| Title | Author | Year | Add to Folder |
| The path from the village : The education of Thai ethnic students in Vietnam.
| Lo, Pang Van
Welch, Neil | 2019 |
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Title: The path from the village : The education of Thai ethnic students in Vietnam.
Author(s): Lo, Pang Van | Welch, Neil |
Journal Details: Australian and International Journal of Rural Education v.29 n.1 p.72-87
Published: 2019
ISSN: 1839-7387
Abstract: This paper summarises the findings of a pilot study undertaken to explore what influences the schooling and education of Thai ethnic students living in rural mountain villages in one of the poorest and least educated regions of northern Vietnam. This study used a qualitative multiple case study approach and gathered information using multiple semi-structured interviews with four senior secondary students, their parents and their teachers. Two of these students were males and two were female, and two were achieving high grades while the others were achieving low grades. This study took a socio-ecological approach. This study sheds light on what influenced the schooling and school experiences of four Thai ethnic secondary school students attending a remote rural school in Vietnam. The four student case studies illustrate the important interplay between family, school and community factors and the value of looking at schooling and school experiences from a socio-ecological perspective. [Author abstract]
URL (open access) : https://journal.spera.asn.au/index.php/AIJRE/article/view/178/222
URL (conditional access) : http://library.acer.edu.au/document/?document_id=222828
Record No: 222828 From EdResearch online
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| Do schools promote social inclusion? The experiences of intercountry adoptees in Australia.
| Scarvelis, Beverly
Crisp, Beth
Goldingay, Sophie | 2014 |
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Title: Do schools promote social inclusion? The experiences of intercountry adoptees in Australia.
Author(s): Scarvelis, Beverly | Crisp, Beth | Goldingay, Sophie |
Journal Details: Journal of Social Inclusion v.5 n.1 p.61-77
Published: 2014
ISSN: 1836-8808
Abstract: Intercountry adoption programs have brought children from racially and culturally diverse backgrounds to live as Australians, including 30 children from Rangsit Children's Home who arrived in South Australia in the late 1980s and early 1990s. As part of a project which explored the life experiences of 12 adults who had arrived as children aged between 4 and 9 from Rangsit, this article explores the role of schools in facilitating their inclusion into life in Australia. The school experience was often critical in learning English and was a pre-requisite for acceptance in the school yard but also a place in which most of these Thai-born intercountry adoptees experienced racism. More than half of the participants did not complete secondary school but all had employment. However, many of these jobs were low-paying and this precluded them from participating in opportunities to return to Thailand to learn more about their Thai origins or participating as adoptive parents in intercountry adoption programs. Hence, while schools can play an important role in facilitating social inclusion, the school system alone may be unable to address the multiple dimensions of exclusion experienced by intercountry adoptees. [Author abstract]
URL (open access) : https://josi.org.au/articles/10.36251/josi.69/galley/72/download/
URL (conditional access) : https://doi.org/10.36251/josi.69
Record No: 204687 From EdResearch online
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| Reflections on black market science : aspirations of beginning teacher [sic].
| Cameron, N. | 2007 |
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Title: Reflections on black market science : aspirations of beginning teacher [sic].
Author(s): Cameron, N. |
Journal Details: SASTA Journal n.1 p.10-11
Published: 2007
ISSN: 0049-1462
Abstract: The author went to school until age 12 in a northern Thailand village. She remembers little of the classroom science but does remember the 'black market science' she and her friends practised, sometimes dangerously and always explosively, most notably the setting on fire of a pig-sty roof. The author, as a graduating teacher, believes she must understand this background in science, develop her rationale accordingly, and also to state the learning outcomes of each topic to ensure that the South Australian curriculum is covered. Although there are big gaps in the author's learning compared with teachers who went to school in Australia, she believes this can sometimes be advantageous. In Thailand the classroom teacher did not encourage questions about topics s/he knew nothing about, and this has made the author determined to take students' ideas into account and that her science teaching will be responsive to students' interests, questions and needs. This is best achieved in a classroom which is based around Piaget and Vygotsky's thinking. Using concrete materials, carefully chosen to scaffold their learning, students engage in pursuit of their own questions about a given topic. No such things happened in the author's classroom in Thailand, although it could have readily encompassed the rich educational activities suggested by Wheatley. While the author would stop short of advocating the pig-sty activity, she believes her teacher missed the point in other aspects of black market science. The pupils made all their own toys, helped parents make furniture, knew about patterns instinctively and helped scaffold each other's learning, much of which emerged from necessity. The author has developed her own approach to teaching science and will do so using five key questions: what are the students learning in science? What are the students learning about science? Do they feel a sense of ownership of the process? Are they enjoying it? Is the author enjoying it? [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=158955
Record No: 158955 From EdResearch online
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| Family factors and Thai students' choices of international education.
| Pimpa, Nattavud | 2005 |
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Title: Family factors and Thai students' choices of international education.
