and Public School Education: Minority Students at a Disadvantage. His writing has appeared in Academic Journal Article, International Forum of Teaching and Studies, and Competency-Based and Social-Situational Approaches for Facilitating Learning in Higher Education.

Author's E-Mail: smalldwayne2013@gmail.com

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Author

Zoaib Mirza is an award-winning educator with over 20 years of experience working with non-for-profit, for-profit, and ivy league institutions and more than 15 years of experience teaching graduates, undergraduates, and K12 students. Currently, he is an Associate Vice President at Ultimate Medical Academy.

Author's E-Mail: ZMIRZA@depaul.edu

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Authors

Dr. Karanam Pushpanadham is Professor of Educational Management at the Faculty of Education and Psychology, The Maharaja Sayajirao University of Baroda, India. He has been working in the areas of Educational Leadership, Lifelong Learning, Comparative International Education, and Teacher Education. He is the member of the Senate, National Institute of Fashion Technology, Government of India. He has published several research articles and books and has been providing educational consultancy to various national and international agencies and governments.
Author's E-Mail: pushpanadham@gmail.com

Dr. Shnaoli Chakraborty Acharya is an eminent teacher-educator and distinguished author in the field of Education. She is an Assistant Professor in the Department of Education, West Bengal State University, India. She pursued her Ph.D. with a dissertation on. “The Impact of Emotional Intelligence, Achievement Motivation and Parenting Styles on the Achievement of Students in English at the Secondary Level.” Her interest areas consist of Educational Administration and Management, Inclusive Pedagogy, and Digital learning.
Author's E-Mail: shnaolic@gmail.com

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Authors

Dr. Gabriele Strohschen completed her studies at Northern Illinois University in Educational Leadership and Policy Studies. She works in Chicago's historically disenfranchised communities and joined DePaul University as director for the graduate programs at the School for New Learning in 2003. She retired from DePaul University and was honored with the title of professor emerita. Dr. Strohschen conducted action research, program design and evaluation, and teacher training in Germany, Czech Republic, Kenya, China, Mexico, Thailand, and around the USA. In Afghanistan, she completed a program evaluation project for the Afghan Ministry of Education’s Women Literacy Project, funded by UNESCO, with Dr. Elazier. Currently, she collaborates with community residents, organizations, institutions of higher education, students, artists, and activists in social justice projects, virtually around the world and locally at her Pilsen Storefront in Chicago and is spearheading the development of an advocacy institute for the education of adults among other adult education projects.
Author's E-Mail: gstrohsc@depaul.edu

Dr. K.B. Elazier serves as adjunct professor for Hampton University, Southern Illinois University, and DePaul University. He has extensive experience as a certified K-12 special educator, developing and administering School-to-Work programs for the Chicago Public Schools and the Illinois Department of Rehabilitation Services, and conducting professional development seminars for teachers of the Paul Simon JobCorps Center in Chicago and for Adult Educators for the State of Georgia. As a certified Master Trainer, he has conducted corporate train-the-trainer seminars throughout the United States and Canada. He provided training program evaluations in Africa, Thailand, and for UNESCO in Afghanistan. He is co-author of several professional journal articles and book chapters and has conducted seminars and presentations at numerous professional associations.
Author's E-Mail: kenelazier@gmail.com

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Authors

Aryani Tri Wrastari PhD., is an academic in Educational Psychology at Airlangga University, Indonesia. She gained her PhD from The University of Adelaide with a research project entitled “Inner Transformation: Exploring the Interrelationship between Transformative Learning and Religiosity among Change Agent Educators in Indonesia”. Aryani’s PhD was awarded a Dean’s commendation due to the excellent examiner’s reports obtained. Her research and teaching areas relate to topics in adult learning theory, assessment and evaluation in Education, and educational psychology.

Abstract

Teachers’ professional learning in a disadvantaged school in Indonesia is complex, encompassing issues of support for learning, leadership, poverty and discrimination. Most teachers had difficulty engaging in professional learning, which the research presented here attributed to the additional issues of excessive workload, emphasis on a standards focus and resultant lack of reflective practice. In addition, the research found a preference for individual, rather than collaborative learning.

Keywords

learning and poverty, school learning capacity, Indonesia

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Authors

Zoaib Mirza is an award-winning administrator with over 20 years of experience in learning and development, and an adjunct faculty (K-12, Undergraduate and Graduate) over 15 years working with not-for-profit, for-profit, and Ivy league academic institutions. Currently he serves as the Director of Instructional Design at Cornell University in Ithaca, New York. He holds a MA in Applied Professional Studies; a MS in Applied Technologies; a MS in Information Systems from DePaul University, Chicago, IL; and a BS in Computing Science, Staffordshire University, Stafford, UK. He currently pursuing an EdD in Educational Leadership, DePaul University, Chicago, IL. USA.

Abstract

Education is the only way to cultivate human begins. In our current education system, educators focus on creating curricula that help students attain their career goals. We need to develop an equal emphasis on human development to impart values that embody wisdom, courage, and compassion. This essay highlights the primary resources on values, concerns, proposals, actions, consequences, and Buddhist philosophies shared by Daisaku Ikeda about becoming good human beings, who can contribute to the betterment of society both locally and internationally. Ikeda is a Japanese Buddhist philosopher, educator, author, and third president and then honorary president of the Soka Gakkai, the largest of Japan's new religious movements. This paper also draws on the secondary literature in Ikeda studies.

Keywords

moral, ethical principles and standards, value, diversity, human being

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Authors

Dr. Chad Miller is the 2012 Hawaii Teacher of the year, a National Board Certified teacher, and is currently an Associate Specialist at the University of Hawaii at Mānoa Institute for Teacher Education. Dr. Miller also serves as the Director of Teacher Development at the University’s Uehiro Academy for Philosophy and Ethics in Education and in this “hybrid” role, he teaches Language Arts methods courses, as well as “Philosophy for Children (p4c)” courses in the College of Education to secondary teacher candidates. He also serves as a Philosopher in Residence, where he collaborates with and supports teacher candidates and veteran K-12 teachers as they incorporate the activity of philosophy into their classroom practice through the use of the “Philosopher’s Pedagogy”. Regardless if he is thinking about the environmental implications of “driving” clouds with third graders, the cyclical nature of violence and drug abuse with sophomores in their Language Arts classes, or the value of living the “examined life” with undergraduates, Dr. Miller finds himself participating in extremely meaningful and rigorous philosophical inquiries with students and teachers each day.

Abstract

This research provides educators the theory and practice of the philosophy for children Hawai‘i (p4cHI) approach to education and explores its application within a high school English classroom in order to create opportunities in which p4cHI flourishes in an English or subject-specific classroom. The study applies a qualitative constructivist grounded theory study to examine thirteen former students’ experiences with the p4cHI integrated English Language Arts course. The analysis of their intensive interview responses details an experience where students can be themselves, they learn from each other, their teacher is an active participant in the learning process. In a p4cHI English classroom, the definition of knowledge moves beyond the acquisition of English language knowledge and information and becomes an increased depth of understanding of themselves, their experiences, and the world. In the classroom, English texts became a medium to initiate meaningful thoughts, connections, and questions from the students, and English language became a communicative tool to facilitate student critical thinking and collaboration.

Keywords

philosophy for children Hawaii; teaching English; community of inquiry; thinking pedagogy; communicative language teaching

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Authors

Professor Dr. Aydin Durgunoglu graduated and acquired her Ph.D. on Cognitive Psychology from Purdue University in 1986. She has been a professor at University of Minnesota Duluth since 2001. Her research interests are literacy development in adults and in children, literacy development in first and/or second languages, bilingualism and knowledge acquisition. She has published more than 40 papers and accomplished many research grants in her research field. She has been rewarded as Global Engagement award and Distinguished Global Professor by University of Minnesota in 2013. She also served as an associate editor for Applied Psycholinguistics from 2006 to 2013 and has also been in editorial board of Journal of Literacy Research, National Center for Adult Literacy (at the University of Pennsylvania) and Reading Research Quarterly since 2008.

Dr. Heng Xu graduated and acquired her Ed.D on Teaching and Learning from University of Minnesota Duluth in 2013. She has been an assistant professor at Jinan University since 2002. Her research interests are literacy development in Second Language Acquisition, learning motivation and Mobile-assisted Language Learning. She has published several papers on her research interests and accomplished a few research grants.

Abstract

There are extensive research on learning, cognition and emotion for language teaching. To acquire a big picture of previous research and current implications in second language acquisition, this paper identified and highlighted the most important principles and their general effects in language teaching. It assists researchers and practitioners to fully understand what has been validated and how to incorporate them into practice.

Keywords

learning, cognition, emotion, Second Language Acquisition

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Authors

Dr. Yang Ping, Professor and Phd., who is currently a member of the editorial board of the Journal of Zhejiang International Studies University, the Director of the Institute of Translation Studies, and a member of the Hangzhou Expert Committee on Standardizing Public Foreign Language Signs. He graduated from the English Department of Beijing Foreign Affairs University with a Master of Arts in 1994; in 2008, he graduated from the School of Foreign Languages ​​of Tianjin Nankai University with a Doctor of Arts. From September 2002 to September 2003, he was a visiting scholar in the English Department of the University of Richmond in the United States. Published more than 30 papers and textbooks, he is mainly engaged in the research of English translation of Chinese classics and the teaching of translation theory and practice.

