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Rozprawy doktorskie na temat „Asian teachers”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 3 lutego 2022

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1

Lu, Yen-Hui. "Stories of teacher identity a narrative inquiry into East Asian ESL teachers' lives /." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/3127.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.<br>Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Che, Mustafa Mazlina. "Supporting Asian immigrant English language learners : teachers’ beliefs and practices." Thesis, University of Canterbury. School of Educational Studies and Leadership, 2015. http://hdl.handle.net/10092/10382.

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This phenomenological study explores the beliefs and practices of New Zealand early childhood teachers in supporting English acquisition for Asian immigrant English language learners (ELLs). 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. The theoretical framework of this research draws on a range of sociocultural perspectives, including (i) the sociocultural positions initially defined by

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Rakhit, Anuradha. "The career experiences of Asian women teachers : a life-history approach." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/36350/.

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This thesis explores the career perceptions and experiences of 20 experienced Asian women teachers who had commenced their careers in the last 25 years. By focusing on the accounts / stories of those Asian women teachers, I have attempted to answer the question: What is it like to be a black teacher in British schools? The stories were collected through a series of life-history interviews. Early research on the educational experience of black people in Britain focused more or less exclusively on schooling and 'black underachievement'. All tended to locate the problem and its solutions, within

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4

Armstrong, Sean P. "Chinese English Teachers' Perceptions of Foreign English Teachers| A Qualitative Study in Positioning." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13420743.

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<p> In this qualitative explanatory single case study, community of practice and positioning theory were used to examine the perceptions of Chinese English teachers (CETs) concerning foreign English teachers (FETs) in a bilingual primary school in an urban environment in East China. The problem in this study was the difficulty of CETs and FETs to work harmoniously to teach English in Chinese primary schools. Specifically, the research questions were a) what are the Chinese English teachers’ perceptions of barriers to collaborating with foreign English teachers? and b) What are the Chines

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5

Zhang, Yiyue. "Pre-Service and In-Service Music Teachers' Perceptions of Readiness to Teach East Asian Vocal Music." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/329587.

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Music Education<br>Ph.D.<br>The purpose of this study was to investigate and compare pre-service and in-service music teachers' perceptions of readiness to teach East Asian vocal music. Through a survey design, the study focused on pre-service and in-service music teachers' preparation, satisfaction, and self-confidence to explore the extent to which the two groups of music teachers feel ready to teach East Asian vocal music. A web-based survey was developed to explore pre-service music teachers' perceptions of readiness to teach East Asian vocal music. It was sent to 149 pre-service music tea

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6

Jamiat, Nurullizam. "Designing Problem Based Learning for Teachers in Malaysia| A Study of the Nine-Step Problem Design Process." Thesis, The Florida State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10685790.

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<p> The purpose of this study was to investigate the use of the nine-step problem design process (Hung, 2009) to design a problem based learning course. I applied a descriptive case study approach to conduct design and development research (Richey & Klein, 2007). The study was conducted in the Malaysian teacher education setting. In this study, I served both as the researcher and instructional designer of the course. The instructor also involved as co-designer. The student participants were 25 preservice teachers enrolled in a video production course. Various data sources were collected su

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7

Monobe, Gumiko. "Narratives of Identity and Culturally Relevant Practices of Japanese Descent Teachers." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275243730.

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Sri-Amnuay, Aree. "Developing a model of peace education in the undergraduate teacher training process for early childhood education at Rajabhat Universities, Thailand." Thesis, Northumbria University, 2011. http://nrl.northumbria.ac.uk/11426/.

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The conflict and violence of both the unrest in the southernmost provinces which claimed thousands civilians and officials in the last few years and the deep social division among the people throughout the country make peace education as a key tool for solving these problems for Thailand. The role of teacher education has been used for solving these conflicts. This study explores the universities’ policy on peace education in the teacher training process of the early childhood education programmes of Rajabhat Universities as the biggest groups of universities in teacher training across the cou

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Lim, Hee Sook. "The relation between ethnic identity of female Asian students and their perceptions of teachers as role models." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0007/MQ42654.pdf.

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Sangar, Maninder Kaur. "Mental health and Shame : a Foucauldian analysis of the discourses of South Asian girls and their teachers." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8634/.

