Template-Type: ReDIF-Article 1.0
Author-Name: Ardavan Eizadirad
Author-Name-First: Ardavan
Author-Name-Last: Eizadirad
Author-Email: ardavan.eizadirad@mail.utoronto.ca
Author-Workplace-Name: Ontario Institute for Studies in Education (OISE), University of Toronto
Title: International Experience in a Non-Western Country, Teacher Habitus, and Level of Inclusion in the Classroom 
Abstract: One of the challenges with increasing diverse student populations in today?s classrooms is figuring out ways to address the needs of all students. This paper explores the role of the teacher and his/her dispositions in creating an inclusive learning environment. This paper, through Pierre Bourdieu?s interconnected theoretical concepts of habitus, capital, and field explores how an international experience in a non-Western country can help foster greater inclusion in a classroom setting. Autobiographical experiences of Bourdieu?s time in Algeria as well as the author?s international experiences in Iran and Barbados are presented as case studies. Overall, this paper seeks to advance the discussion on student disengagement beyond discourses of blame and towards exploring new avenues with potential for blossoming and unveiling of new understandings.
Classification-JEL: I24, I21, I29
Keywords: habitus, capital, field, Pierre Bourdieu, international experience, inclusion, student engagement, and teaching practices 
Journal: International Journal of Teaching and Education
Pages: 1-15
Volume: 4
Issue: 1
Year: 2016
Month: March
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-274
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-274?download=1
Handle: RePEc:sek:jijote:v:4:y:2016:i:1:p:1-15
Template-Type: ReDIF-Article 1.0
Author-Name: Muke M Ferguson
Author-Name-First: Muke M
Author-Name-Last: Ferguson
Author-Email: m.ferguson@glyndwr.ac.uk
Author-Workplace-Name: Glyndwr University, London, UK & Centre for Human Development Studies, UK:
Author-Name: Fletcher M Phiri
Author-Name-First: Fletcher M
Author-Name-Last: Phiri
Author-Email: phiri@examsolutionprovider.com
Author-Workplace-Name: Great Lakes Open University (Uganda) & Centre for Human Development Studies, UK
Title: Limitations of attendance monitoring as a singular tool for motivating students? academic engagement: The case study of one overseas student
Abstract: Background, aims & objectives: Attendance monitoring is very important in attaining students? academic engagement which in turn improves students? academic performance at university level. Visa tied students face different criteria in terms of attendance monitoring and the level of recorded study contact points or hours. One area of action research that such requirement raises is to investigate whether quantitative attendance translates into quantitative student outcomes in terms attempts to assignment or exam success at study-unit or module level and the final overall classification of academic-degree attained. Methodology: We use the case study approach, where we present a case study of an overseas student who presented with an excellent quantitative attendance record that had not translated into academic engagement or success. The aim is to determine whether and if so what intervention could bridge the gap between quantitative attendance and academic performance.Findings: For the case study subject we found that qualitative consultative management helped to resolve the observed disconnect between quantitative classroom attendance and quantitative student academic outcome. Conclusions and Implications: We conclude that monitoring quantitative engagement, in the form of quantitative class attendance, is singularly unlikely to be a useful tool that can be used to gauge students? academic engagement. For the case studies qualitative interaction with academic staff held the key to the student achieving the required academic engagement that produced noticeable quantitative academic outcomes.The insight gained from this case study may be of interest to institutions that especially serve overseas students who, by virtue of UKVI statutory requirements and institutional regulatory requirement are mandated to present with a minimum quantitative ?class? attendance record whence this does not necessarily translate to a similarly good quantitative academic outcome in terms of grade of degree and sometimes, time to completion of their studies. 
