Journal of International Education and Practice

Journal Information
EISSN: 2630516X
Total articles ≅ 47

Latest articles in this journal

Argnue Chitiyo, Jonathan Chitiyo, Zachary Pietrantoni
Journal of International Education and Practice, Volume 5, pp 29-39; https://doi.org/10.30564/jiep.v5i1.4770

Abstract:
The United Nations Millennium Development Goals (MDGs) of 2015 sought to eradicate major problems facing the globe. Member states ratifying these goals were tasked to formulate and institute policies aimed at addressing the global economic, political, social, and environmental challenges. Three major goals sought to address fundamental issues on poverty, universal education, and gender equality. The MDGs were succeeded by the Sustainable Development Goals which are targeted to be achieved by 2030. The intersectionality of the development goals and Education cannot be underestimated. Education has been identified as a key strategy for addressing poverty, hunger, and gender equality. Although several countries ratified the MDGs, most did not achieve the goals by 2015. A shift in policy is necessary to close the achievement gap and to help the efforts for achieving the 2030 SDGs. This paper addresses Zimbabwe’s progress towards the SDGs. Progress on key indicators of quality education, poverty, and inequality of opportunities is presented. Finally, the paper suggests a rights-based education programming framework to help accelerate achievement of the SDGs.
Doreen Ahwireng
Journal of International Education and Practice, Volume 5, pp 16-28; https://doi.org/10.30564/jiep.v5i1.4643

Abstract:
Higher education institutions across the world are responding to globalization through internationalization. However, there is limited research that focuses on the benefits of both internationalization-at-home and cross-border internationalization to students’ cosmopolitan competency from the perspective of students. Therefore, this qualitative case study explored the benefits of internationalization to students from the perspectives of both domestic and international undergraduate and graduate students at two U.S universities. Purposeful and snowball sampling strategies were adopted to identify sixteen students. Data were garnered via interviews, institutions’ websites, and documents. Constant comparative method was employed to analyze the data. Findings from this study revealed that students acquired bilingual or multilingual abilities, firsthand cultural knowledge, global knowledge, cultural nuances critical to showing respect to people from different cultures and geographical backgrounds, friendship and networking, personal growth, high tendency to develop empathy through university internationalization, and opportunity to taste food from different parts of the world. The study recommends that, institutions of higher education should provide opportunities such as foreign language courses, Rosetta Stones, language laboratories, foreign language conversation hour sessions, English as a Second Language (ESL) or Intensive English Language program for students. Also, administrators and faculty are encouraged to provide a platform for study abroad returnees to share their experiences with their colleagues. Higher education institutions should continue to recruit more international students to enrich students’ experiences and global learning.
Qingli Meng
Journal of International Education and Practice, Volume 5, pp 11-15; https://doi.org/10.30564/jiep.v5i1.4324

Abstract:
The “Internet Plus” on-line plateforms provide many innovative approach to learning; but providing convenient college education on-line also poses many new challenges that have not been explored. Some of these educational challenges are explored in the development of an innovative foreign language teaching program in China Universities. Foreign language education networks can be designed on “Internet Plus” platforms to enhance teachers' teaching capabilities. Using "Internet Plus" plateforms is key to foreign language teaching reform in colleges and universities.
Deborah Bergman Deitcher, Helen Johnson
Journal of International Education and Practice, Volume 5, pp 1-10; https://doi.org/10.30564/jiep.v5i1.4493

Abstract:
In this conceptual article we explore parents’ shared book reading (SBR) interactions with their preschoolers across different book genres in their natural home settings. We consider the unique and shared contributions of narrative, informational, wordless, and alphabet picturebooks, and how reading across genres can increase children’s involvement in the interaction, deepen their content knowledge, expand their vocabulary, and strengthen their visual literacy. Beyond the benefits for children, we discuss the advantages for parents of reading from different genres and highlight directions for future research.
Tanjian Liang, Ouyang Lei, Paul Ballard, Xiaoping Fan
Journal of International Education and Practice, Volume 4, pp 1-13; https://doi.org/10.30564/jiep.v4i3.4108

Abstract:
The retention of customers is fundamental to the success of sport organizations for a variety of reasons, not the least of which is it is less expensive for an organization to keep a current customer than to gain a new one. Since customer repurchase intention is an important indicator to predict repurchase behavior, exploring the factors that influence this behavior has important theoretical and practical implications in the commercial martial arts school market. Although previous research provides a foundation for the factors that influence a customer’s repurchase intention, additional empirical work is warranted. This study is designed to integrate the findings of previous studies and examine how utilitarian factors (perceived value and switching cost), a hedonic factor (perceived enjoyment), and social/psychological factors (confirmation and satisfaction) directly or indirectly influenced consumers’ repurchase intentions in the context of commercial martial arts schools. The results indicated that customer satisfaction had the strongest impact on customer repurchase intention, followed by perceived enjoyment, switching costs, confirmation, and perceived value.
Tewodros Asmare Tefera, Wudu Melesse
Journal of International Education and Practice, Volume 4, pp 28-39; https://doi.org/10.30564/jiep.v4i3.4254