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Dominant discourses construct South Asian girls and women as having a high risk of internalised problems such as depression and anxiety. Existing literature suggests that services for mental distress are under-utilised by South Asian women with the construct ‘Shame’ cited as a potential barrier to help-seeking. Little research has examined how South Asian girls construct ‘Shame’ and ‘Mental Health’ and how these constructions relate to help-seeking. This study explores discourses of ‘Mental Health’ and ‘Shame’ through the talk of South Asian girls and their teachers. Foucauldian Discourse Anal

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11

Chan, Shirley Ming Wai. "The relationship between South Asian students and their teachers : a narrative inquiry in the Hong Kong context." Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707757.

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An, Jing. "American Teachers' Perspectives on Chinese American Students' Culture." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1398875282.

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13

BERGMAN, DONALD. "UNIQUE RESPONSIBILITIES AND TRAINING REQUIRED FOR ADMINISTRATORS OF EAST ASIAN AMERICAN AND INTERNATIONAL SCHOOLS (OVERSEAS, INSERVICE)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183894.

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This is a study of selected tasks and responsibilities of chief administrators in overseas schools located throughout East Asia. The degree to which their work related tasks presented problems for them and the identification of in-service training areas constituted the focus of the study. Data were collected by questionnaires from 46 chief school administrators whose schools were members of the East Asia Regional Council of Overseas Schools (EARCOS). The data were analyzed through descriptive statistics to determine the degree to which 92 administrative tasks presented problems for the chief s

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14

Weekly, Robert. "Multilingual South Asian English language teachers' attitudes to English language varieties and the impact on their teaching beliefs." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/398692/.

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Recent changes at a global level in terms of migration patterns and telecommunications have destabilised many pre-established concepts. The notion of diaspora has given way to trans-localism and communities can no longer be conceived of as discreet homogenous units. Other language related concepts such as multilingualism, code-mixing, speech communities and language itself have been scrutinised and undermined by research in translanguaging, superdiversity, English as a Lingua Franca, World Englishes and language ideologies. In Britain new migrants from a myriad of different locations co-exist

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15

SHARMA-CHOPRA, LOVELEEN PhD. "ACCULTURATION EXPERIENCES OF ASIAN INDIAN IMMIGRANT MATH AND SCIENCE TEACHERS IN A K-12 URBAN SCHOOL DISTRICT IN OHIO." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1560815677597794.

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16

Shepherd, D. J. "The accomplishment of divergence : an ethnomethodological exploration of teachers' perceptions and constructions of South Asian pupils in a Bradford middle school." Thesis, University of Bradford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376358.

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Ali, Raheela Furzanna. "An investigation of occupational stress, mental health and job satisfaction amongst South Asian and British White teachers in the UK." Thesis, Manchester Metropolitan University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443306.

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18

Armistead, Eugene W. Rong Xue Lan. "The education of third-culture Asian students in American international schools in Malaysia and Singapore a perspective of teachers and counselors /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1559.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2008.<br>Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Master of Arts in The School of Education." Discipline: Education; Department/School: Education.

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19

Cornelius, Crista Lynn. "Preparing Teachers of Chinese as a Foreign Language for Emerging Education Markets." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1593563885576991.

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Ark, Amanda K. "EPIK Expectations: How Experiences and Cultural Aspects Impact Female English Teachers in South Korea." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586622243746444.

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21

Tsuchiya, Shinsuke. "Perceptions of Native and Nonnative Speakers and Observational Analysis of "Divergent" Japanese Language Teachers in Context." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469109279.

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Almotairi, Mishal. "Investigating Kuwaiti teachers' and head teachers' attitudes towards inclusion." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4327/.

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The purpose of this study is to investigate the attitude of Kuwaiti primary teachers and head teachers toward including pupils with disabilities in mainstream schools and classrooms in the State of Kuwait. The two-part study utilises a ‘two methods approach’ to reveal the attitudes of teachers and head teachers in primary mainstream and special schools toward pupils with disabilities and including them in mainstream classrooms. The first study was a questionnaire-based survey of 560 teachers and head teachers currently working in the 209 mainstream and special primary schools in Kuwait. The qu

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Tanaka, Chisato. "An exploration of teacher motivation : a case study of basic shool teachers in two rural districts in Ghana." Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/6292/.

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Retaining motivated teachers is a major concern across countries. Ghana, like other Sub- Sahara African countries, has been trying to address challenges, such as the lack of teachers, particularly in rural areas, and the low levels of motivation among them. On the other hand, teachers in developing countries are not necessarily trained and, even if they are, they may not be competent, effective and efficient (Lockheed and Verspoor 1991). Mere enthusiasm and good intentions may not be enough to improve the quality of education. Nevertheless, motivation is necessary, since without it, teachers –

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Shah, A. F. "The role of the teacher in South Asian higher education." Thesis, University of Bradford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372162.

