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NORTHCENTRAL UNIVERSITY ASSIGNMENT COVER SHEET

Learner: Steven Bradley

THIS FORM MUST BE COMPLETELY FILLED IN


Please Follow These Procedures: If requested by your mentor, use an assignment cover sheet as the first page of the word processor file. Use headers to indicate your course code, assignment number, and your name on each page of the assignment/homework including this assignment cover sheet. . Keep a Photocopy or Electronic Copy Of Your Assignments: You may need to re-submit assignments if your mentor has indicated that you may or must do so. Academic Integrity: All work submitted in each course must be the Learners own . This includes all assignments, exams, term papers, and other projects required by the faculty mentor. The knowing submission of another persons work represented as that of the Learners without properly citing the source of the work will be considered plagiarism and will result in an unsatisfactory grade for the work submitted or for the entire course, and may result in academic dismissal.

EDU8002-8

Research topic, problem, purpose, and questions


Learner Comments:

Activity 8: Topic paper.

Faculty Use Only

TEACHING CULTURAL AND ACADEMIC ADAPTATION TO CHINESE HIGH SCHOOL STUDENTS BEFORE STUDYING ABROAD

Submitted to Northcentral University Graduate Faculty of the School of Business and Technology Management in Partial Fulfillment of the Requirements for the Degree of

Doctor of International Education

by Steven Clark Bradley

Prescott Valley, Arizona March, 2014

Table of Contents Proposed Topic ................................................................................................................... 2 Introduction ......................................................................................................................... 3 Abridged Literature Review ............................................................................................... 4 Problem Statement .............................................................................................................. 9 Purpose Statement ............................................................................................................. 10 Research Questions ........................................................................................................... 10 Summary ........................................................................................................................... 12 References ......................................................................................................................... 15

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2 Proposed Topic The topic of this study is concerning an international education problem that affects Chinese students that study in international test preparation programs in two schools in Beijing and Wuhan, China, in preparation for university abroad. The proposed topic of this qualitative study is to determine why Chinese students who passed their university entrance exams in China have a higher than average failure rate in their international university studies in America and Great Britain. International test preparation programs need to include cultural and academic adaption courses for Chinese students who plan to study in American or British universities to increase successful completion of their university programs abroad. Research has shown that cultural and academic differences that international students face in western-style learning environments are significant causes of stress, which leads to failure of their university course of study (Ang, et al., 2009; Suldo, et al., 2009). There are currently no courses concerning cultural and academic adaptation training in the international programs in Beijing and Wuhan, China that could deal with the problems students will face, after starting university abroad. This lack of cultural and academic adaptation training gives the strong impression that the international test preparation programs in Beijing and Wuhan, China have no interest in training students for anything beyond the point of their entrance exams. The challenge before Chinese international students studying in America and Britain is huge with the foreign language and the cultural and academic dissimilarities from their own culture. Without training in their high school international programs before graduating and studying abroad, the difficulties are greatly exacerbated (Huang,

3 2009). Interviews related to this question will be asked of students and leaders to determine if the lack of cultural and academic training in their international programs is a cause of the high rate of student failure in universities in America and Great Britain. Introduction Today, with the evolving open policy in China, Chinese high schools have a deep interest in preparing their students for education abroad in American or British universities. China has staked its economic future on the education of its young, and many of them are pursuing their degrees today internationally (Song, 2010). As a result, many international test preparation academies have arisen to train Chinese students to pass the various exams that will provide them acceptance into an America or British university. Studies have convincingly shown that cultural and academic training helps to alleviate a lot of the stress caused by living and studying abroad (Gaudino et al., 2012). Unfortunately, the international test preparation organizations in Beijing and Wuhan, China are indifferent to the cultural and academic differences Chinese international students face after starting their studies abroad. The international programs in these schools adequately deliver the basic courses through English with qualified teachers. Nevertheless, nothing is currently taught in either school that would help students prepare for the cultural and academic differences ahead of them, while studying in a university abroad. The addition of courses and training on language, cultural barriers, and the individualistic style of living and western methods of teaching and learning can reduce the higher than average failure rate of Chinese students studying in American or British

