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Articles de revues sur le sujet « Asian teachers »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 3 février 2022

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1

Agustin, Ma Lourdes S., and Darryl Roy Montebon. "An Assessment of Project Teacher Exchange for ASEAN Teachers (TEACH) Program." International Journal of Evaluation and Research in Education (IJERE) 7, no. 1 (March 1, 2018): 1. http://dx.doi.org/10.11591/ijere.v7i1.7635.

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Association of Southeast Asian Nations (ASEAN) integration aims to unite the South East Asian countries to promote better opportunities for the member countries in different areas such as economics and education. As a response, Philippine Normal University spearheaded the formation of the Association of Southeast Asian Teacher Education Network to promote collaboration with ASEAN countries and enhance teacher education programs. The formation of AsTEN creates the impetus to explore possibilities for the internationalization of teacher education programs among the ASEAN countries. Thus, the Ins

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Agustin, Ma Lourdes S., and Darryl Roy Montebon. "An Assessment of Project Teacher Exchange for ASEAN Teachers (TEACH) Program." International Journal of Evaluation and Research in Education (IJERE) 7, no. 1 (January 22, 2018): 1. http://dx.doi.org/10.11591/ijere.v1i1.7635.

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Association of Southeast Asian Nations (ASEAN) integration aims to unite the South East Asian countries to promote better opportunities for the member countries in different areas such as economics and education. As a response, Philippine Normal University spearheaded the formation of the Association of Southeast Asian Teacher Education Network to promote collaboration with ASEAN countries and enhance teacher education programs. The formation of AsTEN creates the impetus to explore possibilities for the internationalization of teacher education programs among the ASEAN countries. Thus, the Ins

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Rundall, Richard, and Fernando Hernandez. "Asian Teachers: A New Dimension." Clearing House: A Journal of Educational Strategies, Issues and Ideas 60, no. 2 (October 1986): 91–92. http://dx.doi.org/10.1080/00098655.1986.9959293.

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Frankenberg, Erica. "The Segregation of American Teachers." education policy analysis archives 17 (January 9, 2009): 1. http://dx.doi.org/10.14507/epaa.v17n1.2009.

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Data from a unique new survey of over 1,000 teachers in K-12 public schools across the country show that our teaching force is largely segregated. Using this new dataset, I find that teachers of different races are teaching students of very different racial composition, adding an extra dimension to growing student racial segregation. White teachers comprise an overwhelming majority of the nation's teachers. Yet at the same time, they were the least likely to have had much experience with racial diversity and remain remarkably isolated. The typical African American teacher teaches in a school w

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Bracey, Gerald W. "Why So Few Asian American Teachers?" Phi Delta Kappan 83, no. 1 (September 2001): 14–16. http://dx.doi.org/10.1177/003172170108300107.

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Subedi, Binaya. "Contesting racialization: Asian immigrant teachers' critiques and claims of teacher authenticity." Race Ethnicity and Education 11, no. 1 (March 2008): 57–70. http://dx.doi.org/10.1080/13613320701845814.

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Gao, Fang. "Imagined community, identity, and Chinese Language Teaching in Hong Kong." Journal of Asian Pacific Communication 22, no. 1 (February 10, 2012): 140–54. http://dx.doi.org/10.1075/japc.22.1.08gao.

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Second language (L2) teaching and learning is mediated by imagined community involving positioning learners themselves or being positioned by others in possible worlds. This research explores how Chinese language subject teachers in Hong Kong imagine the possible memberships of the communities in which South Asian learners will participate, and how the imagination makes a difference to their pedagogies and classroom practice. Through classroom observations and interviews with 14 secondary school teachers, research findings illustrate that the teachers treat South Asian learners as legitimate e

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Lim, Sovannarith. "Learning to Teach Intelligible Pronunciation for ASEAN English as a Lingua Franca: A Sociocultural Investigation of Cambodian Pre-service Teacher Cognition and Practice." RELC Journal 47, no. 3 (August 1, 2016): 313–29. http://dx.doi.org/10.1177/0033688216631176.