Abstract

This article examines the Jesuit translation and interpretation of the Yijing (I Ching, or Classic of Changes) from the historical and cultural perspective. The Jesuits dissected Chinese characters for religious interpretation, equated the trigrams and hexagrams with Christian conceptions, and linked Chinese cultural heroes with biblical figures in order to establish compatibility between the Yijing and the Bible. Although the Jesuit hermeneutical strategy described as “Figurism” failed in the end, this interpretive approach was part of a long tradition of Yijing exegesis, textual transmission, and cultural transformations, which sheds new light on questions of cross-cultural exchanges and understanding.

Keywords

the Yijing, Jesuits, translation, interpretation, Figurism

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Authors

Professor Duan Mengtao
School of Foreign Languages
Dalian University of Science and Technology, Dalian, China
Email: 42112848@qq.com

Abstract

Metaphor and metonymy are two effective ways of thinking that belong to the categorization of empirical concepts in the field of cognition. Metaphor realizes the systematic mapping of source domains to target domains by selecting or constructing the similarity between word meanings so that the vocabulary derives new meanings based on the original one; metonymy activates the prominent concept in the same cognitive domain as the reference point through the principle of proximity, obtaining cognition of the new meanings of a word in the form of linkage or connection. Judging from various examples in English, it can be concluded that the development and evolution of word meanings are to some extent governed by the principles of metaphor and metonymy. Therefore, it’s of great importance and necessity for teachers in vocabulary teaching to cultivate students’ vocabulary association ability, expand vocabulary categories through metaphorical and metonymic cognition, and introduce the relevant cultural connotation, thus building a solid vocabulary knowledge system.

Keywords

metaphor, metonymy, cognition, vocabulary teaching

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Authors

Professor Gaoyuan Zhang
School of Foreign Languages
Nanjing University of Finance and Economics, Nanjing, China

Abstract

Zone activation and metonymization are both cognitive operations. The former as a ubiquitous phenomenon concerns all readings and senses, as well as meaning facets, but is different from the latter in that zone activation takes place within senses at the level of qualia structure, while metonymization is a contingent relation that occurs between senses. Active zone phenomena are complicated as they can be associated with a nominal referent in some unique way, in addition to their frequently functioning as sub-parts of a profiled entity.

Keywords

active zone, zone activation, metonymization, cognitive operation, part-whole relationship

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Authors

Professor Xu Fangfang and Professor Zhang Chun
School of Foreign Languages
Wuhan University of Science and Technology, Wuhan, China

Abstract

Nowadays, the English speaking and writing ability of college students has been significantly improved, but the cultivation of their critical thinking ability is obviously insufficient. This paper mainly analyzes the current situation and existing problems of college oral English teaching, and further puts forward some suggestions to promote the cultivation of critical thinking ability.

Keywords

critical thinking; college English; oral English teaching; teaching strategies; teaching reform

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Authors

Gabriele Strohschen

DePaul University, Chicago, IL, USA

Dr. Strohschen, Professor Emerita at DePaul University, a native of Berlin, Germany, completed her studies at Northern Illinois University, majoring in Educational Leadership and Policy Studies. She worked in Chicago's historically disenfranchised communities before joining DePaul University as director for the graduate programs at the School for New Learning in 2003. In 2014, US Congressman Danny K. Davis awarded her an ‘Outstanding Educator Award’ for her community advocacy and education work on Chicago’s West Side. She has conducted action research, program design and evaluations, and teacher training and numerous presentations in Afghanistan, Germany, Czech Republic, Kenya, China, Mexico, Thailand, and around the USA. Currently, she collaborates with community residents, organizations, activists, and artists in civic engagement projects within Black and Latino/a immigrant communities. Toward such ends, and with “her” former students, she is spearheading the development of an advocacy institute for the education of adults among other adult education projects.

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Author

Dwayne Small

DePaul University, Chicago, United States of America

Dwayne Small is the author of Diplomatic Communication, Teaching Adult Students: Creating a Syllabus, and Public School Education: Minority Students at a Disadvantage. His writing has appeared in Academic Journal Article, International Forum of Teaching and Studies, and Competency-Based and Social-Situational Approaches for Facilitating Learning in Higher Education.

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Author

Maram Teimeh Atallah Haddad

Department of English, Irbid University College,

Al-Balqa Applied University, Jordan hadads2007@yahoo.com

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Authors

Chang Wang and Lijuan Zhu

School of Foreign Languages, Northeast Normal University, Changchun, China

Email: wangc496@nenu.edu.cn Email: zhulj439@nenu.edu.cn

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Authors

Han Dongjing

Shenzhen Polytechnic, Shenzhen, China

Email: handj127@sept.edu.cn

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Author

Zhang Falian

China University of Political Science and Law, Beijing, China

Email: franklaw168@163.com

Dr. Zhang Falian is a professor and Ph.D. supervisor in Legal Language and Culture Study at China University of Political Science and Law. He has a multidisciplinary background of education and his fields of research covers legal languages (legal translation), American legal culture, and science of foreign affairs. He has published, in recent years, over 60 articles in core journals such as Foreign Language Teaching and Research, Chinese Translators Journal, and Journal of Law Application, and authored more than 50 books, including monographs, dictionaries and translations, and completed as principal investigator several research projects, including the Legal Language Discipline Mapping funded by Ministry of Education of China. He is also the editor-in–chief of the International Journal of Language, Culture and Law.

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Author

Dr. Tipamas Chumworatayee

Language Institute, Thammasat University

Email: tipamas.c@litu.tu.ac.th

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Author

Rachel Dolecheck, Thomas Lippert, Dr. Robert Lloyd,

Fort Hays State University, Kansas, USA

Edward Vengrouskie

Jack Welch Management Institute, Herndon, VA, US

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Authors

Professor Guo Tao

The School of Humanities and Law, North China

University of Technology, Beijing, China

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Authors

Maryam Banisaeid and Jianbin Huang

Zhejiang University, Hangzhou, China

Email: banisaeid85ma@yahoo.com jianbinhuang32@126.com

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Author

Gabriele Strohschen

DePaul University, Chicago, IL, USA

Kenneth Elazier

Hampton University, Hampton, VA, USA

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Authors

Thomson Ho

California State University East Bay, Hayward, California, USA

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Author

Zou Yanqun

Beijing International Studies University, Beijing, China

Email: belindazou@126.com

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Author

Murali Venugopalan

Director, Division of Global Affairs

Kennesaw State University. Georgia, USA

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Author

He Jiayuan

Transport Planning and Research Institute, Ministry of Transport, Beijing, China

Email: 925511901@qq.com

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Author

Zhong Fan

School of Foreign Languages, Southwest Minzu University, Chengdu, China

Email: sailclock@sohu.com

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Author

Cheng-Chang Tsai

Department of Applied Foreign Languages, Nan Kai University of Technology, Taiwan (R.O.C.)

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Authors

Maram TeimehAtallah Haddad

Department of English, Irbid University College, Al-Balqa Applied University,

Jordan hadads2007@yahoo.com

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Authors

Dan Guo

School of Foreign Languages, Anshan Normal University, Anshan, China

Email: guodanxuri@126.com

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Author

Song Hong

China Fundamental Education Research Center / School of Foreign languages

Northeast Normal University, Changchun, China

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Author

Dr. Tayseer Andrawes Saleem

Associate Professor

Department of libraries and information

Irbid University College, Al-Balqa Applied University, Jordan

E-mail: Tayseer_Andrawes@yahoo.Com E-mail: Tayseer_Andrawes@bau.edu.jo

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Author

Zita Tiamuh is pursuing her Ph.D. in Education, with emphasis in Research, Evaluation, Statistics and Assessment student at The University of Southern Mississippi’s Educational Research and Administration (ERA) department. She received a master’s degree in business administration at Texas A&M University-Commerce. Currently, she is appointed as a graduate assistant for the department’s Dissertation Research Support Center. Her research interests focus on the doctoral students’ educational experience and the influence of technology in supporting graduate student learning.

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Authors

Kim Lewis is completing her M.A. at DePaul University. She was inspired to develop her research focus in Designing STEM Leadership Programs because giving back is one of her core values. She has a professional background in Information Technology. Since 2013, she has been concurrently pursuing her Master's in Divinity.

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Authors

Xin Lin is a PhD graduate in Adult Education at Auburn University. Her research interests focus on learning motivations, educational technology, and cultural diversity. Working at Women's Leadership Institution, Xi also conducts research in gender and leadership within educational contexts. Xi is a computer game designer and game vlogger, and she desires to involve games in teaching and research.

Leslie Cordie, Maria Witte

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Author

Cheryl Kennedy is a second-year doctoral student in the Learning Leadership and Organizational Development program at the University of Georgia. She is interested in Transformative Learning Theory and mentoring as a form of support for adult learners in their pursuit of growth and development. In her spare time, she enjoys baking sweet treats to share with family and friends. She hopes to pursue a career in adult education.

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Author

Sheila Lynch is a student in the DePaul M.A. in Educating Adults program, with focus areas in Community-Engaged Learning and Bilingual-Bicultural Education. She received her BA with a focus area in Business Community from DePaul's School for New Learning in 2015. Her current practice site is the Aquinas Literacy Center in McKinley park, where she works as an ESL tutor for learners who are native Spanish and native Chinese speakers. She lives in the Hyde Park neighborhood of Chicago and has an 18 year-old son.

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Author

Jo Hanna Friend D’Epiro holds a Master’s degree in Public Health and is a PhD candidate in Workforce Development and Education at The Ohio State University. Her research interest focuses on older health care professionals’ adoption of technology for professional learning. She is a practicing Physician Assistant in primary care.