4 universities (Zhang & Xu, 2007). The intention of this topic paper is to review some of the research that has been written related to this topic and to discuss the problem statement and the purpose of the study that state why this topic should be studied and the repercussions of not investigating this problem. Abridged Literature Review In todays global society, students from China are seeking higher education from outside of their country as never before. The open-door policy that China now practices has revolutionized the future educational opportunities for young Chinese students. Nevertheless, many highly successful Chinese graduates, who have attended international programs in their high schools and who successfully passed the various international university entrance exams, have a higher than average failure rate in their educational degree programs in American or British universities. This is because the international programs only focus on the exams they must take and on placement into an international university. Regarding the experience that cross-cultural students from China and other nations in Far-East Asia face in their studies abroad, little consideration is given concerning the stress and cultural difficulties that international students encounter in American and British classrooms. Ang, Klassen, Chong, Huan, Wong, Yeo & Krawchuk (2009) describe a crosscultural study that surveyed 289 Canadian and 310 Singaporean adolescents. The study looked at their levels of academic stress related to the expectations placed on them by others and the expectations they placed upon themselves, as a result of their cultures. The results revealed that Asian adolescents experienced a much higher level of stress related to their academic expectations than Canadian adolescents did. Moreover, the research

5 specified that the larger cross-cultural cause of academic stress overall was due to the cultural expectations placed upon them from family and friends was much greater than the stress caused by their own expectations they placed upon themselves. Ang, et al. (2009) clearly demonstrated that with the pressures to achieve placed on them from their families and friends, cultural and academic training would have a positive impact on Asian students concerning the additional cultural and academic stress factors placed on them in their new educational environment. Suldo, Shaunessy, Thalji, Michalowski & Shaffer (2009) studied the increased stress levels on 162 adolescent Asian students taking part in international college preparation courses and a group of 157 students in general education high school students. The study clearly showed that within the Asian students own cultural environment, transitioning into more academically difficult international university preparation programs presented much greater challenges and stress than the students faced in general education courses. Suldo, et al. (2009) described the environmental stress factors and psychological challenges within their own cultural traditions. The results of the research discovered that students faced stress and anxiety from several primary types of stressors, such as parental expectations, academic effort, Family disagreement, and relationships with students peers. These stress factors related to adjusting to the increased academic difficulty and psychological pressure experienced by Asian students within their own cultures are multiplied many times over, culturally, academically and socially while actually studying abroad. Thus, Suldo, et al. (2009) gave good evidence that training on the issues Chinese

6 students encounter abroad would help them to adequately prepare for their challenges ahead. Concerning qualitative research in the area of international study abroad, Lee, Puig, Young-Bin, Shin, Lee, & Min (2010) reported on a student survey that classified different types of mental-exhaustion brought on by cultural and academic stress on Asian students. Lee, et al. (2009) conducted their qualitative study with 38 Korean students. Their surveys revealed four different types of mental suffering existed amongst the participants. The groups were categorized as the distressed group, the laissez-faire group, the persevering group, and the well-functioning group. The outcomes revealed that burnout was the result of a feeling of ineffectiveness and a lack of comprehension in the classroom. The study revealed that the more students struggled with language and culture in the classroom, the more they felt useless and ineffective they became, which led the Korean students to have lower self-esteem and lower grade point averages. In contrast, students that did not feel exhausted and lethargic in the well-functioning group usually had better GPA averages and much more confidence in their abilities to successfully complete their university studies. Lee, et al. (2009) followed the qualitative method of research by using selfreporting surveys from volunteer students that recorded their subjective views on their particular situation. The research demonstrated that there were many ways for international students to burnout. Learning in a foreign language and the different study and teaching styles they faced abroad were important contributing factors. Since Chinese and Korean students face very similar circumstances in their study abroad, due to their similar cultural backgrounds, this study by Lee, et al. (2009) demonstrates that