Abstract:
The study investigates the perception and perceived practices of Higher Diploma program (HDP) in the Jimma University and Jimma College of teachers’ education using a cross-sectional survey design comprised of questionnaire and interviews. The data were collected from 91 instructors, and 3 higher diploma leaders (HDLs) who were selected through lottery sampling and 2 higher diploma coordinators (HDCs) who were selected using availability sampling methods. The finding revealed the importance of the HDP (M=4.3, SD=0.91) though the perception of the HEI instructors differ before coming, and after coming to the HDP. Though the study indicated as the trained instructors are applying the knowledge and skill, which they have acquired from the HDP training, the HEIs are not following the actual practices of the training. The study found out that the HE instructors’ perception had a significant correlation with the practices of HDP (r=.694, p=0.00<0.01) having a moderate effect size (δ=0.48). The findings call for the proper implementation of the HDP for the betterment of the program and to achieve the intentions of the HDP.
Longfei Zhang
Journal of International Education and Practice, Volume 4, pp 22-27; https://doi.org/10.30564/jiep.v4i3.3863

Abstract:
This thesis is trying to analyze the pre-writing strategies used by Chinese college students in a timed examination. The purposes of this study is to identify the possible strategies the Chinese college students claimed they used in the pre-writing stage of the timed examination, find if differences exist between the pre-writing strategies employed by skilled writers and unskilled writers, and find which strategy best facilitate writing in a timed condition.
Yuchun Chen, Brian Myers
Journal of International Education and Practice, Volume 4, pp 14-21; https://doi.org/10.30564/jiep.v4i3.4169

Abstract:
Physical education teacher education (PETE) programs prepare teacher candidates to be competent and employed in P-12 school settings. This study examined the relationship between competency and first-year job obtainment in physical education (PE). Participants included 111 teacher candidates from two schools. Participants’ competency in content knowledge in Kinesiology and sub-disciplines (CKKH), content knowledge in sport and skill proficiency (CKSP) and pedagogical content knowledge (PCK) and first-year job obtainment in PE were collected. Descriptive statistics, independent-samples tests, and multiple logistic regressions were used to analyze the data. The overall sample showed participants were most competent in PCK, followed by CKSP and CKKH. Female participants were more competent in PCK than their male counterparts, and those at School A performed better in CKSP and PCK than their peers at School B. As a sample, more than half of the participants (55.9%) obtained PE jobs. There was a significance between the overall sample and female participants’ competency in CKKH and their first-year employment in PE. This study was limited by sample size, variances in courses between the two schools, and by the defined timeline to clarify first-year PE employment. Implications regarding the importance of CKKH and first-year employment were discussed.
Abdul Halim, Nusrat Nasir Nimnee
Journal of International Education and Practice, Volume 4, pp 1-15; https://doi.org/10.30564/jiep.v4i1and2.3254

Abstract:
Using a qualitative research approach, the current analysis aimed to investigate the COVID-19 pandemic's effect on Bangladesh's higher education from the viewpoint of students. The report comprises a survey of 300 students from higher education institutions. Convenient sampling method is used to pick fifty university students for the study in order to collect enough data to answer the test query. They were students from Bangladesh's eight universities and three other institutions, including five public universities and three private universities. The pandemic of Covid-19 has wreaked havoc on all facets of human life, including education. It has culminated in learning experiences that have never been seen before. Many schools and universities have shut their doors and moved their teaching and learning to the internet. This study found that there has an effect of COVID-19 on higher education system in Bangladesh. Both the government and private universities are required to work together to resolve the academic delays as fast as possible, such as the closing of educational schools and the transition to online schooling, have had a serious impact on the education sector and students' lives. This is the first study of Bangladesh. This study tries to find out the problem of education systems and solving the problem of Bangladesh which will be a great effect on the education system of Bangladesh and the economy.
Jim Perry, Amanda Sames, Susan Galatowitsch
Journal of International Education and Practice, Volume 4, pp 41-52; https://doi.org/10.30564/jiep.v4i1and2.3501

Abstract:
Internationalization of higher education has widespread benefit to society and has become the expected norm. The literature offers many calls for and models of comprehensive internationalization. Society expects higher education graduates to be global ready when they graduate. Responsible citizenship and professional life require that people be inclusive and sensitive to the worldviews of others. Those calls for change raise an opportunity: a model for culture change to be followed by others. University programming is centered at the department, which is the center of faculty life (e.g., teaching, curricular change, interaction with peers, promotion and tenure). The academic department is the center of institutional change. We used a three-year, inclusive process, to develop a strategic, international, intercultural plan for a department in a comprehensive US university. Our plan includes four themes, complemented by 12 goals. Each goal has actions with time frames (i.e., 1-3 years, 5-7 years, 10-12 years). There are 49 total actions. Among those, 28 are in the 1-3 year time frame, and each of those has a responsible actor (e.g., individual or committee). The plan is adaptive, and includes assessment to advance accountability and transparency. We began implementation coincident with the pandemic, and with significant social unrest in our community and nation. The year of experience provided both affirmation and redirection. Our model guides departmental change, empowering necessary growth and offering a model for others wishing to advance internationalization.
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