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Journal Cover FIRE : Forum of International Research in Education
  [1 followers]  Follow
  This is an Open Access Journal Open Access journal
   ISSN (Print) 2326-3873
   Published by Lehigh University Homepage  [1 journal]
  • An International Academic Partnership Through a Policy Implementation
           Lens: Top-Down, Bottom-Up or Somewhere In Between?

    • Authors: James D. Gieser
      Abstract: Leaders of higher education institutions are eager to identify effective internationalization strategies in today’s fast-paced, interconnected global environment. International academic partnerships are a common yet understudied strategy designed to take advantage of globalization’s opportunities and to meet an institution’s internationalization goals. However, because these are based squarely on human interpersonal relationships, they depend heavily on the perceptions, interpretations and appropriations of those involved. This study offers an in-depth exploration of how an international academic partnership is perceived and interpreted by stakeholders on both sides of the partnership. Guided by a policy implementation theory and a case study approach, the study’s results yield a rich insider perspective on various facets of the partnership’s origination, operation and perceived effectiveness. The study provides suggestions for future research as well as recommendations for practice, such as the critical function of faculty involvement and the exercise of prudence by senior administrators who possess international partnership ambitions.
      PubDate: Wed, 18 May 2016 06:50:44 PDT
  • Integration and Career Challenges of Newcomer Youth in Newfoundland in

    • Authors: Xuemei Li et al.
      Abstract: Faced with a labor shortage and low profile of diversity, the province of Newfoundland and Labrador in Canada has been making an effort to attract and retain newcomers. Guided by Bronfenbrenner’s (1979) ecological systems theory, this qualitative study investigates the challenges faced by newcomer youth, including permanent residents coming as immigrants or refugees and temporary residents with student visas or work permits, who were either already in the work force or could join it in the immediate future. Major themes surfacing from the data include inadequate public transportation, limited social interaction, language barriers, and dim employment prospects. The authors conclude that the key problems lie in lack of funding for needed support, coordination among existing programs, convenient transportation, and job opportunities. The province can expect an increased retention rate of newcomers when these issues are considered and resolved, along with bridging programs established to bring the local and newcomers together.
      PubDate: Mon, 16 May 2016 20:59:23 PDT
  • BOOK REVIEW: Ridge, Natasha. (2014). Education and the Reverse Gender
           Divide in the Gulf States: Embracing the Global, Ignoring the Local. New
           York, NY: Teachers College Press. 216 pp., ISBN: 978-0-8077-5561-7.

    • Authors: Theresa C. Bodon
      Abstract: BOOK REVIEW: Ridge, Natasha. (2014). Education and the Reverse Gender Divide in the Gulf States: Embracing the Global, Ignoring the Local. New York, NY: Teachers College Press. 216 pp., ISBN: 978-0-8077-5561-7.
      PubDate: Mon, 21 Mar 2016 07:45:45 PDT
  • BOOK REVIEW: Ridge, Natasha. (2014). Education and the Reverse Gender
           Divide in the Gulf States: Embracing the Global, Ignoring the Local. New
           York, NY: Teachers College Press. 216 pp., ISBN: 978-0-8077-5561-7.

    • Authors: Fawziah Al-bakr
      Abstract: BOOK REVIEW : Ridge, Natasha. (2014). Education and the reverse gender divide in the Gulf States: Embracing the global, ignoring the local. New York, NY: Teachers College Press. 216 pp., ISBN: 978-0-8077-5561-7.
      PubDate: Mon, 22 Feb 2016 05:45:44 PST
  • Book Review: Dei, G.J.S. & Adjei, P.B. (Eds.). (2014). Emerging
           Perspectives on 'African Development': Speaking Differently. New
           York, NY: Peter Lang, 209 pp., ISBN: 978-1-4331-2096-1.