7 exhaustion and academic failure could be reduced through adequate cultural and academic adaptation training in high school international programs before commencing their studies abroad. In this same area of investigation concerning cultural adaptation in international university studies, Zhang & Xu (2007) wrote that it is imperative that Chinese high school children, who are working toward higher education abroad, be trained in advance for required adaptations to another culture and study style, such as America or Great Britain. The authors pointed out that cultural and academic difficulties was one of the biggest reasons why Chinese and other Asian nations students simply give up and return back to their countries. Zhang & Xu (2007) underscore the great mistake of sending a high school graduate to another country without the proper preparation that goes far beyond merely passing a TOEFL or SAT exam. One of the keys to reducing the higher than average failure rate of Chinese students in American and British universities is to ensure that Chinese student have the best possible teachers at home. Song (2010) investigated the training that Chinese teachers received and the changing needs within the Chinese education system. The article looked at the educational environment and the strengths and weaknesses of teacher training in China. Song (2010) studied the importance the nation places on international education to meet Chinas future economic development needs. The investigative material revealed that the Chinese education system needs to provide highly-trained and open-minded teachers who can instill students with skills such as creativity, flexibility, initiative and leadership from preschool through high school. Since the typical Chinese teacher has

8 little or no experience in international educational situations, Song (2010) discussed the need of recruiting new teachers from those who have had the opportunity of studying abroad. The author stated that such internationally-aware Chinese instructors are the best way to prepare Chinese students to compete in the global world system by successfully studying in international situations such as in America and British universities. Song (2010) draws important distinctions between the Chinese and American education systems. The article offers an honest appraisal of Chinas successes and shortcomings in its own education system. The article presents the idea that the best teachers for Chinas future are those who have spent time abroad and experienced life, study and work outside of their own country. Just as it is important for Chinese schools to hire Chinese instructors that have had international experience in todays global environment, it is also important also for student teachers from America and other English-speaking countries to have international experience. As the world becomes increasingly globalized, many of tomorrows teachers will teach abroad in an international program, at one time or another. Devillar & Jiang (2009) investigated the similarities and differences of student teachers experiences in the countries of Belize, Mexico and China. The authors discussed the outcomes from their qualitative research that teachers believed that the time they spent teaching in an international environment had had a positive impact on their skills and gave them more openness in their classroom instruction. The participants in this qualitative study indicated that working abroad gave them a much greater understanding and appreciation for working in and with other cultures.

9 Devillar & Jiang (2009) pointed out that the teachers involved in the study discovered that possessing a second language in the classroom was an asset in teaching in a multilingual society. Such experienced teachers can show a lot of empathy toward students and will know what struggles lay ahead for them. International test preparation programs should employ such teachers to ensure that Chinese high school students are given the training they need before they study abroad. Problem Statement Chinese high school students in international test preparation programs, who initially passed their university entrance exams, experience a higher than average failure rate in real-life university classrooms abroad (Huang & Brown, 2009; Gao, 2007). International test preparation program leaders and local Chinese high school leaders are indifferent to the cultural and academic differences Chinese international students face abroad. International test preparation programs in China do not include courses that acclimate Chinese students to the international university classroom difficulties they will face, such as language and cultural barriers, a more individualistic style of living and the independent western methods of teaching and learning that negatively impact Chinese international students after passing their entrance exams in high school and starting their courses in primarily American and British universities (Huang, 2004; Huang, 2005; Hofstede, 2005; Poyrazli & Lopez, 2007). With a high failure rate in international universities of formerly highly successful Chinese students who had successfully passed their university entrance exams, the problem is to investigate whether test preparation programs should focus more on post-testing cultural and international academic factors beyond the university entrance testing phase (Huang, 2009; Zhang & Xu, 2007; Jin &

