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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]
  • BOOK REVIEW: Csikszentmihalyi, M. (2008). Flow: The Psychology of Optimal
           Experience (1st ed.). New York, NY: HarperCollins. 336 pp. ISBN

    • Authors: Diem T.N. Hoang
      Abstract: BOOK REVIEW: Csikszentmihalyi, M. (2008). Flow: The Psychology of Optimal Experience. New York, NY: HarperCollins. 336 pp. ISBN 978-0-06-133920-2.
      PubDate: Fri, 05 Aug 2016 07:50:58 PDT
  • BOOK REVIEW: Ashcroft, K., & Rayner, P. (2011). Higher Education in
           Development: Lessons from Sub-Saharan Africa. Charlotte, NC: Information
           Age Publishing, Inc., 286 pp., ISBN: 978-1-61735-541-7.

    • Authors: Elizabeth R. Bruce
      Abstract: Book Review: Ashcroft, K., & Rayner, P. (2011). Higher Education in Development: Lessons from Sub-Saharan Africa. Charlotte, NC: Information Age Publishing, Inc., 286 pp., ISBN: 978-1-61735-541-7.
      PubDate: Fri, 05 Aug 2016 07:50:54 PDT
  • Grafting: Making Space for International and Comparative Education in a
           Pre-service Teacher Social Foundations Class

    • Authors: Payal Shah et al.
      Abstract: This article contributes to a growing appreciation and understanding of both the ways to include exposure to Comparative and International Education (CIE) in undergraduate teacher education as well as to how students take up and respond creatively to opportunities for comparative exploration. In order to make space for comparative education in the already oversubscribed pre-service teacher’s program of study, we (1) explore a strategy to use a required undergraduate social foundations’ class for pre-service teachers at a large public university as a platform for comparative education, and (2) share the lessons learned from creating space for students to express their international and comparative curiosities. We open the article by introducing the “grafting” strategy to make space for the comparative; we then turn to the ways we employed a pedagogical tool we call “drawing out” to allow students to make comparative connections by responding to our deliberate, comparative prompts. We found that by embracing the grafting approach we created opportunities for students to make their own conclusions about the value of comparative considerations and to express their organic interest in the international to better understand domestic developments and options.
      PubDate: Thu, 04 Aug 2016 07:08:48 PDT
  • Reflections on Building ‘Glocal’ Competence among Pre-Service
           and In-Service Teachers

    • Authors: Wangari Gichiru
      Abstract: The purpose of this paper is to critically reflect on two graduate international comparative education courses I taught at a mid-sized public university. Using a variety of readings and multimedia focusing on voices of international educators telling their own stories of struggle for a democratic education, these courses represent my effort to raise a ‘glocal’ consciousness among pre-service and in-service educators. In this paper, I describe how my educational and life experiences, which include living in parts of the ‘global south’ and ‘global north,’ influenced the global issues selected for discussion in these classes. Although there is clear evidence that the experiences I describe in these courses helped to develop a more "glocal" and critical consciousness among students, I conclude that there are always more questions to ask, stories to tell, and complexities to explore when comparing different educational approaches.
      PubDate: Thu, 04 Aug 2016 07:08:44 PDT
  • The Global Imperative for Teacher Education: Opportunities for Comparative
           and International Education

    • Authors: Elena Aydarova et al.
      Abstract: In the context of globalization, teacher education has to respond to the global imperative by helping pre-service teachers develop global consciousness and awareness (Apple, 2011; Zhao, 2010). This paper addresses this imperative by first identifying the spaces for global competencies in teacher education standards at the national, regional, state, and institutional levels. Next, we analyze two universities’ attempts to internationalize teacher education programs and demonstrate how the lack of specificity in teacher education standards emerge as gaps in the curriculum and in pre-service teacher learning. We argue that re-fashioned comparative and international education courses could address these gaps by developing students’ conceptual understandings of global processes and their impact on education. The ultimate purpose of such courses will be to challenge pre-service teachers’ ethnocentric assumptions about education and to foster a planetary relational view necessary for the development of a more just modernity on the global scale.
      PubDate: Thu, 04 Aug 2016 07:08:40 PDT
  • Comparative and International Education in Teacher Training Programs: The
           Case of North Park University in Chicago

    • Authors: Angelyn Balodimas-Bartolomei
      Abstract: For decades, scholars have claimed the importance of implementing comparative and international education courses in teacher education programs. Although there are countless benefits of doing so, information or evidence about offering comparative and international education in the teacher education curricula, is negligible. To date, it is uncertain how many teacher education programs include such a course. The current article aims to describe how and why CIE became a required graduate level course within a teacher education program in Chicago. It also discusses the various pedagogical approaches, theories, themes, and content that were selected for the framework of this course. Lastly, the article brings forth teachers' comments and views regarding the benefits of incorporating comparative and international education in teacher education programs and how after completing the class, they perceived themselves to be more effective and globally competent teachers.
      PubDate: Thu, 04 Aug 2016 07:08:35 PDT
  • Guest Editors’ Introduction to the FIRE Special Issue on “The
           Place and Future of Comparative Education in Teacher Education”

    • Authors: Patricia K. Kubow et al.
      Abstract: Guest Editors’ Introduction to the FIRE Special Issue on “The Place and Future of Comparative Education in Teacher Education”.
      PubDate: Thu, 04 Aug 2016 07:08:31 PDT
  • 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
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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