    • Authors: Christopher S. Collins
      Abstract: BOOK REVIEW: Dei, G.J.S. & Adjei, P.B. (Eds.). (2014). Emerging perspectives on 'African development': Speaking differently. New York, NY: Peter Lang, 209 pp., ISBN: 978-1-4331-2096-1.
      PubDate: Sun, 21 Feb 2016 15:35:46 PST
  • What Shapes Policy Formation in China? A Study of National Student
           Nutrition Policies

    • Authors: Ji Liu
      Abstract: This article juxtaposes world culture and policy borrowing and lending literatures to understand policy formation in China. Through reviewing China’s student nutrition policy evolution since the International Conference on Nutrition in 1992 to the launch of China’s landmark national rural student nutrition program in 2011, I examine what the key explanations to the policy developments in China were. This paper analyzes both quantitative and qualitative data from the MOE, State Council, and media sources, and draws on policy documents, scholarly publications, civil society activities, and international aid flows. Findings show that although neither world culture nor policy borrowing and lending frameworks could fully explain the case in China, local actors became increasingly active in student nutrition, as suggested by world culture theory, even when local conditions such as rural-urban poverty gaps were decreasing. In addition, the lack of international aid alignment and domestic politics may have led to the decoupling in policy and practice for China’s student nutrition agenda.
      PubDate: Wed, 09 Dec 2015 11:20:42 PST
  • The Incoherence of Success: Intersections of Marriage and Education in a
           Second-Chance Girls' Education Initiative in Rural Upper Egypt

    • Authors: Mohamed K. Sallam
      Abstract: In Egypt, early-marriage is implicated as a barrier to educational access for girls living in rural areas. It is understood to impede women’s access to education and the labor market. This paper focuses on Ishraq, a second chance girls’ education initiative brought on by the Girls Education Initiative-Egypt. Using a critical poststructural conceptual framework, this paper examines how individuals associated with the Ishraq program engage in social contests concerning the relationship between marriage and education by employing a qualitative case study approach grounded in ethnographic methodological considerations. This essay argues participant’s view religious life as the single most important consideration in articulating and enacting their conceptions of community development and girl’s empowerment, providing a framework for understanding the relationship between marriage and education. These perspectives demonstrate how participants navigate certain structural realities in their lives and the strategies they employ in localizing the designed affects of the Ishraq program.
      PubDate: Mon, 28 Sep 2015 04:25:13 PDT
  • BOOK REVIEW: MIR, S. (2014). Muslim American Women on Campus:
           Undergraduate Social Life and Identity. Chapel Hill, NC: The University of
           North Carolina Press. 224 pp., ISBN: 978-1-4696-1078-8.

    • Authors: Aziz Fatnassi
      Abstract: As I was recently reminded after listening to an imam repeatedly reject ISIS on Vermont Public Radio, the ‘long shadow’ cast upon the religion by the events of 9/11 and subsequent acts of terror remain scarlet letters that must be expunged from the chests of each individual Muslim. For the past 15 years, Muslims as a whole have been at the forefront of a discussion of ‘modernity’ in newspapers, television shows, and digital news feeds; in a sense, Islam has been subject to a sort of asynchronous ‘digital labor’ that serves to construct the identities of Muslims in absentia. Within such an environment, Muslim Americans have continued to participate as productive members of society, “with 40 percent holding a college degree or higher, compared to 29 percent among the general American public” (Mir, 2014, p. 3). Indeed, as Shabana Mir demonstrates in Muslim American Women on Campus, even within the most pluralistic spaces, Muslims are negatively stereotyped, marginalized, and essentialized; in the same spaces, however, Muslims work to positively self-define, seek out compromise, and sensitively negotiate infringements on personal autonomy.
      PubDate: Fri, 25 Sep 2015 05:15:38 PDT
  • BOOK REVIEW: Mir, S. (2014). Muslim American Women on Campus:
           Undergraduate Social Life and Identity. Chapel Hill: The University of
           North Carolina Press. 224 pp., ISBN: 978-1-4696-1078-8.

    • Authors: Ariel Sincoff-Yedid
      Abstract: BOOK REVIEW: Mir, S. (2014). Muslim American Women on Campus: Undergraduate Social Life and Identity. Chapel Hill: The University of North Carolina Press. 224 pp., ISBN: 978-1-4696-1078-8.
      PubDate: Fri, 25 Sep 2015 05:15:36 PDT
  • Education as an Ethical Concern in the Global Era