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Author

Milton Rodriguez is a Chicago native of the Humboldt Park community. He received both his Bachelor’s and Master’s Degrees from DePaul University’s School for New Learning. Milton is the CEO of a successful boutique insurance firm and serves as vice-chairman for a social services organization which spans throughout the Chicagoland area with over 170 employees, nearly 2,000 clients and impacts over 10,000 lives annually.

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Author

Kawtar Tani is a Lecturer with research interest in the fields of planning and decision analysis, and her area of specialisation is individual and organisational decision making. Kawtar’s doctoral thesis focused on the ethics of decision making in the aviation field, and was awarded the status of exceptional thesis in 2010. Kawtar’s current research focuses on student performance and learning strategies.

Abstract

This study investigated the accuracy of the self-assessment ability of students enrolled in tertiary education, pre-examination and post-examination. The participants included 174 undergraduate students enrolled in different programs in a tertiary education institution. Students’ self-assessment abilities were measured by asking students to assess their performance prior to and after written examinations. The relationship between students’ self-assessment and performance were analyzed to determine the accuracy of the self-assessment. There was strong statistical evidence that predictions and post dictions of exam scores were more optimistic than scores achieved in exams. Students with above- average academic abilities were much better at predicting their performance on exams, while students with lower academic abilities were more likely to overrate their abilities. The latter were also significantly optimistic; there was no evidence that students who scored above the median in the final exam exhibited optimism in their predictions made either before or after the exams.

Keywords

assessment, learning strategies, test performance, prediction, study skills

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Authors

Didik Nurhadi (Corresponding Author) is an Assistant Professor of Education at the State University of Malang in the Department of Mechanical Engineering Education. He received his Ph.D. from National Yunlin University of Science and Technology in Taiwan. His research interests focus on Vocational education development, educational management, collaborative learning, teacher development, and human resource management in educational settings.

Nyan-Myau Lyau (Distinguished Professor) is a Distinguished Professor of the Graduate School of Technological and Vocational Education, and a Director of Center for Regional Industry- Academia Collaboration in National Yunlin University of Science and Technology, Taiwan. He received his Ph.D. from the University of Minnesota in the USA. His research interests focus on training and vocational education development, collaborative projects between industry and academia, teacher development, and the database development in secondary high school. Specifically, her research concentration is building teaching and learning quality in secondary high school and higher education through a collaborative approach with industry, academia, teachers, and government.

Abstract

The success of the economic change of a country is determined by science and technological education in graduating students who are competitive in the global market and equipped with skills relevant to the industry. Not only does the provision of the graduates depend on systems and policies, but it is also determined by teachers’ roles as figures in charge of the transferring of knowledge, skills, and attitudes to students. Therefore, vocational teachers should be equipped with professional competencies to always be ready to spread their knowledge in accordance with the demand of technological development in the industrial world. The considered solution to continuously enhance the quality of vocational teachers’ professional competencies is setting a framework for developing twenty-first century vocational teachers’ professional competencies as a concept to prepare professional teachers for vocational education.

Keywords

professional competencies, fields of professional competencies, roles of professional teachers, requirements of professional competencies, professional competency standard, professional teachers

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Author

Yunlin Shi
Hubei University of Technology and Engineering College, China

Abstract

The purpose of the reported study is to assess the effectiveness of combining Strategy- Based Instruction (SBI) with listening teaching practice in English courses delivered to Non- English Majors in a Chinese university. On a fundamental level, SBI helps to improve the awareness of student strategies and guides them towards improved learning outcomes. The exploration of various learning strategies is a common theme in international scholarship, but, in China, listening experimental research has not been well studied on an empirical level, especially SBI. Consequently, this pioneering study is one of the few in this field. The authors’ research focused on a longitudinal listening intervention study that took place in China over a 12-week semester among 65 non-English university majors. The final results show that SBI positively improved students’ listening ability.

Keywords

strategy-based instruction, SBI, listening intervention, assessment English language acquisition, Taba’s 7-step model

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Authors

Nisarat Issaramanorose, Sutus Janbuala, Chontida Yakeaw and Phanuwat Nimnuan

Suan Dusit University, Thailand

E-mail: i_nisarat@hotmail.com

Abstract

The purpose of this research is to study the effects of learning management for young children, aged 3 to 5 years old, at child development centers in the upper Northeastern region using local wisdom. The study group is comprised of 200 children at child development centers in Udonthani, Nongbualamphu, and Nakhonphanom. The learning management for young children consists of Sri Isan soil (pottery), Kong Khoa Noi Ban How (rice box) and Northeast fabric weaving (Praewa fabric). Children’s learning was assessed based seven topics: 1) curiosity 2) knowledge acquisition 3) satisfaction in learning 4) problem solving 5) interaction 6) associative thinking, and 7) answering questions. The research found that the average score of the assessment in the young children’s learning is higher than before activities in every center.

Keywords

young children, local wisdom, learning ManActivities with indigenous crafts, child development center

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Authors

Jun-sheng Hu, Ai-li Cheng

Department of Psychology, Wuhan University, Wuhan, China

Junshenghu@sina.com; xiaoai19840116@163.com

Abstract

With the Academic Stress Questionnaire and the Chinese Revised Career Decision- Making Self-Efficacy Scale-Short Form (CDMSE-SF), this study explored the relationship between academic stress and career decision-making self-efficacy of undergraduates. Responses from 736 undergraduates revealed that the subscales of CDMSE, i.e., Self-appraisal, Information gathering, Goal selection, Planning, Problem-solving were all significantly and negatively correlated with Academic stress. Especially, Goal selection and Planning significantly and negatively predicted undergraduates’ academic stress. It indicates that undergraduates’ high ability and skills in job-searching can effectively moderate their Academic stress.

Keywords

Career decision-making self-efficacy; academic stress; mental health; undergraduate

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Author

Zhu Li is currently teaching at School of Foreign Languages of Eastern Liaoning University, Dandong city, Liaoning Province, China

Abstract

Proverbs play an important role both in English and Chinese languages and cultures. Based on prototype theory, people can translate English and Chinese proverbs flexibly. With the help of prototype theory, it is easy for translators to know about the intention of the original proverb and choose the most appropriate method to translate English and Chinese proverbs to make target readers understand the true meaning of those proverbs.

Keywords

prototype, proverb, translation

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Author

Shelbee R. NguyenVoges is an Assistant Professor of Education at Kennesaw State University in the Department of First-Year and Transition Studies. She has taught in 6 different international locales including two years spent in Dubai exploring intercultural and international experiential education. Central to her core research is academic and social adjustment within multicultural contexts. Her particular research interests place importance on sociocultural influences to the learning environment, study abroad participation, and the practice of adult learning theory. Recently, her research has underscored critical reflection and transformative learning for Veteran and multicultural learners transitioning into the higher education environment.

Linda M. Lyons is an assistant professor of education and the director of strategic initiatives in University College at Kennesaw State University. She has built an academic trajectory with a focus on the scholarship of teaching and learning that is germane to multicultural education. Specifically, her research concentration is building intercultural competence in higher education through a collaborative approach with academic instructors, campus leaders and other campus stakeholders when developing and executing cultural awareness curriculum and co-curricular initiatives. Linda teaches leadership development courses that are connected to building team synergy, multicultural education, diversity sensitivity and globalization. In her administrative role she assists her college’s leaders with strategic planning efforts to meet identified goals for their specific discipline.

Abstract

At a large, public Southeastern University, a co-curricular experiential learning initiative was implemented with the aim of cultivating global citizenship by using guided visits to various organizations in Washington, DC and reflecting about those experiences using journaling techniques. In this study, the researchers first examine 21st century learning and literature concerned with developing global citizenship, specifically mindfulness, via experiential educative cityscapes. Next, a discussion of this particular experiential learning adventure and the participants is offered, with an overview of data collection and analysis techniques. The researchers conclude by discussing how students in this particular learning-by- doing opportunity connected to the idea of mindfulness within the city context, mindfulness of their felt experience, and their development as global citizens.

Keywords

First-year studies, first year experience, global citizenship, experiential learning, co- curricular learning, mindfulness

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Authors

Chayata Viriya is currently a Ph. D. candidate in the English as an International Language program at Chulalongkorn University. She is also a part-time instructor at Chulongkorn University Language Institute, Chulalongkorn University, Thailand. Her research interests include second language writing, genre-based writing instruction, genre awareness, and perceived self-efficacy. Email: chayataviriya@gmail.com

Punchalee Wasanasomsithi was awarded a doctoral degree in Language Education from Indiana University, Bloomington, USA. She is teaching at Chulalongkorn University Language Institute, Chulalongkorn University, Thailand, where she works closely with master and doctoral students on second language acquisition, second language writing, second language teaching, EFL, and qualitative research. Email: punchalee.w@chula.ac.th

Abstract

The study examines the effectiveness of the genre awareness approach, a new writing instruction approach, on the development of EFL undergraduate students’ writing ability. The participants chosen for this study were twenty-seven undergraduate students who enrolled in an English course at a public university in Thailand. Writing tests, genre awareness questionnaires, and interviews were administered to students at the beginning and the end of the course. The results indicated that the genre awareness approach substantially benefited students by enabling them to be aware of how texts were shaped for different communicative purposes. Furthermore, students’ writing ability increased identically with positive attitudes. Recommendations for teaching practices and further research are discussed.