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English has been referred to as a lingua franca for the Association of Southeast Asian Nations (ASEAN). As the region moves towards establishing the ASEAN Economic Community (AEC), the diversity of pronunciation of the ASEAN member states is seen as a forefront issue for English language teaching (ELT). From a sociocultural perspective, this study explored teachers’ cognitions about pronunciation instruction and their classroom practice. The findings were based on qualitative data collected from three pre-service non-native English teachers. All the findings were based on these multicultural a

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Rong, Xue Lan, and Judith Preissle. "The Continuing Decline in Asian American Teachers." American Educational Research Journal 34, no. 2 (January 1997): 267–93. http://dx.doi.org/10.3102/00028312034002267.

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Sereni, Luthfi Nicola, and Elih Sutisna Yanto. "A STORY OF SOUTH-EAST ASIAN TESOL WHY TEACH ABROAD: ITS OPPORTUNITIES AND CHALLENGES." Journal of Languages and Language Teaching 9, no. 3 (July 27, 2021): 264. http://dx.doi.org/10.33394/jollt.v9i3.3978.

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This study aimed to investigate a story from a South-East Asian TESOL teacher. The purpose of this study is to inspire and guide in-service and pre-service English teachers to teach EFL/ESL overseas either to native English-speaking or non-native English-speaking countries. The participant of the study is a BA TESOL Teacher from the Philippines teaching English in the Kingdom Saudi of Arabia. The data were collected through a semi-structured interview and analyzed through Braun & Clarke’s thematic analysis. The data then will be coded, read multiple times, and themes were assigned and gene

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Flores, Glenda M. "Controlling Images of Space: Latina Teachers and Racial Positioning in Multiracial Schools." City & Community 14, no. 4 (December 2015): 410–32. http://dx.doi.org/10.1111/cico.12132.

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Controlling images, which are hegemonic racial ideologies that permeate social institutions, have been applied to racial/ethnic minority groups and individuals, but much less to space. In this article, I show how controlling images of school district space affect Latina teachers’ perceptions of immigrant Latinas/os racial positioning in U.S. racial hierarchies. Drawing on ethnographic data collected from two Southern California multiracial school districts, I find that Latina teachers working in Compton—a city comprising primarily Latino immigrants—are initially encouraged to leave for distric

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An, Yi, Li Li, and Xiaoman Wei. "What influences teachers' self-efficacy in East Asia? Evidence from the 2018 Teaching and Learning International Survey." Social Behavior and Personality: an international journal 49, no. 5 (May 5, 2021): 1–13. http://dx.doi.org/10.2224/sbp.10359.

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Teachers' self-efficacy plays an essential role in shaping an effective teaching and learning environment. We investigated the factors influencing teachers' self-efficacy in three typical and influential East Asian countries: China, Japan, and South Korea. Data were sourced from the 2018 Teaching and Learning International Survey. We used hierarchical linear modeling to examine the effects of teacher-and school-level factors on teachers' self-efficacy. Results show that teaching years, teaching practices, disciplinary climate, teacher–student relationships, job satisfaction, and social utility

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Baker, Lottie L. "RE-CONCEPTUALIZING EFL PROFESSIONAL DEVELOPMENT: ENHANCING COMMUNICATIVE LANGUAGE PEDAGOGY FOR THAI TEACHERS." TEFLIN Journal - A publication on the teaching and learning of English 27, no. 1 (March 14, 2016): 23. http://dx.doi.org/10.15639/teflinjournal.v27i1/23-45.

