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Foreign Countries; Individual Needs; Children; Residential Care; Social Services; Volunteers; World History; Jews; Christianity; Social Change; War; Disabilities; Attitude Change; Theories; Access to Education; Holistic Approach; Interdisciplinary Approach; Role; Religious Cultural Groups; Collective Settlements; Role of Education; Values; Educational Philosophy; Faculty Development; Theory Practice Relationship; Politics of Education; Sustainability

Abstract:
In this paper the origin of the Camphill Movement will be outlined. Particular attention will be paid to the influence of the Moravian Brethren educational model in the development of the Camphill Schools. A key influence which helped to shape Camphill philosophy and practice was the writing of Jan Amos Comenius (1592-1670), a bishop in the Moravian Church, who is widely viewed as the founder of modern education. The paper briefly describes the development by Camphill School Aberdeen and the University of Aberdeen of the BA in Social Pedagogy which takes a holistic--Comenian--approach to the education and care of children and young people. The question is posed whether the social pedagogic impulse can be sustained in the present economic climate when deep cuts are being made in educational and social welfare expenditure. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Quality of Life; Foreign Countries; Immigration; Migration Patterns; Immigrants; Social Indicators

Abstract:
This paper contributes to the immigration literature by generating two unique non-economic quality of life (QOL) indices and testing their role on recent migration patterns. Applying the generated QOL indices in conjunction with four independent welfare measures to an augmented gravity model of immigration, this paper finds an insignificant relationship between the six non-economic QOL measures and immigration flows for a panel of 16 OECD countries from 1991 to 2000. However, the results suggest that other factors such as the stock of immigrants from the source country already living in the OECD destination country, population size, relative incomes, and geographic factors all significantly drive the flow of immigration for the sample tested. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Mexicans; Migration Patterns; Semi Structured Interviews; Decision Making; Academic Aspiration; Economic Factors; Social Influences; Acculturation; Youth; Immigration; Mexican Americans; Family Influence; Family Characteristics

Abstract:
We explored migration decisions using in-depth, semistructured interviews with male and female youth ages 14 to 24 (n = 47) from two Mexican communities, one with high and one with low U.S. migration density. Half were return migrants and half were nonmigrants with relatives in the United States. Migrant and nonmigrant youth expressed different preferences, especially in terms of education and their ability to wait for financial gain. Reasons for migration were mostly similar across the two communities; however, the perceived risk of the migration journey was higher in the low-density migration community whereas perceived opportunities in Mexico were higher in the high-density migration community. Reasons for return were related to youths' initial social and economic motivations for migration. A greater understanding of factors influencing migration decisions may provide insight into the vulnerability of immigrant youth along the journey, their adaptation process in the United States, and their reintegration in Mexico. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Semi Structured Interviews; Immigrants; Males; Family (Sociological Unit); Family Influence; Islam; Role of Religion; Muslims; Turkish; Language Role; Language Maintenance; Collective Settlements; Marriage; Ethnicity; Cultural Influences; Social Attitudes; Authoritarianism; Cultural Maintenance; Social Mobility; Educational Attainment

Abstract:
This study focuses on the cultural characteristics of Ahiska Turks in Wheaton, Illinois in the United States. By trying to understand the culture of the participants, I sought to shed light on how the Ahiska Turks managed to cope with the hardship they experienced and yet preserved their ethnic identities. In this multicase study, I interviewed six male Ahiska Turks. As a result of my analyses, eight themes emerged: family, religion (i.e., Islam), language (i.e., Turkish), communal life, endogamy, authoritarianism, oppression against the preservation of culture and identity, and education for upward mobility. The Ahiska Turks' agrarian way of life, the preservation of their language, and their preference of integration to the larger society for acculturation make them who they are today. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Public Schools; Citizenship Education; Foreign Countries; Economic Factors; Educational Environment; Immigration; Immigrants; Educational Philosophy; Educational Policy; Barriers; Social Influences; Political Influences; Cultural Differences; Success; Fear; Racial Bias; Social Justice; Nationalism; Student Experience; Literature Reviews; Cultural Influences