Keywords

genre, genre awareness approach, EFL, writing ability

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Authors

Xintao Yao and Keqin Liu
Lishui Vocational and Technical College, Lishui, China

Email: yxt315@sina.cn

Abstract

The Chinese national program, “A Practical Study of the New Farmer Training College’s Innovatory Mechanism” is coming to an end. During the three-year study period, researchers conducted comprehensive literature reviews, field surveys, authored a book, and applied relevant achievements therefrom. Based on current studies on farmer training in China and other countries, this article describes the famer training model tested in Lishui city and how it would be applied across China.

Keywords

Farmer-Training College; Training Model; Innovatory Mechanism; Drive; Conserving Mechanism

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Authors

Jia Hongwei obtained (in 2011) his Ph.D of linguistics from Beijing University of Foreign Studies and served as post doctoral research fellow (2012-2014) at Minzu University of China. Currently, he is associate professor of linguistics at Department of College English, Capital Normal University (Beijing, China), executive editor-in-chief of Journal of Language and Culture Research, guest professor of Datong University (Datong, Shanxi Province) and Zhengzhou Teachers’ College (Zhengzhou, Henan Province), and doctoral supervisor in the program of educational administration, curriculum and instruction at Silpakorn University (Thailand). His research interest covers socio-linguistics, translation semiotics, overseas sinology, history of modern Chinese linguistics, and history of modern semantics, etc. Up to now, he has published almost 70 journal papers and 3 books.

Abstract

This article combs the Chinese traditional and modern linguistic field research. It is widely admitted that modern Chinese linguistic fieldwork practice is introduced from the West, but also that knowledge in the humanities is strongly situated, especially in the field of language studies. The article, in terms of linguistic historiography, offers an overview of Chinese traditional linguistic fieldwork and the spread of modern Western linguistic fieldwork practice in China, and conducts a contrastive analysis between the two in order to reveal that modern Chinese linguistic fieldwork, though introduced from the West, is, by nature, a combination of Chinese traditional linguistic fieldwork in Fangyan studies and Western linguistic fieldwork practice.

Keywords

traditional Chinese linguistic fieldwork; Fangyan studies; modern linguistic fieldwork

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Authors

Jinhai Wen

School of Foreign Languages Nanjing University of Finance & Economics, Nanjing, China

E-mail: wenjinhai163@163.com

Abstract

The systematic negative transfers engendered thus can be easily obtained in four dimensions of cross-cultural composition, namely forms, uses, grammar and texts. Through analysis, the paper maintains that the essential causes lie with the differences between Chinese Zi-centeredness and English Words-as- basic-unit. Then staring from Zi to Word, it explains their motivations respectively, thus advocating a comparative solution to seek its outlet.

Keywords

Zi-centered theory, composition across borders, linguistic dimensions, negative transfers

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Authors

Zhao Zhiyong and Gao Fenglan

School of Foreign Languages, Northeast Normal University, Changchun, China

Email: zhaozy151@nenu.edu.cn

Abstract

Chinese cross-cultural researchers are the carriers and transmitters of Chinese culture as well as the absorbers and introducers of the foreign culture. The cross-cultural researches they did under this cultural identity would form a cultural memory. The new culture established on the basis of the cultural memory is able to develop cross-cultural communication harmoniously and efficiently. In order to build the new culture, people need to make a rational analysis about the cultural identity of Chinese cross- cultural researchers, and to explore how to enhance their cultural identities. Mutual-construction can be considered as a feasible and efficient way to build new culture.

Keywords

Cross-cultural research, cultural identity, cultural memory, new culture, mutual-construction

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Author

Abdullah Coskun

School of Foreign Languages, Abant Izzet Baysal University

Email: coskun_a@ibu.edu.tr

Abstract

The main objective of this study is to explore the assessment dimension of the writing component of a preparatory English program at a large English-medium state university in Turkey. English as a Foreign Language (EFL) instructors (N=50) and students' (N=414) opinions about the effectiveness of the assessment aspect of the program were obtained by means of questionnaires and interviews. The quantitative data were analyzed using Statistical Package for the Social Sciences (SPSS) 15 while the analysis of the qualitative data was done through content analysis. It was found that although instructors and students were generally pleased with how writing was assessed, some instructors argued that there is a need to standardize the assessment of the writing skills, organize workshops to train instructors for the standardization process, introduce double marking for the assessment of students' written works, use a more detailed assessment scale, include the writing tasks tested in the proficiency exam in the program, and incorporate writing portfolios. Likewise, some students believed that the grading was not very objective, and suggested that the assessment procedure applied to test students' writing ability in the exams should be standardized. These findings provided areas for improvement not only in the context of study but also in other similar EFL contexts.

Keywords

English writing; assessment; evaluation

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Authors

Joseph Huston and Tommy Minton
University of Central Florida, Florida, USA

Abstract

Like other higher education institutions, community colleges have expansively entered the domain of online education. With enrollment growth rates in online courses dramatically outpacing overall enrollment growth, community colleges have clearly responded to the market demand of their students for distance learning. Traditionally, these institutions have served a portion of America's higher education enrollment that has been less prepared for the rigor of college-level coursework than other types of institutions. The researchers set out to determine what differences may exist in course completion rates for community college students in the online teaching modality versus traditional face-to-face instruction. A two-way ANOVA was conducted to analyze 176 sections of Intermediate Algebra for differences between two instructional modalities and across three different term offerings (fall 2014, spring 2015, and summer 2015). Additionally, the interaction effect between instructional modality and term was tested for significance. The researchers determined that there was not a statistically significant difference in course completion rates between the three terms, nor was there a statistically significant interaction effect between teaching modality and term. However, it was determined that there was a statistically significant difference in course completion rates based on instructional modality and further identified that online sections (mean = 0.436, s = 0.118) had a statistically significant lower course completion rate than face-to-face sections (mean = 0.564, s = 0.180).]

Keywords

online education; higher education; mathematics; course completion rate; passing rate; term; modality

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Authors

Yan Wang and Zhao-Ping Jiang
School of Philosophy, Wuhan University, Wuhan, China
Email:jzp001cn@163.com

Abstract

The current study discussed the effects of parenting styles and self-esteemon subject well-being among Chinese medical students. A self-administered survey was conducted to collect data from Wei Fang, a middle city in the north part of China. The results showed that parenting styles could affect the subjects' well-being, and their self-esteem was positively related to subject well-being. In addition, self-esteem also demonstrated moderating effects in some of the parenting styles and subject well-being relationships. The implications of these findings are discussed. This empirical study can provide a reliable theoretical foundation to medical students and promote their subject well-being.

Keywords

Chinese medical students; parenting styles; self-esteem; subject well-being

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Authors

Ruirong Mao and Yi Liu (Corresponding Author)
Department of Psychology, Wuhan University, Wuhan, China

Email: lylypsy@163.com

Abstract

Cross-cultural adaptation is inevitable and critical when people come to a new cultural environment. In the present study, 127 international students in different Chinese universities completed the Acculturation Scale, Cultural Intelligence Scale, and Social Support Scale. The results indicated that the levels of cross-cultural adaptation and social support were not high. Cultural intelligence and social support had a significant positive correlation, and they were both positively correlated with cross-cultural adaptation. The interaction between cultural intelligence and social support was statistically significant, and social support affected as a moderator between cultural intelligence and cross-cultural adaptation.

Keywords

cross-cultural adaptation; cultural intelligence; social support; international student

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Authors

Lv Liangqiu, Liu Dongmei, and Zhao Yushan

School of Foreign Languages, North China

Electric Power University, Beijing, China Email:llq2803@163.com, valelia@126.com, zhaoyushan1963@163.com

Abstract

As the representative of Chinese classical novel, A Dream in Red Mansions recorded the vicissitude of four distinguished families, the lament for twelve girls, and the culture-loaded lantern riddles. With the deepening communication between China and other countries, it is necessary to deliver A Dream in Red Mansions to the world. Given the various differences between the Chinese and English, translators, as the bridge between source authors and target readers, play a vital part in the cultural communication. Based on the book of A Dream in Red Mansions, translated by Yang Xianyi and Gladys B. Tayler, this paper mainly studies the application of Interpretive Theory in translating lantern-riddles. This theory is a strategy applied in interpretation, and its essential principle is communicative equivalence. Then, it is concluded that the Interpretive Theory, which is targeted for interpretation, can also find its place in literary translation, especially the translation of lantern riddles, and both kinds of translations will become more authentic after devocalization. The target language could exactly illustrate the intention and emotion of source authors with the assistance of the Interpretive Theory.

Keywords

interpretive theory; A Dream in Red Mansions; translation of lantern riddles

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Author

Langon Morris

Innovationlabs, Leading Innovation Consulting Firms, CA, USA

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Author

David G. Myers

Hope College, Michigan, USA

Email: dmyers@hope.edu

Abstract

Today's world is digitally connected. This connectivity offers many benefits, including enhanced social connections, e-commerce, and new relationships, including romantic relationships. The Internet is also enabling new methods of data collection and “big data” research. But social psychologists have also noted some costs, including deindividuation (enabling bullying), time diversion from face-to-face relationships, and, especially, self-segregation that leads to social polarization.

Keywords

Social psychology, Internet, big data

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Caring Teachers'Ten Dos

“For the teacher, they might be just small things, but for the student, they mean the world.”