10 Cortazzi, 2006; Huang & Rinaldo, 2009; Devillar & Jiang, 2009). The knowledge gained from this investigation will facilitate Chinese local school leaders and international test prep academies to more adequately prepare and serve Chinese high school students for their international university courses of study beyond merely passing their entrance exams (Han, 2007; Mijares, 2009; Gaudino et al. 2012). Purpose Statement The purpose of this qualitative case study is to determine the key reasons why Chinese high school students in international test preparation programs initially pass their university entrance exams but experience a higher than average failure rate in university classrooms abroad. Interviews will be conducted with 15 international and local teachers, 25 students in grades nine through 12, and two administrators from two local high schools in Beijing and Wuhan, China. A semi-structured interview procedure will be employed to gather their opinions of why formerly successful Chinese high school students have a higher than normal failure rate in their university studies abroad. A crosscase analysis will be conducted to examine the similarities and differences across cases at the two Chinese high schools. Research Questions The following research questions elaborate on how the research purpose will be fulfilled. These questions are designed to ensure that the process of identifying key factors of why Chinese high school students have a higher than normal failure rate in their university studies abroad is accomplished by viewing the phenomenon from several significant points of view. Q1. What do parents and students of test prep academies identify as the main goal

11 of the international test preparation programs in Beijing and Wuhan, China? This question is well suited for qualitative research, because it seeks out opinion and observation from respondents. It is also a very important piece of information to get to the center of the purpose statement that these questions represent. The Chinese students in Beijing and Wuhan, China have training in passing the various exams, such as TOEFL, SAT and IELTS that make it possible for them to enter an American or British university. Yet, none of the courses include training curriculum about the cultural and academic challenges of studying in another culture that is very different than their own. Interviews are an information gathering tool used to answer the research questions. Their purpose is to reveal the participants ideas and opinions but not absolute fact in the problem being researched. It is questionable as to whether there is any absolute truth when eliciting participants subjective views on a research problem or purpose. The interviews and other ways of gathering information are built around trust and for both the researcher and the respondents to feel a need to engage in the research together (Wellington, 2000). Q2. According to local school leaders, parents and students, what curriculum changes and/or course additions are needed at the high school international programs in Beijing and Wuhan, China to prepare students better for their university studies abroad? Qualitative research is a natural fit for this question. This query seeks out the opinions of students and leaders from a different perspective. Whereas the previous question was more generally concerned with the basic goal of the international preparation programs, this second question is more specific regarding the types of

12 courses the international programs in Beijing and Wuhan, China should add to help students prepare for their courses abroad. This question will be very helpful in identifying if additional courses in cultural and academic adaptation would solve or reduce the problem of Chinese high school students higher than normal failure rate in their university studies in America and Great Britain. Q3. How do Chinese students, international program leaders and local Chinese school leaders in Beijing and Wuhan, China perceive that their international test preparation programs prepares them for university abroad? It is not only important to pose this research question to the students, but especially also to ask this question to the leaders from the two local schools and the international test preparation programs in order to gather their opinions about the overall direction of the international programs. This question will extract strong opinions and observations that are needed in a qualitative research study. Summary It is clear that the qualitative research approach is highly appropriate for this research study. The Qualitative method can help to achieve the goal of answering the question and adding the needed information for the problem and purpose statement from many perspectives. The research questions most suited to the problem under study are qualitative, since they are appropriately answered with subjective responses from participants and researcher. This shows that qualitative research is naturally the preferred method of investigation. In spite of the fact that Chinese high school students in Beijing and Wuhan, China that study in international test preparation programs passed their university entrance

13 exams, they still commonly experience a higher than average failure rate in their university studies in America and Great Britain. Though international test preparation programs succeed in assisting Chinese students in passing their university entrance exams, there is no curriculum, classes or training in cultural and academic adaptation that can help reduce the high failure rate of Chinese students studying in American and British universities. In order to gather the opinions of participants on why formerly successful Chinese high school students have a higher than normal failure rate in their university studies abroad, interviews will be conducted with 15 international and local teachers, 25 students in grades nine through 12, and two administrators from two local high schools in Beijing and Wuhan, China. The information sought is to determine if the addition of courses on cultural and academic adaptation is believed to be a solution to significantly reduce the higher than average failure rate of Chinese students studying abroad in America and Great Britain. The literature review demonstrates that academic research points to cultural issues and the differences in learning and teaching styles in western universities as a cause of educational stress. The literature review also demonstrated that research has shown that cultural and academic stress is a major factor in the failure of international students studying abroad. The literature review also demonstrated the importance of employing local and international teachers in international programs that have an international perspective and experience in international study abroad. The interviews that will be conducted to demonstrate if international test preparation academies and local Chinese

14 leaders can reduce the failure rate of their students by preparing students for study abroad beyond successfully passing of their entrance exams.