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The spread of globalization means an accompanying growth in the importance of English as a lingua franca. Efforts to increase English proficiency are especially pronounced in Southeast Asia with the opening of the ASEAN Economic Community in 2015. A common strategy to enhance English learning in Asian countries is to begin instruction at the primary level, but policymakers face the challenge of preparing teachers of young learners with the necessary content and pedagogical knowledge to provide high quality English education. This article reports on a professional development effort aimed to he

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Naseem Rodríguez, Noreen. "“Caught Between Two Worlds”: Asian American Elementary Teachers’ Enactment of Asian American History." Educational Studies 55, no. 2 (May 30, 2018): 214–40. http://dx.doi.org/10.1080/00131946.2018.1467320.

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Miller, Paul Washington. "‘Tackling’ race inequality in school leadership: Positive actions in BAME teacher progression – evidence from three English schools." Educational Management Administration & Leadership 48, no. 6 (September 10, 2019): 986–1006. http://dx.doi.org/10.1177/1741143219873098.

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The career progression of teachers of black, Asian and minority ethnic heritage is a matter of much debate and research. Over the past decade, a body of research has confirmed that race discrimination/race inequality is a factor in the progression of teachers of black, Asian and minority ethnic heritage in England. Although it has been argued that ‘Britain is not a racist nation’, it nonetheless has, as described by Phillips in 2016, a ‘…deep sensitivity to…ethnic and cultural difference’. According to Miller, this sensitivity remains at the heart of a ‘deep-rooted and continuing struggle amon

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Chang, Doris F., and Amy L. Demyan. "Teachers' stereotypes of Asian, Black, and White students." School Psychology Quarterly 22, no. 2 (June 2007): 91–114. http://dx.doi.org/10.1037/1045-3830.22.2.91.

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Ghuman, Paul A. S. "Asian Teachers in British Schools: a qualitative study." European Journal of Teacher Education 17, no. 3 (January 1994): 171–86. http://dx.doi.org/10.1080/0261976940170304.

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Gnanarajan, Ariyaratnam Harry, Navaneethakrishnan Kengatharan, and Thirunavukkarasu Velnampy. "Exploring the Prevalence of Teachers’ Organizational Citizenship Behaviour and its Determinants: Evidence from an under-researched Cultural Milieu." Qualitative Research in Education 9, no. 1 (February 28, 2020): 95. http://dx.doi.org/10.17583/qre.2020.4531.

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Teachers’ organizational citizenship behaviour (OCB) is the teacher behaviour that is discretionary, not directly or explicitly recognised by the formal reward system. The factors found to be determining Teachers’ OCB are different, hinging on country-culture specific nature. Research studies in the sphere of Teachers’ OCB have heretofore been overlooked in Sri Lanka and other similar Asian countries. Hence, this study aims at exploring the degree of prevalence of teacher OCB and its dominant determinants among the teachers in Sri Lanka. The study draws on in-depth qualitative data from interv

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Che Mustafa, Mazlina, Azila Alias, and Juppri Bacotang. "Sociocultural Adaptation for Asian Immigrant English Language Learners." Journal of Social Sciences Research, SPI6 (January 30, 2019): 1132–38. http://dx.doi.org/10.32861/jssr.spi6.1132.1138.

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This phenomenological study discusses sociocultural adaptation, as one of the findings emerged from the study, among Asian immigrant English language learners (ELLs) and their parents, as well as New Zealand early childhood teachers. The focus of the study is on the analysis of early childhood teachers’ beliefs about how they can support English acquisition among Asian immigrant ELLs and how these beliefs influence the teachers’ practices in early childhood education (ECE) settings as they adapt themselves.The theoretical framework of this research draws on a range of sociocultural perspective

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An, Sohyun. "Teaching race through AsianCrit-informed counterstories of school segregation." Social Studies Research and Practice 12, no. 2 (September 11, 2017): 210–31. http://dx.doi.org/10.1108/ssrp-05-2017-0023.