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Trevaskis, Douglas F. "At the heart of change teachers and studies in Asia /." View thesis, 2009. http://handle.uws.edu.au:8081/1959.7/43426.

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Thesis (Ed.D.)--University of Western Sydney, 2009.<br>A thesis submitted to the University of Western Sydney, College of Arts, Centre for Educational Research, in fulfilment of the requirements for the Doctor of Education degree. Includes bibliographical references.

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Donnelly, Lisa Chere'. "Shaping the Future Past: Finding History, Creating Identity in the Kwan Hsu Papers." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/481.

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Dr. Kwan Hsu was neither a superstar nor a celebrity. Her name does not come up in conversations about important contributors to her field of biophysics nor is she instantly recognizable for her contributions to Portland State University's international program or the state of Oregon's business ties with China. Yet she was a contributor, a cog-in-the-wheel, at the very least, in all of these areas and more. She was a peripheral member of a well-known Chinese family, but few in the United States know of or perhaps have interest in, but otherwise, she had no great connections or family ties to g

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Maylor, Uvanney. "The experiences of African, Caribbean and South Asian women in initial teacher education." Thesis, Open University, 1995. http://oro.open.ac.uk/57554/.

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This thesis is based on research into the subjective views and experiences of a group of black women student teachers. It is through the women's own voices that an insight is given into the experience of teacher training for black women. The women's motivations to enter initial teacher education (ITE), their perceptions of ITE, their experiences in ITE and their experiences as practising teachers are examined through the life history method. This thesis provides a detailed account of the interpretation and meanings black women students apply to their ITE experiences and how those experiences c

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Wan, Lisa Chi Yan. "Implementation of Professional Learning Communities at the Progressive Academy of Southeast Asia." Thesis, University of Southern California, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10749206.

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<p> There is a large body of research that suggests the concept of a professional learning community (PLC) can promote improved student learning by increasing collective teacher capacity to meet the diverse learning needs of students (Reeves, 2016; Battersby & Verdi, 2013; Marzano & DuFour, 2011; Fullan 2010, Senge, 2006; Morrissey, 2000; Hord, 1997). Many schools have implemented PLCs around the world. Despite the well-documented benefits of PLCs, there is inconsistency to the extent with which PLCs are implemented within schools and districts. The purpose of this study was to (a) und

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Tkachyk, Leon Michael. "Perceptions of International Teacher Turnover in East Asia Regional Council of Schools." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4568.

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High teacher turnover has become a serious problem globally, in many international schools, and is a growing concern in segments of the East Asia Regional Council of Schools (EARCOS). This persistent problem has a detrimental effect on student learning and upsets the culture of school communities. Herzberg's motivation-hygiene theory served as the framework for this qualitative case study research that examined the perceptions of EARCOS international overseas-hire teachers, to determine their beliefs regarding high teacher turnover in international schools. These questions gave direction to th

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Lee, Kirk T. "Perceptions of Hmong Parents in a Hmong American Charter School: a Qualitative Descriptive Case Study on Hmong Parent Involvement." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3103.

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Parental involvement plays an essential role in the United States (U.S.) educational system. However, parental involvement poses many challenges for Hmong parents in American schools. Many assumptions are made on the parts of teachers, staff, and Hmong parents about parents' roles pertaining to their involvement in their children's education. Hmong parents struggle to reconcile beliefs, attitudes, and values that they bring with them from Laos with the expectations found in the U.S. due to their unfamiliarity with the U.S. educational system. This study employed the used a qualitative, descrip

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Park, Gloria G. "Unsilencing the silenced the journeys of five East Asian women with implications for TESOL teacher education programs /." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3950.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2006.<br>Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Quddus, S. M. Abdul. "The unfeasibility of professionalization of primary-school teachers in Bangladesh : an analysis of the actors and factors, 1971 - 2001 /." Bergen : Faculty of Social Science, Universitet i Bergen, 2007. https://bora.uib.no/bitstream/1956/2318/1/PhD_thesis_Abdul_Quddus.pdf.

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Kimaliro, Eunice. "Teachers' professional identity in the context of education change within Trans Nzoia East District, Kenya." Thesis, University of Worcester, 2015. http://eprints.worc.ac.uk/3850/.

