A reflection on adaptability, achievement motivation and success of Central and Eastern European students in one English university

Jankowska, Maja

doi:10.1080/03057925.2011.602536

Cited by 8 publications

(6 citation statements)

References 26 publications

(39 reference statements)

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“…Yet other studies have highlighted successful integration of international students, particularly from Eastern European contexts (Jankowska, 2011). Previous studies have also highlighted that the nationality and destination country of international students matter both for overall satisfaction and the willingness to recommend their experience to other students (Ammigan et al, 2021).…”

Section: Background and Previous Studiesmentioning

confidence: 99%

Learning from Each Other: Comparing the Experiences of First-Generation Migrant, International, and Domestic Students at Irish Universities

Mihut

2022

Journal of Studies in International Education

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Despite the potential for mutual learning, improvement of service provision, and the advancement of policy, research on first-generation migrant students and research on international students have remained stubbornly separate. This paper makes the case that education research would benefit from leveraging data on international students and that internationalization research and practice should more often include first-generation migrant students. To explore the benefits of this proposition, this article explores differences in the experiences of Irish-born domestic students, first-generation migrant students, and international students at Irish higher education institutions, using Eurostudent VI data collected in 2016. These comparisons show that first-generation migrant students report lower levels of preparation for the domestic labor market than both Irish-born domestic students and international students. International students are faring well on other indicators too, as they report higher levels of academic satisfaction and feeling more prepared for the international labor market than both first-generation migrant students and domestic students. Results also suggest that the academic satisfaction of the three groups of students is shaped by both common as well as divergent factors, indicating that interventions aimed to support each group may require additional tailoring. However, limitations of both quantitative and qualitative approaches to documenting the experiences of international students need to be considered as findings from this study and similar studies are used. By comparing the experiences of the three groups of students, this paper highlights the experience of first-generation migrant students, often overlooked in international higher education studies.

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Section: Background and Previous Studiesmentioning

confidence: 99%

Learning from Each Other: Comparing the Experiences of First-Generation Migrant, International, and Domestic Students at Irish Universities

Mihut

2022

Journal of Studies in International Education

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“…The development of high-quality instructional materials, especially in science and mathematics at the primary level in postcolonial Guyana has been significantly slow (Lashley, 2017). The effectively delivered curriculum is the most important and critical antecedent in student academic achievement and success (Jankowska, 2011). As a result, the instructional materials used must be sound inappropriateness, quality and quantity.…”

Section: Curricula Instructional Materialsmentioning

confidence: 99%

“…This makes the learning process more challenging for all learners, especially those with SEN/D. The effectively delivered curriculum is the most significant and critical antecedent in student academic achievement and success (Jankowska, 2011). It must be effectively delivered to all learners to develop the human resource of Guyana.…”

Section: The Curriculum and The Instructional Materials Selected And/or Producedmentioning

confidence: 99%

A Reflective Analysis of the Selection and Production of Instructional Material for Curriculum Delivery at the Primary Level in Postcolonial Guyana

Lashley

2019

SAGE Open

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This study gazed upon curriculum delivery in postcolonial Guyana. The key focus was on the impact of effective curricula instructional materials on curriculum delivery. A descriptive survey method was employed to gather data and a sequential transformative strategy which embraced a mixed method approach was utilized to analyze and interpret the data. One hundred mainstream teachers were asked to respond to five questions on a questionnaire. The sample represents 13% of the entire teacher population at the University of Guyana and 25% of the primary level teacher population of the Faculty of Education and Humanities. These teachers were randomly stopped and asked the questions as they made their way to class on the Turkeyen Campus. These teachers have all acquired initial qualified teachers' status and at least 2 years of mainstream teaching experience. The teachers indicated that they are limited in their use of technology in mainstream schools, as many schools do not have Information and Communication Technology (ICT) support and physical space is limited. Teachers stated that they produced at least 90% of the curricula instructional material they use in mainstream classrooms. They indicated that they sometimes have to self-fund the raw materials needed to produce the instructional materials necessary for effective curriculum delivery in mainstream schools. Teachers are expected to do this without either allotted planning or preparation time. The production of instructional materials, done independently with little support from the senior leadership of the mainstream schools, is sometimes neither adequate nor cater to the diverse needs of all learners especially learners with Special Education Needs and Disabilities.

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“…Articles published in recent years seem to provide some examples of first-hand research conducted in the region (Hufton, Elliott, and Illushin 2003;Worden 2011;Jankowska 2011).…”

Section: Figurementioning

confidence: 99%

Charting the development of knowledge on Soviet and post-Soviet education through the pages of comparative and international education journals

Chankseliani

2017

Comparative Education

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This paper examines 126 research articles from three comparative education journals to chart the development of knowledge within comparative education on the Soviet Union and post-Soviet countries. Thematic, theoretical, discursive and methodological aspects of scholarship are linked with changing geopolitical realities in a systematic analysis of scholarship published since the late 1950s. A new framework of multi-layered colonialism is introduced to explore different features of the double disadvantage that comparative education knowledge production on post-Soviet countries has faced -Russian imperialism and Western academic colonialism. The paper contributes to comparative education knowledge creation by historicising our understanding of Western academic output and outlining a potential future direction in the development of knowledge on post-Soviet systems, policies, and practices of education.

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A reflection on adaptability, achievement motivation and success of Central and Eastern European students in one English university

Cited by 8 publications

References 26 publications

Learning from Each Other: Comparing the Experiences of First-Generation Migrant, International, and Domestic Students at Irish Universities

Learning from Each Other: Comparing the Experiences of First-Generation Migrant, International, and Domestic Students at Irish Universities

A Reflective Analysis of the Selection and Production of Instructional Material for Curriculum Delivery at the Primary Level in Postcolonial Guyana

Charting the development of knowledge on Soviet and post-Soviet education through the pages of comparative and international education journals

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