    • Authors: Robert Arnove et al.
      Abstract: This article examines the issue of the ethical status of education, particularly as related to individual dignity and freedom. We select cases that have been described in fine detail by social science—the education of girls and the education of all children within counter-hegemonic movements. These cases involve issues of access to equitable and high quality education. Such issues arise when cultural norms and political exigencies place restrictions on who can attend various types of schools, if any, and when students cannot render their own judgments about particular worldviews espoused by their religious, cultural, and sociopolitical communities. We examine recently developed philosophical frameworks that can provide a reasonable respect for cultural traditions and the rights of individuals to shape their own destinies. Then we apply two such frameworks (Amartya Sen’s and Martha Nussbaum’s) to the cases and discuss the relative merits of each.
      PubDate: Fri, 25 Sep 2015 05:10:35 PDT
  • The Relationships among Heritage Language Proficiency, Ethnic Identity,
           and Self-Esteem

    • Authors: Shu-Chun Yu
      Abstract: With the trend toward globalization and the continual change of the ethnic composition of the U.S. population, there is increasing awareness in the U.S. that not every child is raised in an English-only family. The purpose of this research is to explore the relationships among heritage language proficiency, ethnic identity, and self-esteem in the American-born Chinese (ABC) children who go to Chinese language schools for Chinese language learning on weekends. A total of 63 students and their 56 parents are surveyed in the quantitative study. Results show that there are positive relationships between Chinese heritage language proficiency and ethnic identity (r = .316, p = .006), language proficiency and self-esteem (r = .255, p = .022), and ethnic identity and self-esteem (r = .240, p = .029). The study provides implications for the Chinese language schools, parents, educators, and policymakers, as well as the implications for future study.
      PubDate: Fri, 25 Sep 2015 05:10:17 PDT
  • Teacher Preparation for the Global Stage: International Student Teaching

    • Authors: Jacob B. Chacko et al.
      Abstract: As globalization lessens the distance between peoples and diversifies the common classroom, teacher education programs lag behind in producing globally-minded educators. One approach used by some teacher education programs to remedy this issue is to offer international student teaching experiences. While the literature related to these programs is rather positive, information related to why students choose to participate in international student teaching experiences and the challenges they encounter while abroad is limited. This study attempts to fill this gap in the literature. Drawing on interview and documentation data from current (n=3) and former (n=2) participants, as well as two program administrators, this multiple-case study utilizes a cross-case analysis to draw conclusions within and between the cases. Programmatic recommendations that are applicable to both faculty members and study abroad professionals are included.
      PubDate: Fri, 25 Sep 2015 05:10:14 PDT
  • Faculty Internationalization Priorities

    • Authors: John R. Criswell II et al.
      Abstract: The internationalization of higher education has been the subject of a substantial body of research. However, few studies have examined how faculty members, significant implementers of internationalization, think about internationalization priorities. This article presents the results of a questionnaire which was sent to faculty members at three institutions of higher education, two in the United States and one in Canada. Three-hundred and seventy-five faculty members responded to an open ended question asking how they would prioritize international initiatives at their institution. These comments were coded and categorized based on patterns that emerged from the data. Additionally, the top five topics were examined more in depth to reveal faculty rationale for each. Two findings emerged from this study. First, respondents overwhelmingly support internationalization. Second, they expect the institution to shoulder the burden for the implementation of institutional directives. These findings inform institutional internationalization administrators.
      PubDate: Fri, 25 Sep 2015 05:10:12 PDT
  • Critical Internationalization: Moving from Theory to Practice

    • Authors: Frances Vavrus et al.
      Abstract: This article utilizes critical social theory to illuminate structures of inequality that undergird certain practices of internationalization in higher education institutions, particularly in U.S. institutions. We demonstrate how such theory can be productively employed to analyze three key dimensions of contemporary internationalization: 1) a representational dimension, 2) a political-economic dimension, and 3) a symbolic capital dimension. We argue that these three elements are central to any critical conceptualization of internationalization that has at its core a consideration of equity, ethics, and social justice. The overarching goal of this article is to illustrate how critical social theory can foster more extensive debate regarding the material and ideological systems of exclusion in international education and contribute to the task of reimagining internationalization.
      PubDate: Fri, 25 Sep 2015 05:10:09 PDT
  • Reimagining Internationalization: Critical Dialogues on Global Dimensions
           of Education - Guest Editors' Introduction