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Purpose How can the author, as social studies methods instructors, assist future elementary teachers develop the knowledge and skills to engage young students in critical examinations of race and racism, and feel empowered to take action against racial oppression? The purpose of this paper is to share one of many possible ways of “doing race” in elementary social studies teacher education. Design/methodology/approach First, the author proposes the topic of school segregation as a relevant and engaging inroad for elementary students to learn about race and racism. Then, the author outlines and

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Thoai, Ton Nu Linh. "Observing EFL teachers' use of formulaic language in class." Indonesian JELT: Indonesian Journal of English Language Teaching 15, no. 1 (May 30, 2020): 1–20. http://dx.doi.org/10.25170/ijelt.v15i1.1410.

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Mastering formulaic language is said to be crucially important in second language (L2) learning as it showcases the L2 user’s different levels of competency: linguistic, psycholinguistic, and communicative. Frequent use of these formulaic sequences also makes an L2 speaker sound more native–like. In a language teaching and learning context where English is a foreign language (EFL), the language teacher is the one major resource of spoken language exposure. Therefore, the quality of teacher’s instructions in an EFL classroom clearly has effects on the learner’s language learning process. Mercer

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Kitano, Margie K. "Gifted Asian American Women." Journal for the Education of the Gifted 21, no. 1 (October 1997): 3–37. http://dx.doi.org/10.1177/016235329702100102.

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This article presents an analysis of personal, socialization, and structural factors affecting the life-span achievement of 15 Asian American women identified as gifted through a national retrospective study of highly achieving women from African American, Asian American, Latina, and White backgrounds. Interpreted within a cultural-ecological framework, findings support earlier research suggesting that Asian American parents' experiences of discrimination in this country encourage an intense focus on educational achievement and hard work as a way to ensure success. Teachers and schools, which

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Littlewood, William. "Communicative and task-based language teaching in East Asian classrooms." Language Teaching 40, no. 3 (June 20, 2007): 243–49. http://dx.doi.org/10.1017/s0261444807004363.

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As educators and governments in East Asia aim to increase the number of people in their population who can communicate effectively in English, national policies and syllabuses have moved increasingly towards various versions of communicative language teaching (CLT) and task-based language teaching (TBLT). This paper reviews, on the basis of published reports, some of the practical and conceptual concerns that have affected the implementation of CLT and TBLT in primary and secondary schools of East Asia. It discusses some ways in which teachers have responded to the challenges by adapting new i

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Jeon, Mihyon, and Jiyoon Lee. "Hiring native-speaking English teachers in East Asian countries." English Today 22, no. 4 (October 2006): 53–58. http://dx.doi.org/10.1017/s0266078406004093.

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ENGLISH is the most commonly used language in the world. As it has become the language that provides access to higher education and job opportunities, and has become almost exclusively the language of diplomatic discussion and business negotiation (cf. English APEC Strategic Plan, 2004), there has been a growing interest in hiring native-speaking English Teachers (NSETs) in Asian countries. The aim of this paper is to report policies and practices that invite NSETs to Asian countries, including China and Hong Kong, Taiwan, Japan, and South Korea, with emphasis on public education sectors. Thro

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Vongsila, Vatsana, and Hayo Reinders. "Making Asian Learners Talk: Encouraging Willingness to Communicate." RELC Journal 47, no. 3 (August 1, 2016): 331–47. http://dx.doi.org/10.1177/0033688216645641.

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Developing English for communicative purposes is a key objective of language classes in many parts of the world. As a logical prerequisite to communication practice, learners need to have Willingness to Communicate (WTC) before they will engage in L2 interaction (Macintyre et al., 1998). Teachers can play an important role in helping learners to develop WTC (Dörnyei, 2007), however, since research into this topic is relatively recent, not much is known about how teachers go about this process. For this reason, the present study investigated teachers’ perceptions of their role in fostering WTC

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Gao, Jing. "Asian American high school students’ self-concepts and identities." Journal for Multicultural Education 11, no. 2 (June 12, 2017): 101–18. http://dx.doi.org/10.1108/jme-12-2015-0045.