Abstract:
This paper reflects and supports the focus of my doctoral research that aims to identify, underscore and examine some of the key challenges and policy barriers that are shaped or hindered by socio-political, ethno-cultural and economic factors that subsequently impede immigrant students' transition and future academic and social success in their new school environments. I begin with an overview of the discourses of hospitality (philoxenia) and xenophobia--how these two notions relate to Greece's responsibility toward the emerging and (in) flux of immigration, and how citizenship education can be instrumental in the fight against xenophobia, racism, aggressive nationalism and related intolerance in Greek public schools. My interest in this research topic has evolved from my own experience as a repatriated immigrant student in the Greek public (state) school system. My personal experience as a child of repatriated immigrants entering a highly homogeneous and exclusionary (to "foreigners" or "xenoi") school environment with few, if any, non-Greek students in the mid-1980s and the lack of support from the public school system and community, has prompted me to further investigate and focus on the learning experiences of immigrant students and the implications for immigration, citizenship policies and school-level policies, at a time where immigration poses challenges that call for immediate policy action to ameliorate the crisis impacting immigrant subjectivities. The paper mainly identifies and reviews existing literature documenting prior research activity in this area, but contains no actual data or results at this time, since data collection will begin in the summer of 2012. (Contains 12 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Foreign Countries; Social Capital; Employment Opportunities; Economic Factors; Social Mobility; Academic Degrees; International Education; Role; Social Influences; Educational Experience

Abstract:
The fundamental logic of transnational education programmes is a one-to-one transfer of institutional capital across space and an unimportance of place. This article interrogates these presumptions and argues that space and place play an important role in transnational education. Drawing on research that examines the experiences of students and graduates of British degree programmes offered in Hong Kong, we conclude that institutional capital does not always travel wholly and smoothly due to a combination of policy-related, social, cultural and economic factors. Our findings also underline the importance of place in students' experiences, which are not sufficiently recognised by the providers. This, in turn, affects the ability of students to cultivate institutional and other forms of social capital, with implications for subsequent employment opportunities and social mobility. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Effectiveness; Higher Education; School Holding Power; Educational Technology; Counselors; Medical Education; Counseling Services; Foreign Countries; Electronic Learning; Distance Education; Academic Persistence; Educational Environment; Educational Experience; Epistemology; Educational Philosophy; Metacognition; Educational History; Longitudinal Studies; Critical Thinking; Blended Learning; Teacher Role; Teacher Attitudes; Intercultural Communication

Abstract:
Communications technologies have been continuously integrated into learning and training environments which has revealed the need for a clear understanding of the process. The Community of Inquiry (COI) Theoretical Framework has a philosophical foundation which provides planned guidelines and principles to development useful learning environments and guarantees successful educational experiences. "Educational Communities of Inquiry: Theoretical Framework, Research, and Practice" is an extensive reference that offers theoretical foundations and developments associated with the COl theoretical framework. This collection is a valuable source of ideas, research opportunities, and challenges for scholars and practitioners in the field of education technology. Contents include: (1) Theoretical Foundations and Epistemological Insights of the Community of Inquiry (D. Randy Garrison); (2) Community of Philosophical Inquiry Online and Off: Retrospectus and Prospectus (David Kennedy and Nadia S. Kennedy); (3) Metacognitive Development within the Community of Inquiry (Zehra Akyol); (4) From Distance Education to Communities of Inquiry: A Review of Historical Developments (Aylin Tekiner Tolu and Linda Shuford Evans); (5) A Follow-Up Study of the Indicators of Teaching Presence Critical to Students in Online Courses (Kathleen Sheridan, Melissa A. Kelly, and David T. Bentz); (6) Effective Teaching Practices to Foster Vibrant Communities of Inquiry in Synchronous Online Learning (Annie Saint-Jacques); (7) Redesigning Teaching Presence in Order to Enhance Cognitive Presence: A Longitudinal Analysis (Bart Rienties, Bas Giesbers, Dirk Tempelaar, and Simon Lygo-Baker); (8) Coaching for Cognitive Presence: A Model for Enhancing Online Discussions (David S. Stein and Constance E. Wanstreet); (9) Strategies and Principles to Develop Cognitive Presence in Online Discussions (Kim A. Hosler and Bridget D. Arend); (10) An Online Resource to Foster Cognitive Presence (Douglas Archibald); (11) Relationship between Types of Question Prompts and Critical Thinking in Online Discussions (Jennifer C. Richardson, Ayesha Sadaf, and Peggy A. Ertmer); (12) Cooperative and Collaborative Strategies in Blended and Online Learning Environments (Christine E. Nickel and Richard C. Overbaugh); (13) Let's Enhance Learners' Cultural Discussions: Developing a Community of Inquiry in a Blended Course (Ana Oskoz); (14) Application of CoI to Design CSCL for EFL Online Asynchronous Discussion (Yoshiko Goda and Masanori Yamada); (15) The Case for the Community of Inquiry (CoI) Influencing Student Retention (Katrina A. Meyer); (16) Community of Inquiry Framework, Digital Technologies, and Student Assessment in Higher Education (Norman Vaughan); (17) Pedagogical Counseling Program Development through an Adapted Community of Inquiry Framework (Maria Fernanda Aldana-Vargas, Albert Gras-Marti, Juny Montoya, and Luz Adriana Osorio); (18) Fostering Social Presence in a Blended Learning Faculty Development Institute (David S. Goldstein, Carol Leppa, Andreas Brockhaus, Rebecca Bliquez, and Ian Porter); (19) Teaching in an Online Community of Inquiry: Faculty Role Adjustment in the New Higher Education (Martha Cleveland-Innes); (20) Pedagogical Requirements in a University-Context Characterized by Online and Blended Courses: Results from a Study Undertaken through Fifteen Canadian Universities (Dodzi J.-A. Amemado); (21) Expanding the CoI: Finding the Hidden Wholeness in Online Learning and Online Working (Sebastian Romualdo Diaz); (22) Through the Looking Glass: Emerging Technologies and the Community of Inquiry Framework (Phil Ice and Melissa Burgess); (23) An Exploratory Study of Cross-Cultural Engagement in the Community of Inquiry: Instructor Perspectives and Challenges (Viviane Vladimirschi); (24) Developing Communities of Inquiry in Online Courses: A Design-Based Approach (Daniel Matthews, Leonard Bogle, Emily Boles, Scott L. Day, and Karen Swan); and (25) Design-Based Approach for the Implementation of an International Cyberlearning Community of Inquiry for Medical Education (Yianna Vovides and Kristine Korhumel). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Resilience (Psychology); Academic Achievement; Foreign Countries; Social Networks; Social Capital; Immigrants; Immigration; High School Students; Social Influences; Case Studies; Social Support Groups; Friendship; Mentors; Teacher Expectations of Students; Educational Experience