    • Authors: Patricia K. Kubow et al.
      Abstract: Introduction to the FIRE Special Issue titled, "Reimagining Internationalization: Critical Dialogues on Global Dimensions of Education".
      PubDate: Fri, 25 Sep 2015 05:10:07 PDT
  • BOOK REVIEW: Bigalke, T. W., & Zurbuchen, M. S. (Eds.). (2014).
           Leadership for Social Justice in Higher Education: The Legacy of the Ford
           Foundation International Fellowships Program. Palgrave Macmillan. 250
           pages. ISBN: 9781137366498

    • Authors: Budi Waluyo
      Abstract: BOOK REVIEW: Bigalke, T. W., & Zurbuchen, M. S. (Eds.). (2014). Leadership for Social Justice in Higher Education: The Legacy of the Ford Foundation International Fellowships Program. Palgrave Macmillan. 250 pages. ISBN: 9781137366498
      PubDate: Mon, 27 Jul 2015 06:05:33 PDT
  • The Effectiveness of Using Technology in English Language Classrooms in
           Government Primary Schools in Bangladesh

    • Authors: Ruxana Hossain Parvin et al.
      Abstract: Across the globe, governments of different countries have recognized the importance and value of digital technologies in language learning. This article is based on the pilot project of Save the Children using information and communication technology (ICT) in education. Through this initiative, interactive multimedia software based on national curriculum of English Class 4 were developed and tested in selected government primary schools. The pre-intervention survey indicated that the teachers do not have the language competence to confidently facilitate English classes using the Communicative Language Teaching (CLT) approach. The results of the project showed that the use of audio-visual content has strong potential for enhancing and promoting interactive language classes. However, the success of the program depends on how the technology is designed and implemented and how the teachers are trained to use it.

      PubDate: Mon, 27 Jul 2015 06:00:42 PDT
  • Patterns of Indigenous Learning: An Ethnographic Study on How
           Kindergartners Learn in Mana, Fiji

    • Authors: Jeffrey Chih-Yih Lee et al.
      Abstract: Technology has greatly impacted educational systems around the world, even in the most geographically isolated places. This study utilizes an ethnographic approach to examine the patterns of learning in a kindergarten in Mana, Fiji. Data comprised of interviews, observations and examination of related artifacts. The results provide baseline data for a larger study examining the evolution of learning patterns after iPads were introduced to the Mana school. Data were examined through two frameworks: Multiple Intelligence and 21st Century Skills during the baseline study; the same two frameworks will be utilized in the next round of data analysis. A comparative analysis will finally be conducted after the summer of 2015. Approval and support from three Fijian ministries was acquired for this study.
      PubDate: Mon, 27 Jul 2015 06:00:39 PDT
  • Plans for Embedding ICTs into Teaching and Learning through a Large-Scale
           Secondary Education Reform in the Country of Georgia

    • Authors: Jayson W. Richardson et al.
      Abstract: Integrating ICTs into international development projects is common. However, focusing on how ICTs support leading, teaching, and learning is often overlooked. This article describes a team’s approach to technology integration into the design of a large-scale, five year, teacher and leader professional development project in the country of Georgia. The main goal of this project was to improve student outcomes via changing core pedagogical practices such as formative assessment, higher order thinking, and student-centered learning. In this article, we describe the background of the project, detail the country and sector context, the project team composition, the technological approach used in the development plan, and offer an analysis of how the proposed technology interventions push teachers and leaders to use technology to improve tasks and improve the teaching and learning experience.
      PubDate: Mon, 27 Jul 2015 06:00:37 PDT
  • Kenya’s ICT Policy in Practice: The Effectiveness of Tablets and
           E-readers in Improving Student Outcomes

    • Authors: Benjamin Piper et al.
      Abstract: Kenya is investing in information and communication technology (ICT) to improve children’s learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. All three showed significant impacts in English and Kiswahili above the results of the control group. The impacts of the three interventions were not statistically significantly different from each other. Based on the findings, we recommend that Kenyan policy makers embed ICT interventions in a larger instructional reform, using ICT to support particular instructional improvement challenges. We also suggest that policy makers incorporate empirically derived cost-effectiveness analysis into investment decisions, to ensure that ICT provides value for money.
      PubDate: Mon, 27 Jul 2015 06:00:33 PDT
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
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