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Purpose This study aims to explore Asian American students’ identities and their perceptions about who they are within the Midwestern American high school setting. Design/methodology/approach A naturalistic inquiry (Lincoln and Guba, 1985) is employed in this qualitative study. Naturalistic inquiry assumes that reality is constructed by individuals, and there exist multiple realities as diverse people experience teaching and learning (Glesne, 1999). It is characterized by natural settings (the schools), natural language (language actually used by students and teachers), responsiveness to conce

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Prasojo, Lantip Diat, Akhmad Habibi, Mohd Faiz Mohd Yaakob, Robin Pratama, Mat Rahimi Yusof, Amirul Mukminin, Suyanto, and Farida Hanum. "Teachers’ burnout: A SEM analysis in an Asian context." Heliyon 6, no. 1 (January 2020): e03144. http://dx.doi.org/10.1016/j.heliyon.2019.e03144.

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Zacharias, Nugrahenny T. "A study of three Indonesian teachers’ participation in a US graduate program." Indonesian JELT: Indonesian Journal of English Language Teaching 12, no. 1 (May 31, 2017): 39–59. http://dx.doi.org/10.25170/ijelt.v12i1.1460.

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Many research have focused on the identity construction of Asian teachers (see, among others, Chang, 2004; Cui, 2006; Ha & Que, 2006; Tang, 1997; and Tsui, 2007). Among all these, studies focusing on Indonesian teacher identity construction are rare. Thus, the study aimed at filling the gap. The study examined the identity development of three Indonesian English teachers navigating in an in-service program in the US. The study found that their identities varied with one subject experienced identity shift while others illustrate the case of identity as relatively permanent. Whereas previous

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Ghanem, Romy, and Okim Kang. "ESL students’ reverse linguistic stereotyping of English teachers." ELT Journal 75, no. 3 (April 19, 2021): 330–40. http://dx.doi.org/10.1093/elt/ccab011.

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Abstract Reverse linguistic stereotyping (RLS) has been shown to affect students’ attitudes towards non-native teachers as well as their performance and retention of information. This study investigates ESL students’ preconceived ideas about non-native English teachers. Seventy-one students enrolled in an intensive English programme at a southwestern university in the United States listened to two speech samples produced by an advanced non-native speaker. Using a matched guise technique, students were led to believe that there were two speakers: a Caucasian teacher and an East Asian one. Stude

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Lee, Dani Surya. "China's K-12 teacher qualification system." Jurnal Penelitian dan Evaluasi Pendidikan 23, no. 1 (June 29, 2019): 76–86. http://dx.doi.org/10.21831/pep.v23i1.24065.

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A strict teacher qualification system is vital to ensure a steady stream flow of high-quality human resources. In 1993, the People's Republic of China established the Teacher Law demanding that teachers must have legal status and qualifications. It has put into effect a system of qualification that could determine the readiness of K-12 teacher candidates to be practitioners of education. This country's teacher qualification system has experienced changes and adaptations until it has reached the current form in 2016's Teacher Qualification Examination, as more than a tool merely for formality o

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Chang, Ming, and Jaya S. Goswami. "Factors Affecting the Implementation of Communicative Language Teaching in Taiwanese College English Classes." English Language Teaching 4, no. 2 (May 31, 2011): 3. http://dx.doi.org/10.5539/elt.v4n2p3.

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Foreign language teaching in many Asian-Pacific countries in recent decades has shifted toward communicative-focused instruction. However, researchers have reported a gap between policy and practice. To incorporate teachers’ voices in adopting the communicative approach in the curriculum, this study explores factors that promote or hinder EFL teachers’ implementation of Communicative Language Teaching (CLT) in Taiwanese college English classes. The findings indicated that the factors that impacted implementation of CLT related to teachers, students, the educational system, and suitability of C

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Kim, So Jung. "Critical Literacy in East Asian Literacy Classrooms." Perspectives on Global Development and Technology 11, no. 1 (2012): 131–44. http://dx.doi.org/10.1163/156914912x620789.