Authors

Tanja Äärelä, Kaarina Määttä, & Satu Uusiautti
University of Lapland, Rovaniemi, Finland

Abstract

The school should represent an institution promoting every student's learning and well-being. Some students still drop out of school. In this article, caring teacherhood is analyzed by giving voice to young people who have faced exclusion from society and ended up in prison. How do they perceive school and good teachers? What are the dos and don'ts of teachers wishing to prevent exclusion and to promote students' positive learning experiences at school? Based on interviews of 29 young Finnish prisoners (aged 17–21 years), we formed ten dos of caring teacherhood that can make school work more appreciative toward various students.

Keywords

young prisoner, teacherhood, caring teacherhood, love-based pedagogy

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Authors

Ditthapong Uthetthamrong, Jarernchai Chonpairot, and Manop Wisuttipat
College of Music, Mahasarakham University, Thailand

Abstract

This qualitative study aimed to investigate the development of the Western music administrative process in higher education institutions in the Kingdom of Cambodia. Surveys, interviews, observations, and questionnaires were used to collect data from 23 samples related to the development of Western music administration. Results suggested that guidelines for development should be 1) updating curriculum; 2) providing instructors with knowledge development and training in skills of transferring techniques; 3) developing students' learning skills and self-dedication to study and practice; 4) making comprehensive and consistent learning activities following the requirements of the curriculum; and 5) planning appropriate educational resources for development.

Keywords

Western music, education management, development, Cambodia

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Authors

Vivienne Leung, S. Y.
Department of Communication Studies, Hong Kong Baptist University, Hong Kong

Email: vivleung@hkbu.edu.hk

Abstract

A mixed teaching methodology was adopted in a new General Education (GE) course named “Celebrity and Entertainment Business” at the Hong Kong Baptist University. This course aims to enhance active learning, critical thinking, and sociocultural relevance by discussing recent and real cases related to celebrity culture in various media industries across Asia. Results showed that direct interaction with local celebrities allows students to gain first-hand and in-depth insider insights. Up-to-date case studies motivate students to participate actively in discussions. Teaching evaluation results found that the course is well-received by the students. Detail course design will be discussed.

Keywords

general education, celebrity culture, value of celebrity, teaching format, Hong Kong

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Authors

Yuanyi Ma

Guangdong Institute of Science and Technology, Guangdong, China The Hong Kong Polytechnic University, Kowloon, Hong Kong
yuanyi.ma@connect.polyu.hk

Bo Wang

The Hong Kong Polytechnic University, Kowloon, Hong Kong
bo.wang@connect.polyu.hk

Abstract

Since the 1990s, discourse analysis has been frequently applied to translation studies. As one resource of discourse analysis, Systemic Functional Linguistics (henceforth SFL). In SFL, translation and interpreting studies are examined in the field of multilingual studies. According to Matthiessen (2009), Systemic Functional Translation Studies (SFTS) view “language as behavior.” It is not a new direction in SFL, but is now developing at a rapid rate. The term SFTS is recognized in the literature and is used in studies like Matthiessen (2009), Vasconcellos (2009), Espindola (2010), Wang Yan (2015), etc.) and can be applied to analyze both the original text and the translated text. Following this approach, both texts are compared at the sociological, semiotic, generic, registerial, discoursal, and lexicogrammatical levels by adopting a top-down process. The applicability of Halliday's (e.g. 1985) linguistic framework has been widely recognized. In this paper, we would restrict the topic to one aspect only, i.e. the interpersonal metafunction. We first summarize the development of SFL and its integration with translation studies. Then, some key terms in the grammar of interaction, such as Mood, Subject, Finite, Modality, etc. are explained. Some of the existing studies related to the interpersonal metafunction on translation studies are reviewed. These studies have generated new insights into the translation of interpersonal choices, such as meaning potential during the translation of mood type, polarity and modality, which translators may not be aware of during the translation process. The major contributions in this aspect would be summarized, with suggestions of future research addressed.

Keywords

systemic functional linguistics, interpersonal metafunction, mood, modality, translation studies

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Author

Xiujuan Zhou

Qingdao Harbor Vocational and Technical College, Qingdao, Shandong, China

Email: zhou848122@163.com

Abstract

On the basis of a corpus-driven approach, this research investigates high-frequency verb collocations in the case of have by Chinese non-English major learners. Results show that despite the most frequent use of the verb have, the learners make use of relatively low collocation types. The learners tend to simply overuse the words related to the topic or given by the writing directions. It is also found that in the use of have collocation, the learners are inclined to be affected by mother tongue interference and overgeneralization.

Keywords

high-frequency verbs, collocation, HAVE, corpus

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Authors

Prachayakul Tulachom, Boonlert Wongpho, and Pairot Boajai

Recturors at Department of Environment Education
Faculty of Education, Valaya Alongkorn Rajabhat University, Thailand

Abstract

To develop a mixed-media learning environment on global warming in rural households, household members' understanding, knowledge, and attitudes were investigated. The effects of educating households about enhancements to the community were assessed both pre- and post-dissemination of information about global warming. Using a mixed-media learning technique to gather information on their understanding and knowledge, a questionnaire was used. Rural household attitudes were analyzed with a sample of 400 people aged 15-60 years old and living in Wang Nam Yen and Klong Had Districts in Sa Kaeo Province, Thailand. The Krejcie and Morgan technique selected a random sample size from 101,725 people, and the percentage, mean, standard deviation, t-test, and F-test were analyzed. It was found that the quality of the mixed media on global warming information education was at the highest level and that it confirmed criterion; rural households' perceptions of their pre- and post-understanding and knowledge from their studying using mixed media showed significant differences. Significantly (? &ls; .05), the pre- and post-persistence attitudes on mixed media were differentiated at a level of .05, and their understanding knowledge was at the high level of 78.20%.

Keywords

Development, global warming, information education, mixed medias learning, rural households, Sa Kaeo province

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Author

Dwayne Small
DePaul University, Chicago, USA

Abstract

The breakthrough in communication between Iran, the United States and other Western countries in 2013 was done through underground and back channel diplomacy. This kind of diplomatic relation illustrates how important diplomatic communications are in the international arena. Without diplomacy there is no communication and without communication there is no diplomacy. Diplomacy and communication work together in both friendly and hostile nations. Iran and the Unites States have not been communicating publicly since 1980, yet back channel communication continued. This article ties Ed Paulson research in Beyond Chat, directly into media richness and the importance of communication. Research in media richness helps individuals, organizations, the international community, and more, choose the best communication media to use for any form of communication.

Keywords

Communication, diplomacy, diplomat, government, communication media, negotiation

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Author

Saihong Li

The University of Stirling, the United Kingdom

Email: Saihong.li@stir.ac.uk

Abstract

The present study aims to investigate how to use both existing and emerging technologies effectively to create dynamic and more accessible learning resources to allow both learning and teaching with greater freedom. The use of Smartphones, virtual learning environments (VLEs), podcasting vodcasting, QR codes, and interactive voting response systems to assist my teaching of business and consecutive interpreting was analyzed as a case study. The results of this study indicate that the students have benefitted from the use of advanced learning technologies without the learning experience actually becoming about learning how to use the technologies themselves.

Keywords

advanced learning technology; business interpreting; consecutive interpreting

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Authors

Yod Sata, Bunlert Wongpho, and Uthai Chankong
Department of Environmental Education, Faculty of Graduate School Valaya Alongkorn Rajabhat University, Thailand

E-mail: yodsata@gmail.com

Abstract

To develop methods and efficiency measures for experimental design of the learning activity
management model with community learning conservation will enhance students' activities,
environmental education, attitudes of their environmental conservation toward their behaviors, and the
pre- and post-students' continuing to engender environmental learning activities with the community
learning; conservation is assessed on two sample groups of 60 students in the lower secondary education,
Thailand. The study uses a knowledge-measuring document, a questionnaire that studies students'
attitudes; the questionnaire on students' behaviors and the test of students' knowledge of their
environmental education, were assessed. It has been found that, the efficiency of the students' pre- and
post-learning activities of their environmental education activity management model was 85.05/81.33;
students' attitudes toward their environmental conservation and their behaviors toward their learning
activity management model with the community learning source of different genders, and students'
continuing knowledge of environmental conservation were differentiated significantly (<0.05).

Keywords

learning activity management model; community learning sources; environmental education;
Lower secondary education

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Authors

Satjatam Porntaweekul, Sarintip Raksasataya, and Teerachai Nethanomsak
Department of Curriculum and Instruction Faculty of Education; Khon Kean University: Thailand

E-mail:s_porntaweekul@yahoo.com

Abstract

The aim of this study has been to investigate the development of reflective thinking in an instructional model among student teachers in Roi-Et Rajabhat University, using the qualitative methods of observation, interview, recording short notes, and group discussion. The model under development that was used assessed teaching and learning targets, social system relationships, and indirect and direct specifications of student outcomes, performances, and specifications. Teaching and learning processes and student reflections were related and supported the social system to be promoted by this model. Conceptualization affecting steps to administer of students' activities, namely the persuading thinking, the experiencing reinforces, the experimental exchanged report, and the recalling reflections scales. The effects of the model were to their behaviors and recall thinking of their experimentation and environment. Specification problems and aims with their decisional and believable positions on empirical data were satisfied. Students were able to select and presume the positions of their management to indicate their solved problems and developments. Suggestions for those learners' ideas that created evidence of their conclusions were, thus, provided.