Author(s): Pimpa, Nattavud |
Journal Details: World Studies in Education v.6 n.2 p.85-98
Published: 2005
ISSN: 1441-340X
Abstract: This article explores the relationship between influencing factors from the family on Thai students' choices of international education. The study classifies choices of international education into the decision to study abroad, choice of country, city, academic program, and of university. The influences from family are identified as finance, information, expectation, persuasion, and competition. The results indicate that there is a significant positive relationship (p<.01) between choices and influencing factors, however, the degree of associations between variables are mixed. The decision making-process of Thai students is complex and involves various stakeholders. This information affords protagonists marketing Australian education a better understanding of choices made by international students. [Author abstract]
URL (conditional access) : https://doi.org/10.7459/wse/06.2.05
Record No: 148967 From EdResearch online
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| Work and learning : the implications for Thai transnational distance learners.
| Crossman, Joanna Elizabeth | 2005 |
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Title: Work and learning : the implications for Thai transnational distance learners.
Author(s): Crossman, Joanna Elizabeth |
Journal Details: International Education Journal v.6 n.1 p.18-29
Published: March 2005
ISSN: 1443-1475
Abstract: The paper describes a qualitative study concerning the experiences of nine Thai transnational distance learners enrolled in doctoral programs in Australian universities while working in higher educational contexts in their own country. Data were collected from participant journals, an open questionnaire and dialogic email communications. The study revealed that the workplace is an important influence upon the nature and quality of the learning experience largely through issues relating to finance, time management and technology or other resources. Learning, in turn, influences the workplace with individuals operating as educational change agents applying their learning about student centred methods to classroom practice. The findings are likely to be of interest to both Australian and Thai educators as postgraduate distance programs continue to be marketed in Thailand. [Author abstract]
URL (open access) : http://ehlt.flinders.edu.au/education/iej/articles/v6n1/crossman/paper.pdf
Record No: 142288 From EdResearch online
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| The relationship between Thai students' choices of international education and their families.
| Pimpa, Nattavud | 2004 |
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Title: The relationship between Thai students' choices of international education and their families.
Author(s): Pimpa, Nattavud |
Journal Details: International Education Journal v.5 n.3 p.352-359
Published: September 2004
ISSN: 1443-1475
Abstract: This paper explores the relationship between influencing factors from family on Thai students' choices of international education. The study classifies choices of international education into the decision to study abroad, choice of country, city, academic program, and of university. The influences from family are identified as finance, information, expectation, persuasion, and competition. The results indicate a positive relationship between choices and influencing factors. However, the degree of associations between variables are mixed. The decision making-process of Thai students is complex and involves various stakeholders. This information affords protagonists marketing Australian education a better understanding of choices made by international students. [Author abstract]
URL (open access) : http://ehlt.flinders.edu.au/education/iej/articles/v5n3/pimpa/paper.pdf
Record No: 138463 From EdResearch online
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| Development of an instrument for measuring familial influence on Thai students' choices of international education.
| Pimpa, Nattavud | 2003 |
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Title: Development of an instrument for measuring familial influence on Thai students' choices of international education.
Author(s): Pimpa, Nattavud |
Journal Details: International Education Journal v.4 n.1 p.24-29
Published: March 2003
ISSN: 1443-1475
Abstract: This paper reviews the construct and measurement of familial influence on Thai students' choices of international education. It explains the development of the Familial Influence Scale (FIS) to measure five aspects of familial influence (finance, information, expectation, competition, and persuasion) on five choices of international education. The scale was tested for content and construct validity, and reliability (internal consistency). The three factors, 'family communication', 'family interaction', and 'family fiscal influence', were supported by varimax factor analysis and had reliabilities from 0.79-0.95. Use of the combined scales, as a general 'familial influence scale', was supported by principal components analysis; reliability for the combined scale was 0.92. Finally, the internal consistency of the scale was calculated by employing a test-retest method to identify the reliability. The results indicate that FIS yields high internal consistency. Therefore, this scale is appropriate for the measurement of the influence of family on Thai student's choices of international education. [Author abstract]
URL (open access) : http://ehlt.flinders.edu.au/education/iej/articles/v4n1/pimpa/BEGIN.HTM
Record No: 125147 From EdResearch online
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| Internationalisation and the role of TESOL in tertiary business education.
| Bretag, Tracey
Kooymans, R. | 2002 |
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Title: Internationalisation and the role of TESOL in tertiary business education.
Author(s): Bretag, Tracey | Kooymans, R. |
Journal Details: TESOL in Context v.12 n.1 p.10-14
Published: August 2002
ISSN: 1030-8385
Abstract: As internationalisation has become a focus of policy at the University of South Australia recently, the School of International Business has been forced to question whether a minimum IELTS score of Band 6 (or its equivalent) is adequate for successful academic study. Consequently, staff from Property and Business Communication Skills (NESB) have collaborated to design a model of language. academic and cultural support to meet the sociolinguistic needs of international postgraduate students. This paper provides an overview of how a program for Master of Property students came to be developed and the possible implications for international students in other similar courses. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=168734
Record No: 168734 From EdResearch online
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