| Title | Author | Year | Add to Folder |
| Mapping participation in situated language learning.
| Groves, Olivia Michelle
Verenikina, Irina
Chen, Honglin | 2016 |
Add to Folder
Title: Mapping participation in situated language learning.
Author(s): Groves, Olivia Michelle | Verenikina, Irina | Chen, Honglin |
Journal Details: Higher Education Research & Development v.35 n.2 p.267-281
Published: April 2016
ISSN: 0729-4360
Abstract: Research on the international student experience in Australia has highlighted the challenges that international students face when obtaining tertiary qualifications in an Australian university. Specifically, international students are reported to have difficulties achieving their stated goals of making connections, forming friendships and improving their oral English language skills during their sojourn. This paper investigates the interactions of five male Saudi Arabian international students in the local English-speaking community and considers how they participate in it. Diary records and interview conversations are used to examine the nature and extent of participation, drawing on the linguistic concept of register or analysis of situation. The findings indicate that quality interactions for the purpose of language learning are derived from casual conversations and those without pre-defined social roles which afford opportunities for identity negotiation and interactional benefits. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1080/07294360.2015.1087472
Record No: 212013 From EdResearch online
|
| Alignment Between Principal And Teacher Beliefs About Technology Use.
| Alghamdi, Abdulmajeed
Prestridge, Sarah | 2015 |
Add to Folder
Title: Alignment Between Principal And Teacher Beliefs About Technology Use.
Author(s): Alghamdi, Abdulmajeed | Prestridge, Sarah |
Journal Details: Australian Educational Computing v.30 n.1
Published: 2015
ISSN: 0816-9020
Abstract: This paper explores the link between principals' and teachers' pedagogical beliefs regarding the benefits of integrating online learning technologies into language teaching and learning contexts. Principals who have the leadership ability to initiate a clear vision to carry out the pedagogical requirements for technological change in teaching and learning approaches can direct the use of technology to enhance the school learning environment. The paper reports on the initial phase of data collection for a PhD thesis at an Australian University. Two surveys were developed and implemented for this study in order to determine principals' and teachers' existing pedagogical beliefs regarding online learning technologies. Participants included 67 principals and 82 Arabic language teachers across secondary schools in Jeddah city in Saudi Arabia. The results present a strong alignment between principal and teacher beliefs in that both indicate positive constructivist beliefs including improvement of teachers' and students' research skills, the promotion of students learning both inside and outside school, and the belief that online learning technologies convert teacher-centred teaching approaches to student-centred teaching approaches. Additionally, the study shows that principals' beliefs were always stronger than teachers' beliefs. [Author abstract]
URL (open access) : http://journal.acce.edu.au/index.php/AEC/article/view/52/pdf
URL (conditional access) : http://library.acer.edu.au/document/?document_id=218978
Record No: 218978 From EdResearch online
|
| Trusting relationships : a key for cross-cultural engagement.
| Gresham, Ruth | 2012 |
Add to Folder
Title: Trusting relationships : a key for cross-cultural engagement.
Author(s): Gresham, Ruth |
Journal Details: Journal of Higher Education Policy and Management v.34 n.5 p.491-501
Published: October 2012
ISSN: 1360-080X
Abstract: Research that is conducted across divergent contexts and communities presents challenges. This article explores the importance of building trusting relationships between researchers and participants to overcome some of these challenges. Using a postmodern perspective it describes practices that merged to form a comprehensive strategy for working across cultures. The subject matter for the article was derived from qualitative research that investigated the repatriation experiences of Saudi Arabian female postgraduate students. Throughout the article it is argued that long-term, in-depth, trusting relationships between researchers and participants assist in the establishment of common ground that transcends cultural differences while demonstrating respect for individuals' stories. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1360080X.2012.715998
Record No: 195027 From EdResearch online
|
| We are, he is and I am : the adjustment accounts of two male Saudi Arabian nursing students at an Australian university.
| Midgley, Warren John | 2009 |
Add to Folder
Title: We are, he is and I am : the adjustment accounts of two male Saudi Arabian nursing students at an Australian university.
Author(s): Midgley, Warren John |
Journal Details: Studies in Learning, Evaluation, Innovation and Development v.6 n.1 p.82-97
Published: May 2009
ISSN: 1832-2050
Abstract: This paper reports on the analysis of a narrative discussion group facilitated by the author as a part of a larger study. The participants in this group were two male Saudi Arabian nursing students of a similar age, studying the same course at the same time at the same Australian university, who had chosen to be together in this group. The discussion that was recorded for this study was in response to the request to 'tell me about your experiences here.' The data demonstrate that these two individuals have had very different experiences, resulting from their very different responses to the challenges of living and studying in Australia. The data support the view of scholars such as Koehne and Kumar arguing against reductionist views of international students. The paper concludes by appealing for a more holistic person-in-context approach to providing support for beginning learners in higher education. [Author abstract]
URL (archived) : http://pandora.nla.gov.au/pan/45555/20091116-0006/www.sleid.cqu.edu.au/include/getdoca316.pdf?id=805&article=243&mode=pdf
Record No: 175725 From EdResearch online
|