Keywords

development; instructional model; interview; learning; observation; qualitative method; reflective thinking; Roi-Et Rajabhat University; student teachers, teaching

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Authors

Chunwadee Chunrasaksakun, Unchalee Sanrattana, Angkana Tungkasamit, Niwat Srisawat
Department of Curriculum and Instruction, Faculty of Education, Khon Kaen University; Thailand

E-mail: chunwadee@gmail.com

Abstract

To administer and prepare teachers for teaching their learners, a curriculum course framework encompassing water resources and disasters was compared to their different school sizes using a sample size of 56 trainee teachers in lower secondary education schools in Thailand. The control teacher group, composed of 28 teachers, was to manage their teaching on 68 learners in 3 classes; 79 learners in 3 classes at grade level 9 were compared as a group taught by-an experimental teacher group composed of 28 teachers. A developed curriculum framework, unstructured selection interviews, and a conservational guidebook were used. For trainee teachers, a new curriculum consisting of learning units and a training curriculum were built; teachers' satisfaction was assessed with pre- and post-test questionnaires. It found the following problems: developing this curriculum was at a medium level, and high responses on the introduction were needed, and a purpose for recapitulating development of learners. Teachers passed the assessment test; their abilities were very high, so the quality and the satisfaction for making learning units were added to their responsibilities. Statistically significant, learners' achievements were different between the controlling and experimental groups at the level .01, correlatively, but the school size was not found to be significantly different.

Keywords

basic education; school size; course; curriculum; disaster; environment; framework; local; management; resource water

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Authors

Seree Saetan, Vinai Veerawattananon, and Teerapat Suttiprapa

Department of Environment Education
Faculty of Education, Valaya Alongkorn Rajabhat University, Thailand

Public Health Experts Offer, Strategy Development Section of the Office of Karasin Public Health

Abstract

To investigate and develop renewable energy for use in households in a rural economy, blended and participatory learning methods that represented were used; they used multi – stage to assess a sample of 30 families. A knowledge-measuring framework, behavior perceptions, and renewable energies were used. Using the renewable energy of the rural economy households with blended learning process techniques composed six categories: using energy in the rural households, the affective energy use of the experimental training with the participatory learning, the energy knowledge, the development of energy methodology, the household administration, and the follow-up and assessment of household practices. Energy knowledge and behaviors of their quality renewable were significantly differentiated (<0.05); the household's outcomes were the differences between the pre- and post- renewable energy with the blended learning process techniques and were significantly differentiated (<0.05).

Keywords

bended learning; development; investigation; kalasin province; participatory learning; renewable energy; rural economy households

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Author

Wachirapong Yaemtui

Language Center, International College for Sustainability Studies, Srinakharinwirot University, Thailand

E-mail: wachirapong@g.swu.ac.th

Abstract

Reading is one of the most important language skills for ensuring success at all educational levels. Knowing which reading strategies should be used and how to apply those strategies are very important for reading comprehension. However, there has not been any comprehensive conclusion to ascertain the use of reading strategies. This study, therefore, aimed to investigate the reading strategies utilized by able English users and less able English users when reading English materials. Seventy-four participants were asked to complete the questionnaires adapted from Anderson's Reading Strategies Checklist (1999) and a Survey of Reading Strategies (SORS) developed by Mokhtari and Sheorey (2002). The findings revealed that the average means of the overall reading strategies utilized by the able English users and the less able English users were not significantly different; however, able English users tend to apply metacognitive reading strategies more frequently than less able English users. These findings confirmed that good readers should be able to reflect and monitor their cognitive processes while reading. Therefore, it meant that good readers know which strategy should be applied when reading and how to use these strategies effectively and efficiently so as to achieve their reading comprehension.

Keywords

reading strategies; cognitive reading strategies; metacognitive reading strategies; compensating reading strategies; Thai EFL learners

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Author

Zou Yanqun

Beijing International Studies University, Beijing, China

Email: belindazou@126.com

Abstract

How to enhance students' translation competence (TC) is the essential issue in translator education, but scholars have not reached an agreement on the constitution of translation competence. Reviewing the development of translation competence, this study tries to clarify the constitution of TC in the present context, and reveals strategic competence—metacognitive competence, the central competence that dominates, harmonizes, and optimizes other sub-competences. Based on the review of the understanding of metacognition, the study elaborates the definition of metacognition, the significance of metacognition in learning, and the value and function of metacognition in translator education. In light of previous research, the study proposes the model of metacognition—ALERT, and explores how to integrate the model in translator education to enhance translation competence effectively, to improve translation quality and efficiency, and to cultivate metacognitive-conscious, autonomous, self-directed, competent translators, and lifelong learners.

Keywords

translation competence; metacognition; concept and instruction

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Author

Lin Wei
School of Translation Studies, Jinan University, China

Email: linweiwei@hotmail.com

Abstract

While the concept of Hua has always been integrated with China and Chinese, Huaren and Huaqiao and the like have different identities, involving profound historical, social, cultural significance as well as the core values and attributes of Chineseness. Based on a semiotic approach, this paper explores into the special relations between Hua as a semiotic symbol and the connotations implied in relation to translation studies through typical case analyses and personal experience shared. Certain meaningful implications may be revealed from the three aspects, namely the connotations of Hua in the light of semiotic approach, Chinese identities and Chineseness, and the “signifier”, “signified” and their agreement. 

Keywords

concept of Hua; Huaren; Chineseness; semiotic translation; identity; attribute

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Author

Zhang Zhiqing
School of Translation Studies of Jinan University, Zhuhai, China

Email: zhangzhiroger@126.com

Abstract

Piaget's schema theory renders a new perspective on translation as process and as product. Assimilation, accommodation, and equilibration, the three major concepts of this theory, are used for the schemabased construction of comprehension and reproduction in translation as well as that of translation as product. Based on such a construction, this paper reveals that assimilation and accommodation play an equally important role in the process of comprehension and reproduction, and the intrinsic demand of translation as a product for equilibration necessitates the adoption of different translation strategies and methods when the translational context has changed.

Keywords

schema; assimilation and accommodation; equilibration; translation as process; translation as product

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Authors

Zhou Dajun and Wang Yun
Department of Basic Courses, Naval Aeronautical and Astronautical University, Yantai, China

Email: e_zdj@hotmail.com

Abstract

Corpus technology was introduced to rule-based machine translation (MT) in the late 1980s. Corpusbased MT mainly includes statistic-based MT and example-based MT – the former lays emphasis on statistic model from mathematics, the latter inference through example translation from machine learning. The semanticbased method will become the trend in statistical MT development, while the perspectives for corpus-based MT system is to combine the latest research fruits of theories and technologies of various subjects concerned and to develop multi-mode corpus.

Keywords

machine translation (MT); corpus; statistic-based MT; example-based MT; perspective

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Authors

Thomas Cox, Lauren I. Murray, and Jarrad D. Plante

Dr. Thomas D. Cox earned his doctorate in Higher and Adult Edu

cation at the University of Memphis in 2004. He is an Assistant Professor of Higher Education and Policy Studies at the University of Central Florida. Prior to UCF, he was the Founding Director of the Adult and Higher Education master's degree at the University of Houston-Victoria. His research interests include research on adult learners experience within institutions of higher education, first year experience best practices, and the use of technology and online teaching. He has previous published an edited book with Dr. Kathy King of the University of Southern Florida entitled The Professor's Guide to Taming Technology. He currently has a book in press entitled Case Studies for the New Professor: Surviving the Jungle of the Academy".

Abstract

This study investigates the impact of an international service-learning experience on an undergraduate student's self-described worldview. The International Service-Learning Inventory was employed to determine students' views on variables associated with worldview: social justice, intercultural competencies, diversity, global awareness, democracy, civic engagement, and transformative learning. The study was conducted with University of Central Florida undergraduate students (N=9). The participants were enrolled in an international service-learning field experience in Botswana. The study examined educational access and gender issues. The results of the experiment illustrated large effect sizes in four factors: Community, Civic Engagement, Diversity, and Education and Leadership: Which were defined as a student's worldview. A score-card system was used (Knowles, Holton, Swanson, 2005, p.291) to measure individual responses on the Inventory prior to and upon return from the student's experience. One study result showed that diversity had the second highest recorded change. Diversity was the only factor in which students did not demonstrate low scores at either testing interval. Statistical analyses found that the diversity construct demonstrated the largest effect size. Interaction effects were also found between the four factors and gender and ethnicity variables. Main large effects were also found with the diverse populations of first generation students, Pell Grant recipients, and those who have traveled abroad. These findings indicate that students from underrepresented backgrounds may benefit from international service learning in ways that may not have been previously explored in the literature.

Keywords

international service-learning; worldview; social justice; diversity; civic engagement;transformative learning

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Author

Charles W. Bridges III

Abstract

The purpose of this study was to analyze, discuss, and disseminate data pertaining to the attitudes and perceptions of graduates of a large University located in the southeastern region of the United States. Evaluating the attitudes and perceptions of graduates as to how effective the Career Services Department was in helping with their career development provided data that had not been collected by the University. The Career Services Department within the University has not researched whether or not its students perceive the programs and training material that the Office uses were effective in assisting the students in developing their career strategies. The University Career Services Department administrators have identified issues with regard to the Career Services Department methods of contacting students who may be interested in participating in the career development program.

The researcher developed a 13-item survey instrument, including test items utilized by the Career Services Department to gather data regarding the University graduates perceptions of the effectiveness of the career preparation program offerings and methodology. The instrument is a questionnaire that was used as a survey. It was administered to college students or alumni who have participated in a career preparation program either at the University or another college or University in the geographic area.