15 References Ang, R.P., Klassen, R.M., Chong, W.H., Huan, V.S., Wong, I.Y.F., Yeo, L.S., Krawchuk, L.L. (2009). Cross-cultural invariance of the Academic Expectations Stress Inventory: Adolescent samples from Canada and Singapore. Journal of Adolescence, 32(5)1225-1237. Suldo, S. M., Shaunessy, E., Thalji A., Michalowski, J., & Shaffer, E. (2009). Sources of stress for students in high school college preparatory and general education programs: Group differences and associations with adjustment. Adolescence, 44, 925-948. Huang, J. (2009). What happens when two cultures meet in the classroom? Journal of Instructional Psychology, 36 (4), 335-342. Song, H. (2010). Sleeping giant: Chinese teacher education system. Past, present and future (II), On the Horizon, 18, (2), 110-123. Gaudino, A. C., Moss, D. M., & Wilson, E. V. (2012). Key issues in an international clinical experience for graduate students in Education: implications for policy and practice. Journal of International Education and Leadership, 2 (3) 1-16. Lee, J., Puig, A., Young-Bin, K., Shin, H., Lee, J.H., Min, S. (2010). Academic burnout profiles in Korean adolescents. Stress and Health: Journal of the International Society for the Investigation of Stress, 26 (5) 404-416. Zhang, Z. & Xu, J. (2007). Chinese graduate students adaptation to learning in America: A cultural perspective. Journal of Chinese Overseas, 3 (1), 147-158. Devillar, R., & Jiang, B. (2009). U.S. student teachers in Belize, China and Mexico: patterns of cultural, professional, and character development. Journal of Emerging Knowledge on Emerging Markets, 1 (1) 1-18. Gao, X. (2007). The English corner as an out-of-class learning activity. ELTJ, 63 (1), 60-67. Myles, J., Qian, J., & Cheng, L. (2002) International and new immigrant students adaptations to the social and cultural life at a Canadian university. In S. Bond & C. Bowry (Eds.) Connections & Complexities: The Internationalization of Canadian Higher Education, Occasional Papers in Higher Education, 11, Winnipeg, Center for Research and Development in Higher Education. Huang, J. (2004). Voices from Chinese students: Professors use of English affects academic listening. College Student Journal, 38 (2), 212-223. Huang, J. (2005). Challenges of Academic Listening in English: Reports by Chinese

16 Students. College Student Journal, 39 (3), 553-569. Hofstede, G. (2005). Cultures and organizations: Software of the mind (3rd ed.). New York, NY: McGraw-Hill. Huang, J. & Rinaldo, V. (2009). Factors affecting Chinese graduate students' crosscultural learning at North American universities. International Journal of Applied Educational Studies, 4 (1), 1-13. Jin, L. & Cortazzi, M. (2006). Changing practices in Chinese cultures of learning. Language, Culture and Curriculum, 19 (1), 5-20. Han, E. (2007). Academic discussion tasks: A Study of EFL students perspectives. Asian EFL Journal Press, 9 (1), 8-21. Mijares, A. (2009). Understanding education in China. Leadership. Association of California School Administrators. Retrieved from http://www.highbeam.com/doc/1G1-200251508.htm Scott, W. (2003). Participant Observation Research: A deconstruction of researcher participant Relationship, Education Research and Perspectives, 3D, (1) Ritchie, S. M. & Rigano, D. L. (2001). Researcher-participant positioning in classroom research, Qualitative Studies in Education, 14, (6), 741-756. Wellington, J. (2000). Educational Research, London: Continuum.