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Despite the growing literature on teachers’ professional identity (Beijaard et al. 2004, Day et el 2006, Hextall et al.2007,Sutherland et al. 2010, Canrinus et al.2011), there is little concurrence on what it should mean and few examples of studies from schools in sub Saharan Africa (Smit and Fritz 2008, Barrett 2006). This sociological study contributes to the knowledge of teachers’ professionalism by presenting subjectivities and socio-institutional discourses said to shape teachers’ post training identity and role in education change as experienced within a given Kenyan primary school. The

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Roche, Agnes Marie. "Encounters with schooling : Mien American families in an urban school district /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7518.

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35

Czehut, Katherine. "The Achievement Gap, Revisited: An Empirical Assessment of What We Can Learn from East Asian Education." Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10575.

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International mathematics assessments have established students in East Asia as among the best in the world and their U.S. counterparts as mediocre. What is not clear is why this “achievement gap” exists. The last major study to address this question, Stevenson and Stigler’s (1992) The Learning Gap, was published prior to empirical and methodological advances in international comparative research on education. Prevailing wisdom points to unverified differences in cultural beliefs, which often leads to defeatist conclusions. This dissertation offers a fresh perspective by applying sociological

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Fitzpatrick, Damian. "Making sense of the English language policy in Thailand : an exploration of teachers' practices and dispositions." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3314.

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Similar to other countries in the South-east Asian region, Thailand has transformed its education policy so that it may be able to better face the challenges of the globalised world. In order to do this, constructs such as student-centred learning and critical thinking, as well as the teaching of English in a more communicative manner, have been promoted. There has been little critical or grounded research carried out on the current English policy in Thailand, which emerged from the National Education Act of 1999 and the subsequent Basic Education Core Curricula of 2001 and 2008, therefore, in

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Khai, Kham Khan. "Increasing knowledge of teaching and learning for the faculty members of Southeast Asia Bible College in Myanmar /." Free full text is available to ORU patrons only; click to view, 2007. http://proquest.umi.com/pqdweb?did=1706818071&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.

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Pham, Huong Thi Mai. "Attitudes towards inclusive education of students with disabilities in Vietnam : a survey of regular lower secondary school teachers /." Oslo : Department of Special Needs Education, Universitetet i Oslo, 2008. http://www.duo.uio.no/publ/isp/2008/73247/pham_master.pdf.

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Hien, Nguyen Mannee Chaiteeranuwatsiri. "Teacher's and administrator' perception of Asean cooperation in tourism training case studies of Thailand and Vietnam /." Abstract, 2007. http://mulinet3.li.mahidol.ac.th/thesis/2550/cd399/4836019.pdf.

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Hirano, Yuka. "EFL in-service teacher education in Japan : policy and practice." Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/73334/.

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This study investigates current English as a Foreign Language (EFL) in-service teacher education (INSET) programmes at national universities in Japan. In particular, it examines these programmes in light of the needs of experienced EFL teacher trainees and considers implications for Japan’s proposed new system: the Teacher Licence Renewal System (TLRS). The study generates an in-depth snapshot of current EFL INSET programmes at Japanese universities, revealing serious potential problems with the proposed reform. It employs a qualitative methodological paradigm and a needs analysis technique, c

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Boulter, Carmen Henriette. "EFL and ESL teacher values and integrated use of technology in universities in the Asia-Pacific region." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16525/.

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Educators who teach international students English as a second language (ESL) or English speakers teaching English as a foreign language (EFL) in universities in non- English speaking countries in the Asia-Pacific region are often challenged to develop culturally appropriate curriculum for a diverse group of learners. Prompted by educational policy over the past two decades, the technological infrastructure in most universities throughout the world has advanced. Innovative tools for language learning have been developed for computer-assisted instruction. The purpose of the present study was

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Yu, Xia. "Text memorisation in China : hearing the learner and teacher voice." Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/198177/.

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This thesis investigates text memorization, a widely used yet under-explored language practice in foreign language teaching and learning in mainland China. The inquiry was conducted along two lines: to conceptually examine a number of issues central to the understanding of the practice of text memorization in the Chinese context, and empirically inquire into Chinese learners/teachers’ practices and perceptions of the inclusion of text memorization in foreign language learning and teaching. The review of literature shows that (text) memorisation had been widely practiced in other parts of the w

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Duan, Xuejing. "The Effects of Social Support from Parent, Teacher, and Peers on High School Students' Math Achievement: The Mediational Role of Motivational Beliefs." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/96213.