Keywords

career services; students' attitudes or perceptions; program effectiveness

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Author

Nathaya Boonkongsaen
Faculty of Education, Vongchavalitkul University, Nakhon Ratchasima, Thailand
Nathayagirl_boon@hotmail.com

Abstract

The present study examines the effects of gender, reading anxiety and language learning experiences on the use of reading strategies used by science-oriented undergraduate students. The students are studying in the Northeast of Thailand. The Survey of Reading Strategies (SORS) questionnaire and the Foreign Language Reading Anxiety Scale (FLRAS) were administered to elicit the data from 1,140 students. The results of the study revealed that problem solving strategies were most frequently employed, followed by global and support strategies. In addition, students' reported the use of reading strategies varied significantly in terms of gender, reading anxiety and their prior language learning experience. The present study shows some implications for the teaching and learning of English for science-oriented students in Thailand and other EFL contexts.

Keywords

reading; reading strategies; reading anxiety

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Author

Nedal Awwad Bani-Hani, Tayseer Andrawes Saleem

Abstract

The perse of this ad hoc qualitative research was to investigate the role of culture in the foreign language computerized textbooks through content analysis, and the extent to which culture is represented in the digitized Connections Series. The Connection Series consisted of three levels: the elementary level, the pre-intermediate level and the intermediate level. Each level consisted of two books: the student book and the workbook. This English textbook was computerized in Al-Balqa' Applied University in 2009 to be implemented in teaching the three English compulsory courses (E099, E101, and E102). Ten cultural aspects were used for the content analysis; they were: (1) Historical, (2) Economical, (3) Geographical, (4) Literary, (5) Political, (6) Religious, (7) Social, (8) Man-Woman relationship, (9) Habits+ Customs+ Traditions, and (10) The way of life. The researcher searched for ten cultural aspects to figure out to what extent these aspects exist in the six books. The ten aspects were presented in tables to be analyzed and evaluated by the researchers.

The findings showed that all the ten cultural aspects do exist in the textbook under investigation. The results of the study further revealed that Social, Habits, Customs, Traditions, and the way of life aspects were the most frequent ones. This indicated that the students' behavior was being targeted. It was also reported that the identity of the instructors and students was threatened by these aspects. Both instructors and students need to be more aware of the effect of the hidden curriculum in the English textbooks on the students' culture. Based on the results of the study, some recommendations were put forth.

Keywords

culture aspects; call; TEFL; Jordan; computerized textbooks; connections series; hidden curriculum

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Author

Guoliang Wu and Chuncan Feng

Abstract

This article highlights application and ability cultivation in current undergraduate education. It discusses how to achieve an application-oriented and ability-focused undergraduate education, taking for example Zhejiang Yuexiu University of Foreign Languages' exploration and practice of applied undergraduate education.

Keywords

undergraduate education; application-oriented ability; internationalization

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Author

Zhang Fang
Eastern Liaoning University, Dandong, Liaoning Province, China
zhangfang3699@163.com

Abstract

With the application of autonomous learning in university English teaching in recent years, research on teachers' roles is attracting more and more attention. This paper analyzes the six (6) roles that college English teachers should play in the new autonomous learning theory, including: learning concept reform, teaching goal setting, teaching content design, resource using guide, mental consultant and outcomes assessors. The focus of the study attempts to explain that teachers must fully understand the meaning of their own existence, to realize coexistence and conversion of multiple roles, to fully exert teachers influences, and to improve English teaching efficiency. Meanwhile, the study examined teachers' roles through experimental investigation. By comparing the experimental group and the control group, we further confirmed the six roles of teachers in autonomous learning mode are of great significance.

Keywords

university English; autonomous Learning; teachers' roles; monitoring

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Authors

Maurice Taylor is a full professor at the University of Ottawa, Faculty of Education where he teaches and supervises graduate students in adult learning and development. Over his 25 years of experience in adult education and literacy, Maurice has conducted numerous national research studies on adult training practices, job-related curriculum and andragogy in higher learning and has held administrative positions with the Canadian Association for the Study of Adult Education, and the Commonwealth Association for Education and Training of Adults. Professor Taylor has been invited as a consultant and expert for such organizations as the Ontario Ministry of Training, Colleges and Universities, the National Literacy Secretariat, the Ministry of Citizenship and Immigration, Human Resources Partnership Directorate, The Centre for Literacy, Canadian Conference of Catholic Bishops, the National Judicial Institute and St. John Ambulance. His Canadian research work has been funded through provincial governments and agencies and federal granting councils while his international research has attracted support through the Commonwealth Foundation and International University Councils. His publications focus mainly on adult literacy, foundations of adult learning, workplace basic skills training, and adult identity formation. Professor Taylor can be reached at mtaylor@uOttawa.ca.

David Trumpower is an Associate professor who teaches and supervises graduate students in measurement and evaluation at the University of Ottawa, Faculty of Education. Although his academic training is in cognitive psychology (which means that he studies how people learn and retain information), his main interest is in how principles of learning can be applied in educational settings. His work is based on the realization that true learning goes beyond memorization of facts, definitions, and equations – it requires a deeper understanding of how such concepts are related and applied. Specifically, he is interested in the development of non-traditional techniques of assessing conceptual knowledge for the purpose of formative feedback and instructional design (i.e., to improve learning rather than to simply rank students). Among his current projects, he is using a structural assessment technique (much like concept mapping) to visually represent students' and teachers' domain knowledge, and then using the results to identify students' strengths and weaknesses and to guide instruction. Dr. Trumpower can be reached at david.trumpower@uOttawa.ca

Abstract

This Canadian study investigated the various conditions of engagement for adult high school learners guided by Wlodkowski's motivational framework for culturally responsive teaching. Using a qualitative case study design, adult learners and instructors from two different academic upgrading programs participated in the study. Results indicate the framework is a useful tool for understanding intrinsic motivating conditions for basic education learners. The findings also shed some light on how extrinsic motivators play a role in engaging students in the teaching and learning process.

Keywords

Adult learners and intrinsicmotivation; teaching process; learning process; Wlodkowski's motivational framework; Culturally Responsive Teaching

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Author

Zou Yanqun
Beijing International Studies University, Beijing, China

Email: belindazou@hotmail.com

Abstract

The cultural and creative industries play a unique and essential role in intercultural communication in the context of globalization. China has accumulated profound cultural sediment with five thousand years of history and more than fifty minorities that provide a solid foundation for the development of cultural and creative industries in China. However there are problems in the translation of texts in cultural and creative industries, which have been barriers for intercultural communication and the development of these industries. Impression Liu Sanjie is a musical performance that conveys a creative artistic conception of harmony between man and nature. This article uses Impression Liu Sanjie as an example to illustrate the significance of cultural awareness in translating texts of cultural and creative industries to extend the depth of intercultural communication, to highlight its spiritual and humanistic value, to enhance the interest, appeal, and influence of the cultural and creative industries in the context of globalization.

Keywords

cultural and creative industries; cultural awareness; intercultural translation; cultural awareness in literature

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Author

Hui Zhang
Qingdao Harbor Vocational and Technical College, Qingdao, Shandong, China

Email: echo66@126.com

Abstract

China's higher vocational colleges provide vocational education to high school graduates who cannot enter universities. Teachers in higher vocational colleges interface with students, who as a cohort, have different characteristics from those entering university but also vary greatly on an individual level. The present study investigates the efficacy of teachers' leadership styles in higher vocational colleges in Beijing, Qingdao, Hangzhou, and Ningxia, located in the north, south, east, and west of China respectively. A Blanchard Situational Approach was used and data were collected from 100 teachers and 200 students at these colleges. Quantitative analysis was used on the responses to the questionnaires for the teachers and students. The results show that although the students in different colleges vary from each other, the teachers' leadership styles were adapted according students learning journey; in essence, teachers' leadership styles are dynamic and develop from directing to coaching to supporting and then delegating.

Keywords

leadership; leadership styles of teachers; Blanchard situational approach; vocational college

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Author

Zaid Suleiman AL-Edwan is an Assistant Professor specialized in curricula and methods of teaching, Al-Balqa' Applied University. He also serves as Vice Dean of Princess Alai' College for training, development and quality affairs. He has published many academic papers and scientific books and has participated in many local and international conferences. His interests fall within the field of school curricula development and teaching methodology. He can be reached at Z_aludwan@yahoo.com.

Abstract

This study aimed at identifying the efficiency of using Web Quest Strategy in acquiring the geographic concepts among eighth grade students in Jordan. The study individuals consisted of (119) students in the scholastic year 2013-2014. Four sections were randomly selected from two schools and divided into experimental and control groups. They were placed into the experimental group that consisted of (58) male and female students taught by Web Quest Strategy and into a control group that consisted of (61) male and female students taught by the traditional method. To achieve the study objectives, teaching plans were prepared according to the Web Quest Strategy and testing the acquisition of the geographic concepts. The study results showed the presence of differences with statistical significance at significance level ( =0.05) between the means of the students' scores on the test acquiring the geographic concepts attributed to the teaching method in favor of the experimental group. But the results did not reveal the presence of statistically significant differences between the students' scores on the test of acquiring the geographic concepts by the eighth basic grade attributed to the gender variable or to the interaction between the teaching method and gender.

Keywords

web quest strategy; geographic concepts; eighth basic grade

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Author

Somjit Saysouvanh, Suphanni Luebunchu, and Atha Nantachak

Somjit Saysouvanh
Date of Birth October 17, 1950 at Vientiane Capital, Laos. He earned his Phd. in Music Education from College of Music, Mahasarakham University – Thailand. He can be reached at: violinteacher1954@hotmail.com

Atha Nantachak
Ph.D. of History from Silpakron Univetsity, Thailand National University. Hanoi, Vietnam Department of History Faculty of Humanities and Social Science Mahasarakham University, Thailand Guest Prof, Kyoto University National Center on Humanities and Social Science Vietnam University of Culture, Hanoi , Vietnam.