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Annotated Bibliography Ang, R.P., Klassen, R.M., Chong, W.H., Huan, V.S., Wong, I.Y.F., Yeo, L.S., Krawchuk, L.L. (2009). Cross-cultural invariance of the Academic Expectations Stress Inventory: Adolescent samples from Canada and Singapore. Journal of Adolescence, 32(5)1225-1237. This article describes a study that was done on with a cross-cultural comparison of 289 Canadian and 310 Singaporean adolescents to look at the academic stress levels they had related to the expectations placed on them by others and the expectations they gave themselves. The investigators employed a factor analysis to show the validity of the Academic Expectations Stress Inventory (AESI). Their methods helped the researchers understand the results that revealed that Singaporean adolescents had a much higher level of stress related to their academic expectations than Canadian adolescents had. Moreover, results from the research specified a larger cross-cultural cause of academic stress overall because of expectations placed upon them from others such as family and friends compared to their own expectations they placed upon themselves. There are interesting repercussions in this study concerning the connection between the expectations other place upon students and the academic stress adolescents placed upon themselves.

Suldo, S. M., Shaunessy, E., Thalji A., Michalowski, J., & Shaffer, E. (2009). Sources of stress for students in high school college preparatory and general education programs: Group differences and associations with adjustment. Adolescence, 44, 925-948. The subject of this article is about the change academically for adolescents transitioning into high school and the additional challenges for them in a new set of peers and far more challenging academic anticipation. Students who are in academically difficult programs to prepare them for university have a much greater amount of challenge and stress before

18 them. This article describes the research that looked into the environmental stress factors and psychological challenges of 162 students taking part in college preparation courses and a group of 157 students in general education. The results of the research discovered that students faced stress and anxiety from seven primary types of stressors. These groups of stressors were studied in relation to students difficulty in adjusting to the increased academic difficulty and psychological pressure it placed upon them culturally. The primary source of stress experienced by college-prep students was related to academic responsibilities. Interestingly, students in the general education program initially had higher levels of stress than the college-prep students. The stressors revealed that over time, college-prep students stress increased over that of students in general education course due to parental expectations, academic effort, Family disagreement, and relationships with the students peers. These challenges were multiplied by the actual transition into a higher level of adolescent study that created various social confrontations. The revealed findings demonstrated that students in college preparatory programs experience increased levels of stress as a result of the demands place upon them academically and socially. Lee, J., Puig, A., Young-Bin, K., Shin, H., Lee, J.H., Min, S. (2010). Academic burnout profiles in Korean adolescents. Stress and Health: Journal of the International Society for the Investigation of Stress, 26 (5) 404-416. This study used a student survey to classify different types of mental-exhaustion models from 38 Korean students. Four different types of mental suffering were determined to exist amongst the participants in this study. The four different group classifications were the distressed group, the laissez-faire group, the persevering group, and the wellfunctioning group. The outcomes showed that burnout is the result of a feeling of

19 ineffectiveness and a lack of comprehension in the classroom. The study revealed that the more a student felt useless and ineffective, the more distressed they became. This led the Korean students to have lower self-esteem and lower grade point averages. In contrast, students that did not feel exhausted and lethargic in the well-functioning group usually had better GPA averages and much more confidence in their abilities to successfully complete their university studies. This study followed the qualitative method of research and used self-reporting surveys from volunteer students, which recorded their subjective views on their particular situation. The research this article demonstrated that there are many ways for international students to burnout such as using a language that is not their own and the different study and teaching styles they face abroad. It is useful for my study as Chinese and Korean students face very similar circumstances in their study abroad due to their similar cultural backgrounds. Song, H. (2010). Sleeping giant: Chinese teacher education system. Past, present and future (II), On the Horizon, 18, (2), 110-123. The article investigates how Chinese teachers are trained to be qualified teachers. The paper looks at environment, strengths and weaknesses of training teachers in China. It also studies the development of curriculum teachers will use in China in the future. The article reveals that China is aware that the nations demands on Chinas future economic development. The investigative material reveals the need for the Chinese education system to provide students with skills such as creativity, flexibility, initiative and leadership from Preschool through high school to prepare them to compete in the globally world system. This would be an excellent article to use in a comparison of the Chinese and American early education systems. The article offers an honest appraisal of Chinas successes and shortcomings in its education system.