Classification-JEL: I29, I21, I28
Keywords: Academic engagement; overseas student; UKVI; visa tied students; attendance monitoring; student pastoral care; consultation management
Journal: International Journal of Teaching and Education
Pages: 16-25
Volume: 4
Issue: 1
Year: 2016
Month: March
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-479
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-479?download=2
Handle: RePEc:sek:jijote:v:4:y:2016:i:1:p:16-25
Template-Type: ReDIF-Article 1.0
Author-Name: Berke Kirikkanat
Author-Name-First: Berke
Author-Name-Last: Kirikkanat
Author-Email: bkirikkanat@ticaret.edu.tr
Author-Workplace-Name: Istanbul Commerce University
Author-Name: Makbule Kali Soyer
Author-Name-First: Makbule
Author-Name-Last: Kali Soyer
Author-Email: makbulesoyer@marmara.edu.tr
Author-Workplace-Name: Marmara University
Title: Adaptation of The Academic Coping Strategies Scale in Turkey: A Study With Undergraduates*
Abstract: The Academic Coping Strategies Scale (the ACS Scale) developed by Sullivan in 2010 is a pivotal screening tool for counselors and educators to understand undergraduates? handling mechanisms in a tough academic context. This study presents the psychometric features of Turkish version of the scale. 555 undergraduates from three universities in Istanbul participated in the study. Exploratory and confirmatory factor analyses advocated a three factor solution like the original scale. Criterion validity was examined through the variables - academic self-efficacy, and learning, performance-approach and performance-avoidance goal tendencies-. The results indicated academic coping strategies had significant correlations with them. Test-retest study yielded consistent scores. These findings point that the Turkish ACS Scale is a credible measurement providing great opportunities for scrutinizing undergraduates? coping patterns utilized for a demanding educational context.
Classification-JEL: I20, I23, I29
Keywords: Academic Coping Strategies Scale, adaptation, undergraduates
Journal: International Journal of Teaching and Education
Pages: 26-44
Volume: 4
Issue: 1
Year: 2016
Month: March
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-432
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-432?download=3
Handle: RePEc:sek:jijote:v:4:y:2016:i:1:p:26-44
Template-Type: ReDIF-Article 1.0
Author-Name: Edmore Kori
Author-Name-First: Edmore
Author-Name-Last: Kori
Author-Email: edmore.kori@univen.ac.za
Author-Workplace-Name: Department of Geography and Geo-Information Sciences, University of Venda
Title: Challenges to academic freedom and institutional autonomy in South African universities 
Abstract: Academic freedom can be defined as the absence of outside interference, censure or obstacles in the pursuit and practice of academic work. This freedom is embedded in the right to education. The United Nations Committee on Economic, Social and Cultural Rights views education as a window to other rights. Institutional autonomy speaks to self-regulation or the right of self-government; self-determination; autonomy with respect to local or internal matters. Academic freedom (and institutional autonomy) is a constitutional right in South Africa. There is debate whether there is a threat to the constitutionally guaranteed academic freedom in South Africa. This comes from the background that universities often function as centres of political and intellectual dissent, and regimes are thus reluctant to allow institutions the freedom and autonomy that may contribute to instability. This paper looks at academic freedom and institutional autonomy in South Africa before and after 1994. The pre-1994 era grouped the universities into two ? the open universities, which enjoyed many privileges and the ?other? universities which were tightly controlled by the government. The post-1994 era saw the national Constitution guaranteeing academic freedom. The new government adopted new policies creating a unitary tertiary education system. This was built around the ?cooperative governance? framework. However, with dynamics in the higher education system, this framework had to be amended. The amendments give the government more powers to intervene where necessary. Whatever justification, increased government involvement has implications on academic freedom and institutional autonomy.
Classification-JEL: 
Keywords: freedom; autonomy, academic, university; higher education
Journal: International Journal of Teaching and Education
Pages: 45-53
Volume: 4
Issue: 1
Year: 2016
Month: March
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-315
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-315?download=4
Handle: RePEc:sek:jijote:v:4:y:2016:i:1:p:45-53
Template-Type: ReDIF-Article 1.0
Author-Name: Marian Oluyemisi Odunaiya
Author-Name-First: Marian Oluyemisi
Author-Name-Last: Odunaiya
Author-Email: marianyem@yahoo.com
Author-Workplace-Name: Federal College of Education (Technical) Akoka
Title: TRENDS IN CURRICULAR ISSUES AND TEACHER EDUCATION IN NIGERIA: RETROSPECT AND PROSPECTS
Abstract: Education in Nigeria in the past was centered on recitation, use of conversation, lecture and questioning method to teach students new information and concepts.Traditionally, the emphases on our curricular has been on defined knowledge to be acquired with less attention on the development of skills, conscious articulation of the other remaining areas of learning behaviour, attitudes and values and finally learning to learn. This paper therefore examines the trends in curricular issues of teacher education programme in Nigeria. It investigates the nature of teacher education, its impacts, problems, directions as well as prospects for future development of the curricular issues.
Classification-JEL: I29
Keywords: Teacher Education, Curricular Issues, Innovations, critical thinking
Journal: International Journal of Teaching and Education
Pages: 54-63
Volume: 4
Issue: 1
Year: 2016
Month: March
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-272
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-272?download=5
Handle: RePEc:sek:jijote:v:4:y:2016:i:1:p:54-63