Abstract

The Vietnam National Academy of Music has carried on Violin Performing Studies, developing it and searching for ways to promote it at universal standards. Many great teachers at the Vietnam National Academy of Music are accepted as quality violinists. Some of them have received the Best International Violinist Award. This qualitative research is aimed at investigating the instruction of the violin teaching process on violin performance of great teachers at the Vietnam National Academy of Music. A sample group of 34 people, consisting of 10 violin academic teachers, 10 teachers in other musical branches and 14 music experts researchers in instruments were observed, were interviewed, and participated in a focus group. Research data were examined by means of a triangulation technique, and the findings were presented by means of a descriptive analysis. The findings revealed that the great teachers had instructed their students from the kindergarten level to the university level. The instruction process on the violin performance at all levels was alike; it began with preparation and operation and ended with evolution. The differences among all levels were the difficulty and the complexity of performance techniques.

Keywords

violin instruction process; Vietnam National Academy of Music; Indicators of best practices in music teachers

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Author

Peter Godard is an experienced education policy professional whose passions include social justice, technology, and data use. Mr. Godard currently serves the Illinois State Board of Education as Chief Performance Officer. In this role, he leads data collection, reporting, analysis and education research related to 2.1 million students, more than 120,000 teachers and nearly 900 school districts. His team recently launched a statewide survey of students and teachers and developed a national model for school performance reporting on www.illinoisreportcard.com. Prior to his tenure at the State Board of Education, Mr. Godard worked for seven years in Chicago Public Schools, the nation's third largest school district. Mr. Godard received a B.A. in Public Policy Studies from the University of Chicago and is currently pursuing graduate education at DePaul University. His volunteer work includes mentoring and leadership council membership at Year Up, a program designed to close the opportunity gap for urban young adults.

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Author

Dwayne Small
DePaul University, Chicago, USA

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Author

Almut Meyer graduated with a Licentiate of Philosophy degree in German Philology from the University of Jyv?skyl? in 2000. She has teaching experience in both business and academia in the fields of German Philology and language for specific purposes since 1994. Since 2002, she has served as a lecturer of Legal German at the Faculty. She was a member of the Board of the Language Center of the University of Turku in 2003-2010. She was a member of the Language Committee of the University Consortium 2008-2010. Ms. Meyer's main research interests are legal linguistics and legal culture. To develop the curriculum, she has investigated where and when Finnish jurists need professional German language. In the future, Meyer's interdisciplinary research will concentrate on how legal culture is communicated in legal German courses. She can be reached at Email: almut.meyer@utu.fi

Abstract

Legal German teaching at the Faculty of Law of Turku focuses on the mediation of culture.For this purpose an interpretation model has been developed for systematically exploring the cultural dimensions of legal texts. To embed this cultural approach into legal studies, examples of cultural concepts within legal studies are presented. Legal scholars recognize the significant role of culture in understanding law within intercultural contexts. Moreover, interdisciplinary cooperation between legal and cultural studies is suggested. Concepts of culture within law are not extensively discussed here. Instead, the focus is on epistemological aspects to distinguish the link between the law and legal language learning.

Keywords

intercultural competence; interpretation model; cultural exploration; interdisciplinary cooperation

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Author

Professor Dr. Laura Ervo is professor of law in Swden at the ?rebro University, the School of Law, Psychology and Social Work. She is also an adjunct professor (docent) in Finland at the Universities of Turku, Helsinki and Eastern Finland. Her main field of research is procedural law, especially human rights in proceedings. The author has participated in many international research projects ¨C for instance "Establishing a New Framework for Realizing Effective Transnational Business Litigation", which was a project of the Nagoya University, Japan. She is also a council member of the International Association for Procedural Law (2011 - ) and the Nordic Association for Procedural Law (2006- 2012). Laura Ervo is trained on the bench and in 2011 she got the title especially merited teacher. E-mail: laura.ervo@oru.se

Abstract

This paper is to discuss how to take cultural needs and cultural diversity into consideration if the followed legal rules are based on the main culture and authorities involved in the trial represent the main culture as well. How much cultural diversity can be allowed in a trial and finally how to make the fair trial fair to all involved in it?

Keywords

procedural law; fair trial; multiculturalism; Scandinavia

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Author

Dr. Keshab Chandra Mandal is an Assistant Teacher of Political Science in Ghatal Y.S.S. Vidyapith (H.S.). He has 12 years of teaching and 10 years research experience. His research accomplishments include many national and international presentations and publications in the field of ¡°Gender Studies¡±,¡°Local Governments¡± ¡°State Politics¡± and ¡°Development Studies¡±. Apart from his triple Master Degrees, Bachelor of Education and Post Graduation Diploma in Business Management, he has received Ph. D. in Empowerment of Women in Panchayati Raj (Three-tier Rural Local Government) Institutions from the Vidyasagar University in 2009. He is the author or 8 books, 3 monographs, and about three dozens of articles in newspapers and national and international journals. Along with his teaching profession he has been working as an Executive Editor (Honorary) of a Bengali newspaper.

Abstract

Global empowerment of women is a new concept. Since the second half of the twentieth century, the issue of women's empowerment has gained importance among scholars of universities, and in national and international platforms. But the concept was not deeply ingrained into the governments' policies and programs until the declaration of the ¡®Women's Decade' in 1975. Though the Indian Government endowed franchise to all its citizens irrespective of caste, creed, sex, and color immediately after Independence, it was confined mainly in papers while the majority of women were essentially powerless until the last decade of previous century. Considering their low socio-economic position, scholars, bureaucrats, and governments have begun to pay considerable attention in empowering women. Because of India's feudal society, the pace of advancement of women remains tardy. This article addresses the challenges and realities of this situation. It calls for government, political decision makers, NGOs, and other actors to come forward to ensure women's all round development for making India a developed country.

Keywords

women empowerment; women's decade; India

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Author

Mr. Ping Wang has a B.A. from Shanghai International Studies University and an M.A. with Merit in International English Language Teaching and Applied Language Studies from London Metropolitan University. He has been an associate professor in the College of Foreign Languages at Jiaxing University since 2007. He was awarded the Confucius Institute Chinese Director by the Confucius Institute Headquarters on September 1, 2009. His research fields are TEFL and TCFL. In the past five years, he has published more than 25 academic papers, among which two were indexed by SSCI. He can be reached at Pwang886@hotmail.com

Abstract

This report probes into the professional development of rural primary school English teachers in West China and aims to explore whether the UK model of the Professional Graduate Certificate in Education (PGCE) could be successfully introduced to the rural primary school context in China. Reflective questionnaires were used to examine the Chinese rural primary school English teachers' needs, challenges, and perceptions of the implementation of Standards for Teachers of English in Primary Schools (STEPS) in the professional development in rural school contexts in China. 300 teachers participated in the research, whose feedback illustrated that there exist serious problems in the current training model and they have a very high expectation of being involved in the UK model.

Keywords

rural primary school; professional development of English teachers; the Professional Graduate Certificate in Education; CPE of teachers of English in China; the STEP model

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Author

Sutas Janbuala, Sudthipan Dhirapongse, Nisarat Issaramanorose and Mana Iembua
Suan Dusit Rajabhat University, Thailand E-mail: sutas_jan@dusit.ac.th

Abstract

The purposes of this research were to study 1) the criteria used to determine learning areas relevant to scientific process skill for young children; 2) the scientific process skill promoted by using instructional media; 3) the criteria of learning resources selecting, instruction media selecting, instructional media resources and types of instructional media; 4) the problems and the obstacles of using local wisdom instructional media in learning management and; 5) the problems and obstacles of inventing scientific instructional media using local wisdom in learning management. The population used in this research was 394 of child caregiver teachers in child development centers and the data collected through the questionnaire designed by the researchers. The research results were as follow: 1) The first criterion that child caregiver teachers used to determine learning areas relevant to scientific process skill for young child was the content related to the children follow by the content appropriated with age and development. 2) The scientific process skill promoted by using instructional media was rated in order by observation skill and comparison skill respectively. 3) The criteria of learning resources selecting, instruction media selecting, instructional media resources and types of instructional media found; 4) The problems and the obstacles of using local wisdom instructional media in learning management were the durability of the instructional media and the lack of knowledge of child caregiver teachers in using local wisdom in learning management. 5) The problems and obstacles of scientific instructional media invention using local wisdom were teachers' lack of instructors and lack of ideas in instructional media invention.

Keywords

instructional media; scientific process skill; local wisdom; young children

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Author

Astrid Seltrecht and Jenny Frankenberg

Abstract

The following report gives an insight into a seminar in which students of the Goethe University in Frankfurt, Germany worked together with students from the North Dakota State University (NDSU), the culmination of which was a co-produced video conference. Each university separately prepared presentations on the topic of public health for this video conference. The University of Frankfurt students were in an Educational Science/Pedagogy (Bachelor of Arts) program, whereas the NDSU students came from a Master of Public Health program. In retrospect, it was found that the processing of the ¨C not genuinely educational science - topics were also profitable for the German students from the Department of Educational Science, as the pre-and post-processing of the video conference promoted both reflective pedagogical practice as well as the development of scientific techniques.

Keywords

Pedagogical Practice; Scientific Techniques

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