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AbstractIn this non-empirical study I examine the significance of implementing a critical literacy curriculum into East Asia literacy classrooms, focusing on the Korean and the Vietnamese context. Although critical literacy is not a new issue in most countries, no study has been published about critical literacy in East Asia countries. The fundamental goal of this study is to provide a more democratic vision for literacy teaching and learning to teachers, educators and policymakers, especially in East Asia countries. This study will be beneficial not only for teachers in East Asia, but also fo

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Pang, Valerie. "The Beliefs of Successful Asian American Pacific Islander Teachers: How Culture Is Embedded In Their Teaching." AAPI Nexus Journal: Policy, Practice, and Community 7, no. 1 (2009): 55–82. http://dx.doi.org/10.36650/nexus7.1_55-82_pang.

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Equal educational opportunity is highly dependent on the beliefs and abilities of teachers. However, there is a dearth of research on Asian American Pacific Islander (AAPI) education and the beliefs of successful AAPI educators. Their contributions have been marginalized in the field of education. This research studied the beliefs of nineteen AAPI educators of a successful low-income (82%), 98 percent minority (75% AAPI and 23% Latino) K–8 school. Student achievement levels are beyond what would be expected with an Academic Performance Index (API) of 860. Any score above 800 is considered exce

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Cherng, Hua-Yu Sebastian, and Laura A. Davis. "Multicultural Matters: An Investigation of Key Assumptions of Multicultural Education Reform in Teacher Education." Journal of Teacher Education 70, no. 3 (December 4, 2017): 219–36. http://dx.doi.org/10.1177/0022487117742884.

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Five decades of rhetoric and reform in teacher education underscore the importance of multicultural education in preparing teachers to meet the needs of all students. State and national policy initiatives targeting multicultural education build on two assumptions: first, that preservice teachers lack the multicultural awareness to function as culturally responsive educators, and second, that higher levels of multicultural awareness correspond with increased pedagogical proficiency. Few studies have examined variation in multicultural awareness across preservice candidates, or the link between

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Che Mustafa, Mazlina, Nor Mashitah Md. Radzi, Abdul Halim Masnan, Juppri Bacotang, Zainiah Mohamed Isa, Zaharah Osman, and Azila Alias. "Teachers’ Practices in the Acquisition of English by Asian Immigrant English Language Learners." Malaysian Journal of Learning and Instruction 16, Number 1 (June 2, 2019): 207–32. http://dx.doi.org/10.32890/mjli2019.16.1.9.

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Purpose - The increase in the enrolments of immigrant children in New Zealand seems to have posed great challenges to early childhood education services when it comes to developing the children’s English language acquisition. This qualitative case study explored how New Zealand early childhood teachers develop the English language acquisition of Asian immigrant English language learners (ELLs). The theoretical framework of this research drew on a range of sociocultural perspectives, including sociocultural adaptation and acculturation strategies. Methodology - The main participants of this stu

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Johnson, Lauri. "The lives and identities of UK Black and South Asian head teachers." Educational Management Administration & Leadership 45, no. 5 (July 7, 2017): 842–62. http://dx.doi.org/10.1177/1741143217717279.

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This article reports on the preliminary findings from a national UK study of the life histories of 28 Black, Asian and Minority Ethnic (BAME) educators who led schools across a 47-year period (1968–2015). BAME head teachers were grouped by generations (i.e. pioneer, experienced, and novice) and questioned about the critical life experiences that influenced their path to leadership, the intersection of their professional and social identities, and their metaphors for leadership. Participants claimed leadership metaphors which included the head teacher as parent, ambassador, moral steward, role

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Rowe, Ellen W., Timothy W. Curby, and Helyn Kim. "Variance in Teacher Ratings of Children’s Adjustment." Journal of Psychoeducational Assessment 37, no. 1 (September 15, 2017): 26–39. http://dx.doi.org/10.1177/0734282917728235.