Abstract:
This article explores the complex factors, both individual and social, that contribute to the resiliency and academic achievement of six adolescent African immigrant students from Cape Verde and Ethiopia who were enrolled in a small high school in the United States. The school was designed specifically for recent adolescent immigrant students. Using an in-depth qualitative case study research design, this study provides insight into the educational and social issues confronted by these students and the factors that contributed to their resiliency. The competencies and social capital that students acquired in school and at home were major contributing factors to their resilience and academic achievement. Findings show that these students had a supportive social network of family and friends who had encouraged them to succeed in school and provided mentoring, and material and social resources that helped them to succeed. In addition, teachers encouraged and engaged the students by having high expectations and connecting them to the curriculum in meaningful ways. (Contains 2 tables and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Migration; Educational Experience; Males; Masculinity; Participation; Foreign Countries; Public Policy; Academic Aspiration; Interviews; College Students; Cultural Influences; Social Influences; Access to Education; Political Attitudes; Feminism; Immigrants

Abstract:
In this article, I explore men's educational experiences and aspirations in the context of UK policy discourses of widening participation and migration. Critiquing discourses that oversimplify gendered access to higher education, I develop an analysis of the impact of masculine subjectivities on processes of subjective construction in relation to be(com)ing a university student. Neoliberalism and self-regulation emerge as significant themes by which the men make sense of their educational experiences and aspirations. Widening participation policy discursively constructs the subject as "disadvantaged", "with potential" and responsible for self-improvement through participation in (alternative forms of) higher education (HE). The concept of diaspora illuminates the complex ways the men reconstruct their traumatic experiences in terms of hope and possibility, across different cultural spaces and expectations. A key question is how do the men construct and make sense of their masculine subjectivities in relation to diasporic experiences and aspirations to become HE students? Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Early Childhood Education; Educational Philosophy; Judaism; Caregiver Role; Foreign Countries; Developmental Psychology; Collective Settlements; Family (Sociological Unit); Socialization; Self Esteem; Child Psychology; Females; Parent Role; Social Change; Professional Development

Abstract:
The changes in the kibbutzim went through a transition from a collectivistic society to an individualistic one, with an emphasis on family units. Parents found themselves in a new role that was not passed to them by inter-generational transfer, while caregivers lost their socialisation roles, expressed by exhaustion and low professional self-esteem. This crisis gave rise to the "integrative psycho-pedagogical model", which merges theories from child and parent developmental psychology with organisational, systemic counselling and ecological theories. This model provides a new professional horizon for women who work in the EC field and increases their professional self-esteem. Due to its success it has been adopted by educational systems outside of the kibbutzim in Israel. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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