International Association of Educators   |  ISSN: 1554-5210

Volume 4 Issue 3 (October 2008)

Issue Information

Issue Information

pp. i - vi

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Original articles

Political, Economic, Socio-Cultural, and Educational  Challenges  of  Administering a Sino-US Joint Venture Campus in   China

Osman Özturgut

pp. 6 - 33

Abstract

This qualitative study explored the  political,  economic,  socio-cultural,  and  educational challenges of administering a Sino-U.S. joint-venture campus in the  People’s Republic of China. China American University  (CAU)  is  an  educational  joint venture between China Investment Company (CIC) and  American  University (AU) in the U.S. that resulted in naming CAU a branch campus of AU. Data were acquired through semi-structured interviews, surveys, and  participant  observations.  The researcher interviewed, surveyed and observed U.S.  administrators  and  executives, American teachers, Chinese students, and Chinese staff. This study concluded that there are many challenges of administering such a Sino-U.S. joint venture campus in China. Administering a Sino-U.S. joint venture campus in China requires a broad understanding of the host country and a significant amount of flexibility. More research is needed to understand how American the so-called  American education is in China, including what the standards are and  who  is,  as Knight (2004) says, “monitoring” and “assuring the relevance and quality” of such programs (p. 84).

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Developing   Prosocial   Behaviors   in   Early   Adolescence   with  Reactive Aggression

Annis L. C. Fung

pp. 34 - 52

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Despite the alarming rise of early adolescence aggression in Hong Kong, it is the pioneer evidence-based outcome study on Anger Coping Training (ACT) program for early adolescence with reactive aggression to develop their prosocial behaviors. This research program involved experimental and control groups with pre- and post- comparison using a mixed model research method. Quantitative data collection consisted of the Peer Observation Checklist  (POC),  while qualitative data collections  of the early adolescents’ behaviors were assessed through structured interviews (early adolescents, parents and teachers). In post-intervention and follow-up studies the  treated early adolescents showed a consistent increase in their physical and verbal prosocial behaviors.

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Building a Learning Community through   Curriculum

Kevin S. Carroll

pp. 53 - 73

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This paper uses mixed methods to document how a new charter school’s curriculum facilitates in the development of a learning community. The study highlights diverse curricular practices that often do not take place in traditional public schools. The school’s philosophy and curriculum, which is based in social justice,  provides  a  unique environment where students have the opportunity to better  understand  the  world around them while simultaneously building relationships with their classmates  and teachers. Utilizing a methodological combination of observations, informal and formal interviews, document analysis, and a short survey, the paper provides a rich description of the implementation of a charter school's curriculum steeped in critical pedagogy.

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