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This study examined the variance in teacher ratings attributable to teacher, occasion, and child on the original Behavior Assessment System for Children (BASC). Teachers rated approximately 1,100 girls (52%) and boys (48%) at four public elementary schools over 3 years. About half of the students were rated twice and about a seventh 3 times. Approximately 30% of students were White, 50% African American, 9% Hispanic, 2% multiracial, and 2% Asian. Children were in kindergarten to fifth grade. Cross-classified random effects models were used to account for multiple occasions of data nested withi

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Han, Song-Ae. "Good Teachers Know Where to Scratch When Learners Feel Itchy: Korean Learners' Views of Native-Speaking Teachers of English." Australian Journal of Education 49, no. 2 (August 2005): 197–213. http://dx.doi.org/10.1177/000494410504900207.

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Cross-border education has been growing dramatically in both English-speaking countries and non-native English-speaking countries. While more and more students, particularly from Asian countries such as Korea, China, Hong Kong, Taiwan, and Japan choose to study in English-speaking countries, many native English speakers go to Asian countries to teach English. In this context, cross-cultural misunderstanding and cultural bias between English language learners and native-speaking teachers of English are becoming major issues. This article focuses on 12 Korean adult learners' views about native-s

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Jeon, Mihyon. "Native-English speaking teachers’ experiences in East-Asian language programs." System 88 (February 2020): 102178. http://dx.doi.org/10.1016/j.system.2019.102178.

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Morris, Paul. "Teachers’ attitudes towards a curriculum innovation: an East Asian study." Research in Education 40, no. 1 (October 1988): 75–87. http://dx.doi.org/10.1177/003452378804000108.

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Singh, Parlo, and Karen Dooley. "Tolerant Inclusion: racialised experiences of Asian Australian pre‐service teachers." Studies in Continuing Education 18, no. 2 (January 1996): 147–57. http://dx.doi.org/10.1080/0158037960180205.

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So, Kyunghee, and Yaeji Hu. "Understanding creativity in an Asian school context: Korean teachers’ perspectives." Thinking Skills and Creativity 33 (September 2019): 100573. http://dx.doi.org/10.1016/j.tsc.2019.100573.

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CHANG, CHIU-CHENG, and GERALDINE CHEN. "ARMING ASIAN INTELLECTUALS INTERNATIONAL CONSULTANCY." Journal of Enterprising Culture 03, no. 04 (December 1995): 483–96. http://dx.doi.org/10.1142/s0218495895000258.

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The ability to change is vital for corporate survival and growth and knowledge is the engine of change. While consultancy is generally associated with the West, we believe that the Asian heritage, particularly the Confucian reverence for knowledge and teachers, make Asian intellectuals best suited for performing the consultancy role effectively. But what exactly is the role of consultancy? What are the objectives and functions? And in what areas will Asian consultants stand out? Prospective Asian consultants must be able to marry Western and Eastern business cultures and practices. The critica

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Stone, Brian J. "Group Ability Test versus Teachers' Ratings for Predicting Achievement." Psychological Reports 75, no. 3_suppl (December 1994): 1487–90. http://dx.doi.org/10.2466/pr0.1994.75.3f.1487.

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Standardized group tests of ability are sometimes considered biased when group means are unequal. A more accurate measure of bias is fairness in prediction. To assess whether a group ability test predicted achievement fairly, the association of the Verbal Ability score of the Cognitive Abilities Test and the Composite score of the Iowa Tests of Basic Skills was examined for four ethnic groups. The relationship between 25 teachers' ratings of students' ability and the same achievement measure was also examined for bias. Subjects were 403 third-graders (38 Asian-American, 84 African-American, 60

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den Brok, Perry J., Jack Levy, Rely Rodriguez, and Theo Wubbels. "Perceptions of Asian-American and Hispanic-American teachers and their students on teacher interpersonal communication style." Teaching and Teacher Education 18, no. 4 (May 2002): 447–67. http://dx.doi.org/10.1016/s0742-051x(02)00009-4.

