IEG-7100

Elmadani, A., Opiola, K., Grybush, A.L., & Alston, D. (2022). Exploring the experiences of elementary teachers after completing child teacher relationship training (CTRT): Implications for teaching in diverse school settings. International Journal of Play Therapy, 31(2), 71-81. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=pdh&AN=2021-67662-001&site=eds-live&scope=site&custid=natuniv

Professional development programs and strategies that focus on helping teachers work sensitively with culturally diverse students can help raise teachers’ awareness about school climate, academic environment, and cultural values. As schools across the world experience the influx of different cultures into the school systems, they must prepare teachers with strategies to address diverse student needs. This in-depth analysis of data collected through semi-structured interviews revealed that Child Teacher Relationship Training (CTRT) contributed to raising teachers’ cultural awareness. The main findings from this study include diversity, personal values, cultural awareness, the impact of the training, and attuned relationships contribute greatly to understanding one’s cultural awareness.

Erdemir, B., & Wu, Q. (2021). An examination of Turkish and Chinese equity-related barriers to higher education admissions from the capabilities perspective. Asia Pacific Education Review, 1-16. https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Flink.springer.com%2Farticle%2F10.1007%2Fs12564-021-09730-9

Despite the potential of tertiary education to generate higher incomes and close the poverty gap within and between countries, it is still a challenge for many countries to ensure equity and quality in their higher education admissions. Compared to the more privileged, students from marginalized backgrounds face inequitable inputs that restrict their academic and personal growth. This comparative analysis used a capabilities approach-based model to examine the personal, discriminatory, institutional, and geographical barriers many students face in the higher education admission processes in Turkey and China. Recommendations are given for the development of courses and regional development programs that can assist disadvantaged students to achieve the right capabilities from an early age.

Matsuyama Y., Nakaya, M., Okazaki H., Lebowitz A., Leppink, J., & van der Vleuten, C. (2019). Does changing from a teacher-centered to a learner-centered context promote self-regulated learning: A qualitative study in a Japanese undergraduate setting. BMC Medical Education, 19(1), 1-12. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=mdc&AN=31101111&site=eds-live&scope=site&custid=natuniv

In some countries, the focus of pedagogy has moved from student-focused to learner focused education. The authors suggest that previous studies indicate that a teacher-centered context could hinder undergraduates from self-regulated learning (SRL), whereas a learner-centered context could promote SRL. However, SRL development within a teacher-centered and a learner-centered context has not been directly compared in undergraduate settings. Also, it is still unclear how a contextual change towards learner-centered learning could influence SRL in students, who are strongly accustomed to teacher-centered learning. The study emphasized that in the instructional process student-designed individualized learning with support and formative feedback from mentors chosen by students.

Song, J., Chu, Z., & Xu, Y. (2021). Policy decoupling in strategic response to the double world-class project: Evidence from elite universities in China. Higher Education: The International Journal of Higher Education Research, 82(2), 255-272. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edssjs&AN=edssjs.74824A77&site=eds-live&scope=site&custid=natuniv

Creating world-class universities is a significant policy and practice in higher education in China. However, some negative effects have encouraged decoupling from some education policy goals. To identify the reasons for the decoupling from policies, the authors conducted policy document analysis and purposive interviews at three elite universities, focusing on financial funding, discipline development, and human resources. The results from the study suggest that the decoupling responses and manipulative strategies result from the dominating constituent at world-class universities, ambiguity in policy contents, hierarchical control systems in higher education, and uncertain environments for universities.

Reimers, F. M. (2020). Educating students to improve the world. Singapore: Springer Nature, 10-22. https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Flink.springer.com%2Fbook%2F10.1007%2F978-981-15-3887-2

Read Pages 10-22

In this e-book, the author considers events that impact the world such as climate change to trade, pandemics to security, and governance to advancing science. The case is made that people across the world should be educated to understand the events, care about them, and have the skills to address them collaboratively, from their respective spheres of influence. Global education is the domain of scholarship and of practice which focuses on developing such competencies. The book addresses five core dimensions of the education process: cultural, psychological, professional, institutional, and political. The author discusses an extensive body of research and practice-oriented literature on global education, drawing out the implications to lead global education programs and their strategies.