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Schuerholz-Lehr, S. (2007) Teaching for global literacy in higher education: How prepared are the educators. Journal of Studies in International Education, 11(2), 180-204. This article inspects the research that has been done on teachers professional and personal backgrounds and how they integrate global consciousness and cultural understanding into their teaching. The author studied teachers personal and professional attitudes, values, and ideas concerning global awareness. The author also links instructors life experiences and their instruction on global consciousness and how their world view affects their curriculum and instruction in the classroom. The article includes many good of definitions of intercultural competence, global literacy and cultural awareness. Devillar, R., & Jiang, B. (2009). U.S. student teachers in Belize, China and Mexico: patterns of cultural, professional, and character development. Journal of Emerging Knowledge on Emerging Markets, 1 (1) 1-18. This study investigates the similarities and differences of student teachers experiences in the countries of Belize, Mexico and China. The outcomes of the teachers time teaching in their international situations revealed that all those involved had had a positive, rewarding experience. They believed that the time they spent teaching in an international environment had a positive impact on their skill and gave them more openness in their classroom instruction. The participants indicated that working abroad gave them a much greater understanding and appreciation for working in and with other cultures. Additionally, the teachers involved discovered that possessing a second language in the classroom could be a help in teaching children in a multilingual society in their future teaching experience.

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Gaudino, A. C., Moss, D. M., & Wilson, E. V. (2012). Key issues in an international clinical experience for graduate students in Education: implications for policy and practice. Journal of International Education and Leadership, 2 (3) 1-16. This article gave important information concerning real benefits and the hard lessons that can be learned for teachers who work abroad in international classrooms. The writers interviewed groups of student teachers who had worked in international situations from the University of Connecticut and the University of Virginia, who had finished their student teaching requirements in England. Those who were interviewed said that the positive results of their time abroad had been much more positive than they had expected it to be. They stated that they developed many important and practical skills, as a result of their experience. It caused them to look at their own abilities and to strive to develop new skills that would eventually help them to standout as excellent teachers in multicultural classroom situations in the future. The teachers who were interviewed also reported that they now had a lot more confidence and felt that the experiences was far more beneficial than they had initially expected it to be. Karaman, A. & Tochon, F. (2010). Worldviews, Criticisms, and the Peer Circle: A Study of the Experiences of a Student Teacher in an Overseas School. Foreign Language Annals, 43 (4), 583-604. The main idea of this article was the fundamentals of language to gain a more profound comprehension of the feelings that new teachers who participate in international teaching situations gained in the nation of Ecuador. The only person who was the focus of this study was a future Spanish language instructor. Her record of the things she learned and her comments, analysis and recorded discussions represented the information that comprised the study. The methodology was based on word regularity before and while she was involved in the international study. The results she discovered from her recorded

22 experience showed areas where the programs leaders could have better prepared students for their experiences. One area that she thought could have been better organized was housing. She also concluded that there should have been more organized methods found to help future teachers to gain stronger lessons from the experience that would more fully develop their teaching skills for the future. Landerholm, E. & Chacko, J. (2013). Student Teaching Abroad: An Experience for 21st Century Teachers. Institute of Education Sciences, Washington, DC: ERIC

This article underscores that it cannot be understated that the twenty-first century has had a great affect on teachers. The power of the various forms of technology that is now available for the modern classroom have both changed and created many new significant methods of teaching today. These along with the great amount of diversity that almost all western classrooms experience have revolutionized teaching in America. One way that schools have responded to the need of having teachers aware of the multiplicity of views in the modern-day classroom has been to organize international teaching trips where teachers can have a real-life experience in another culture and nation. The article talked about how Northeastern Illinois University in Chicago has put together international teaching opportunities for student teachers. One such trip abroad was to South Korea. This program opened the minds of the future teachers who participated through the international experience that revealed many new ways of imparting knowledge to young people from other cultures. The student teachers expressed that the experience of teaching in another country widened their view of the world and also showed them ways of utilizing their new-found knowledge back home in their multicultural classrooms.