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The present study explored the direct influences of contextual social support, including parental involvement, perceived teacher support, and peer influence, on 11th-grade students' math achievement. The study also examined the indirect influences of these contextual social support factors on students' achievement through their math motivation in math courses. The first follow-up year data of High School Longitudinal Study of 2012 (HSLS: 09) was used for this study. Structural equation modeling (SEM) served as the main statistical technique to examine the relationships among variables. The res

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Nguyen, Thi Bich Ngoc. "Content and language integrated learning in Vietnam : evolution of students' and teachers' perceptions in an innovative foreign language learning system." Thesis, Toulouse 3, 2019. http://www.theses.fr/2019TOU30086.

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Cette recherche porte sur un dispositif d'enseignement d'une langue étrangère innovant au Vietnam, de type EMILE (Enseignement d'une matière intégrée à une langue étrangère) et promu par Le Ministère de l'éducation et de la formation en 2008. IL s'agit d'une recherche exploratoire et qualitative visant à extraire les représentations d'élèves de 1ère et 2ème année au lycée. Un premier questionnaire administré au début de la mise en œuvre de l'EMILE porte sur leurs perceptions/motivations au sujet de l'anglais en général, les cours d'anglais et les cours de type EMILE. Un deuxième questionnaire

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45

Sharma, Manisha. "Indian Art Education and Teacher Identity as Deleuzo-Guattarian Assemblage: Narratives in a Postcolonial Globalization Context." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1339617524.

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Jeyacheya, Fungai. "Teachers' attitudes to, and the challenges of, establishing an effective and fully-fledged community of practice : the experiences of six secondary schools in the east of Zimbabwe." Thesis, University of Huddersfield, 2015. http://eprints.hud.ac.uk/id/eprint/27843/.

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Before independence, in 1980, the education system of Zimbabwe was organised along racial lines. This organisation of education along racial lines disadvantaged Black Africans in the context of both access to and quality of education experience. The transition of the Black Africans from primary to secondary school appeared to be capped for both academic and non-academic vocational secondary school programmes. Upon attaining independence, the government of Zimbabwe embarked on educational reforms and rapid expansion of the education system. These reforms aimed at establishing equitable provisio

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Drummond, Urvi. "Music education in South African Schools after apartheid : teacher perceptions of Western and African music." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6298/.

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The South African classroom music curriculum has changed in the twenty years since the transition from apartheid to democracy in 1994. The broad imperative for the main music education policy shifts is a political agenda of social transformation and reconciliation. Policy aims are to include many more learners in the music classroom by promoting the study of diverse musics that were previously marginalised and by providing a framework for music education that allows learners to progress at their own pace. This research study investigated to what extent music teachers are able and likely to ful

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Watts, Dana Specker. "THE RELATIONSHIP BETWEEN PROFESSIONAL DEVELOPMENT AND PROFESSIONAL CAPITAL: A CASE STUDY OF INTERNATIONAL SCHOOLS IN ASIA." UKnowledge, 2018. https://uknowledge.uky.edu/edsc_etds/44.

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The goal of this study was to investigate the interaction between professional development and professional capital within international schools in Asia. The researcher employed a multi-site case study to inform the research goals. A conceptual framework based on Hargreaves and Fullan’s (2012) professional capital theory was used to guide the study’s methods and data collection. The data were collected in two phases. The first phase consisted of a digital survey that was distributed to ten international schools associated with the East Asia Regional Council of Schools (EARCOS) and the Office o

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Chien, Ying-Mei. "EXAMINING EXPERIENCES WITH ENGLISH LANGUAGE STUDIES IN TAIWAN AND IN THE UNITED STATES." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/608.

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The importance of learning English to find success in today’s global community has never been more vital. However, choosing the best method for teaching English language skills in the second language (L2) classroom is still open for debate. This paper examines L2 strategies for teaching English in Taiwan. More important, it examines the notion that English as a Foreign Language (EFL) training in Taiwan could be made more successful by incorporating more effective EFL teaching strategies, including a communicative, or creativity based methodology for second language learning. EFL teaching metho

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Koo, Ah Ran. "Being and Becoming in the Space Between: Co-Created Visual Storying through Community-Based Participatory Action Research." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492844169485159.

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