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Hargreaves, Linda M. "The status of minority ethnic teachers in England: Institutional racism in the staffroom." DEDiCA Revista de Educação e Humanidades (dreh), no. 1 (March 1, 2011): 37–52. http://dx.doi.org/10.30827/dreh.v0i1.7151.

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This paper reports research conducted with Black and Minority Ethnic (BME) teachers in England, specifically to find out (i) whether the status of teaching influenced their decisions to join the profession, and (ii) their perceptions of their status within the profession. The data are drawn from the national Teacher Status Project conducted in England 2002-6 combined with previously unpublished data from a follow up study with Asian teachers in 2007. The conclusions, based on focus groups with 65 teachers (African Caribbean, Pakistani, Indian, Bangladeshi) in four regions of England, are that

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Barnes, Jonathan M. "Teachers’ Values: An International Study of What Sustains a Fulfilling Life in Education." Journal of Education and Training Studies 7, no. 5 (March 19, 2019): 1. http://dx.doi.org/10.11114/jets.v7i5.4151.

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The recruitment and retention ‘crises’ in US and UK teaching have major and negative implications for the future of education. This pilot study uses extended conversations with Asian and African teaching staff to examine the role of values in helping teachers sustain positive contributions to children’s lives and world. In five elementary schools, the researcher asked: What is the role of personal values in recruiting, retaining, sustaining and building the creative capacity of teachers? The study found that a close alignment of institutional and individual values generated strong positive imp

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Kim, Margaret, and Nancy Shzh-chen Lee. "Non-Japanese Asian Female English Teachers Speak Out: Dismantling White Privilege in Japan." Studies in English Language Teaching 5, no. 3 (August 14, 2017): 531. http://dx.doi.org/10.22158/selt.v5n3p531.

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<p><em>Issues surrounding white privilege have been in continuous debate. In Japan, the subject of white privilege is also not straightforward. Past research has been conducted about white privileged males in Japanese universities. We decided to take a different standpoint and examine the presence of white privilege in Japan through the alternative voices of non-Japanese Asian female university English teachers. By interviewing and analyzing their experiences and identities, we were able to examine incidences of white privilege that happened and influenced their lives as non-Japane

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Ahmad, Saghir, Ayesha Batool, Sadaf Iqbal, and Manzoor Hussain Shah. "KNOWLEDGE ECONOMY CONCEPTS AND ROLES IN PERSPECTIVES OF UNIVERSITY TEACHERS OF ASIAN AND EUROPEAN STATES." Humanities & Social Sciences Reviews 9, no. 3 (June 7, 2021): 789–807. http://dx.doi.org/10.18510/hssr.2021.9378.

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Purpose of the study: The study aimed to identify knowledge economy concepts and roles in perspectives of university teachers of Asian and European States and examine the relationship between knowledge economy concepts and roles of university teachers. Methodology: This study was quantitative correlation and survey type in nature. The study population was public sector universities teachers of three countries (Pakistan, United Kingdom, and India). Six public universities were included in the population. From population one hundred and eighty teachers selected as a sample of study conveni

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CHANG, CHIU-CHENG, and GERALDINE CHEN. "ERRATA: "ARMING ASIAN INTELLECTUALS FOR INTERNATIONAL CONSULTANCY"." Journal of Enterprising Culture 04, no. 01 (March 1996): 95–108. http://dx.doi.org/10.1142/s0218495896000253.

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The ability to changes is vital for corporate survival and growth and knowledge is the engine of change. While consultancy is generally accociated with the West, we belive that the Asian heritage, particularly the Confucian reverence for knowledge and teachers, make Asian intellectuals best suited for performing the consultancy role effectively. But what exactly is the role of consultancy? What are the objectives and functions? And in what areas will Asian consultants stand out? Propective Asian consultants must be able to marry Westerm and Eastern business cultures and practices. The critical

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