23 Kim, M. (2010). Preferences of high achieving high school students in their career development. Gifted and Talented International. 25(2), 66-74. This study reveals the importance of developing programs that can meet the needs of gifted students future careers. AP courses and mentoring were stated by students as the types of courses and programs that best meet their needs for their education. Gifted students also stated that the most important influential factors for them were their families and their own interests. The majority of students mentioned their own interests and the expectations of their parents as highly important. This shows the deep involvement of the gifted international students families in molding their childrens futures. The study suggested the deep importance of students parents, teachers, and that these factors play a critical role in developed gifted students to achieve their high expectations in their career development

Wrigley, H., Chen, J., White, S. & Saroui, J. (2009). Assessing the literacy skills of adult immigrants and adult English language learners. New Directions for Adult and Continuing Education, 121.Wiley Periodicals, Inc.: Wilmington, DC. This paper discusses the difficulties that adult English language learners have and also how vital understanding English well is in an international atmosphere. Such issues as being gainfully employed, income, and receiving government assistance are all affected by language proficiency. The writers pointed out that though immigrants normally have the same rate of employment as adult citizens, they average much higher rates of poverty. The writers of this article talked about the significance of local and national appraisals as a good way to help immigrants live better by learning of their plight and helping them to raise their standard of living. The article challenged readers of the need of better

24 educational programs in language and reading and writing in the immigrant communities of America.

25 The Doctoral Degree That Best Fits My Life and Experience I am about to complete my fourth course at NCU. Each course has been so informative and has caused me to reflect on whether a Ph.D. degree or an applied doctorate best suits my background and experience and my future career goals. Having been a teacher in several nations of the world for over 32 years, one of my major roles has been finding solutions to problems in the schools I have worked in and helping to solve students problems in unique and new ways. So, in light of my years of experience and service in education, I know that studying a Ph.D. is right for me. A Ph.D. degree makes it possible to develop original contributions to the body of knowledge and to create new understandings in the field of education. An applied doctorate is a work-based degree that does not create new approaches to issues as much as it seeks to improve upon existing practices or by creating new ways of working (Malfroy & Yates, 2003). I definitely feel I have made the correct choice in selecting to earn a Ph.D. degree. Throughout my career, I have had the opportunity of researching new ways to teach, counsel, guide and support students. After my degree is completed, I will possess a much greater knowledge base to apply to future research endeavors than in my past. As an education professional, I have a desire to teach in higher education and to be seriously involved in educational research. With a Ph.D. in International Education, I will have a chance to use my acquired theoretical expertise to study and develop new and pioneering ways of advancing education at all levels. I have been in administration, and I have supervised teachers and students very effectively. Nevertheless, I am naturally drawn and committed to making new

26 breakthroughs, which is the focus of a Ph.D. program. I am not as disposed to center my professional career on an area of education that is already in practice as I am in discovering new ways to teach and inspire students in their learning endeavors and to investigate solutions to the problems that hinder students. I am not interested in the business side of education, but am driven by the development of new ways of imparting knowledge that expand learning opportunities for others. Another major reason why I have chosen to pursue a Ph.D. in International Education and not an applied doctorate is my international teaching experience. Over the years, I have taught in several universities in many countries, and I have amassed a lot of information and experience in the best ways to teach children and adults in diverse cultures. Rather than working with an existing set of ideas to existing problems, a Ph.D. grants much greater access to teach and to do research in some of the best universities around the world (Usher, 2002). So, I am convinced that my choice of earning a Ph.D. is exactly right for me. It will allow me to make a significant contribution to the body of knowledge through experience, love of research and creative talents and to make education a much more rewarding goal for many future students and educators. With a Ph.D. in International Education I will have the opportunity of developing new concepts on issues that are increasingly important in the globalized world.

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References Malfroy, J., & Yates, L. (2003). Knowledge in action: Doctoral programs forging new identities. Journal of Higher Education Policy and Management, 25(2), 119-129. Usher, R. (2002). A diversity of doctorates: fitness for the knowledge economy. Higher Education Research & Development, 21(2), 143-153.

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