Are Comparative Educations Offered in Public Medium-Sized Midwestern Universities - Research Paper Example

Are comparative educations offered in Public medium sized Midwestern Universities? Rehab Alghamdi Lubna Alghamdi CIMT 610 History of comparative education is dated back to the second half of the eighteenth century and the corresponding first decades of the twentieth century. It started in the rural locations of the US Midwest and within Norway in the one-room schoolhouse. Even though the schoolhouses are identical there exists distinction within their underlying educational history, which is preserved and promoted to date. Within Midwest they are beloved national icon embodying national values and corresponding virtues. Better education currently act as goal and tool in regard to comprehensive modernizing projects of the 19th century and numerous rural communities that mainly trigger advancement of the democratic and social institutions. Moreover, one room schoolhouses act as cultural heritage and correspondingly link to the contemporary utilization of the schoolhouses. International and comparative Education in universities provides the opportunity to bridge the gap through offering modern avenues of sharing knowledge within the institutions which is in the mid- sized Midwestern city. Underlying regional universities in Midwestern offer a full comparative of undergraduate programs and specific master’s programs with very few doctoral programs. The regional universities within Midwest that offer comparative education programs include Providence College, Elon University, Creighton University and Santa Clara University. Comparative education within the Midwestern universities fosters regional collaboration in regard to the multi-state compact organizations that mainly serve the purpose of prevailing higher education within the northeast, southern and corresponding western regions of the United States with the student exchange programs, and policy conferences. Nevertheless, the program is hampered by numerous factors that mainly revolve around technology that is inadequate confidence in the integration of the technology coupled with lack of comprehension thus resulting to discrepancies in the implementation of the comparative education program with the Midwestern universities. There is also insufficient training and practice in the integration of the technology pertaining to the comparative education that ought to be embraced. The studies on the pre-service teacher technology integration and corresponding faculty perceptions technology integration applicable within the comparative education program at the medium-sized, Midwestern universities are mainly compared to the underlying account for the self-reported education program. This is because of shortage of confidence of the pre-service teachers in the program in regard to the assimilating technology of executing comparative education program (Vavrus, 2002). This is mainly complimented by incorporation of College of Education demands and corresponding National Council for the Accreditation of the Teacher Education principles technology incorporation in teacher preparation programs. The determination of the policies in regard to the College are mainly displayed via faculty perceptions and corresponding actions of producing students who are extremely competent in using technology (Arnove & Torres, 2007). Nevertheless, lack of confidence within the integrating and implementation of the technology integration to the prevailing student education is the main contributor to the discrepancy. Refocusing on the technology portion of the prevailing teacher education program in regard to training and practice within suitably participating technology that enhance education. Public colleges and corresponding universities are basically managed under the esteem supervision of the prevailing state governments and mainly funded in section by the tax dollars and subsidies from the government (Nordtveit, 2014). As a result these universities frequently provide either free or discounted tuition to the students that are mainly considered as the genuine residents of the government (Bowser, 2008). Moreover, prevailing public schools operate the gamut from minor liberal arts colleges to the corresponding massive research institutions (Alsos, Carter & Ljunggren, 2011). These are normally considered as the uppermost ranked public colleges and universities in regard to the ranking category. Internationalization of the higher education is a process that mainly integrate intercultural dimension into the education, research and corresponding service functions of the prevailing institution. This large analysis mainly describes and compares the underlying historical advancement of the internationalization of the education within prevailing higher United States. Multicultural education and corresponding technology provide numerous challenges and possibilities for the teacher education (Alsos, Carter & Ljunggren, 2011). Teacher’s beliefs in regard to the cultural diversity are powerful determinants of learning opportunities and results for the diversity within U.S. schools. Thus, teacher education programs possess great responsibility to prepare preservice teachers for working with different populations and executing an effective multicultural curriculum. Means of expanding preservice teachers’ comprehension of multicultural issues mainly illustrate means that prevailing instructional technologies that can be used in supporting the aims of multicultural education (Vavrus, 2002). Moreover, teachers are central to the equitable and efficient uses of the technology within the increasingly different classrooms making it significant those pre-service teachers that are trained to be technologically competent teachers who can skillfully integrate technology within the culturally different classrooms. Currently, internatiolization of the universities within The number of the multilateral university networks for the research, teaching and corresponding contract projects work has incorporated new regional international education organizations within Midwestern universities (Arnove & Torres, 2007). This have aided in reviewing of the national strategies and programs and new policy of actors such as immigration, industry, trade are normally engaged and collaborated with education, foreign affairs ,science and technology. Increase in volume, scope and scale of the cross-border movement of education programs and corresponding providers. This unprecedented expansion of international education has seen the managers in numerous within Midwestern universities scrambling to sign memoranda of comprehension and advance joint or dual degree programs. International exchanges are swiftly becoming requirement in numerous universities at the undergraduate level and this trend is quickly extending into the corresponding graduate level (Nordtveit, 2014). Not only the physical location and movement of populace but also the nature of numerous scholars’ academic work has altered from the mode 1 research in which scientists solve disciplinary puzzles separately to the Mode 2 production where research occurs within multi-disciplinary ,team-based groups who mainly tackle real universe problems, working efficiently within international contexts at the underlying interfaces of academy and industry and society as well as within the academia, industry ,government and corresponding non-profit sectors (Nordtveit, 2014). The increased pressure to the internationalize within the Midwestern Universities ought to seen in the context of the globalization. Government has the believing in the power of developed and builds national capacity governments are allocating substantial funds in order to increase the development of the program in the country (Alsos, Carter & Ljunggren, 2011). Numerous universities especially within Australia, New Zealand, UK and US mainly derive substantial operating income from the tuition and fees mainly paid by international students at the undergraduate level. For instance, international students at levels offered 14.9% of the total income from the Australian higher education in the year 2009. International experiences for those beyond the undergraduate level are normally costly and frequently demands subsidization and can be heavy to fund (Arnove & Torres, 2007). Despite the significance particularly in the context of shrinking national and regional budgets of depicting accountability for these high expenditures within graduate education remains largely anecdotal. Midwestern universities are gradually becoming new incarnations of the international corporations (Vavrus, 2002). This is mainly backed by the value propositions strategic decisions that regard to the fundamental requirement of the real results data on the effectiveness and corresponding value of the international collaboration for the prevailing students, research staff and institutions. Moreover, Royal Society report in regard to the international scientific collaboration emphasized that whilst collaboration are fundamental and results to numerous positive outcomes ,the dynamics of networking and the corresponding mobility of scientist depicts effect of the universal science and the best use of the underlying networks that mainly catalyze international collaboration (Vavrus, 2002). International experiences mainly enhance students’ knowledge acquisition and corresponding contribution to the preparation of the prevailing increasingly international employment market and establishment of a global mind set and revive awareness and obligation of the civil engagement (Nordtveit, 2014). This mainly entails the prevailing notion of a citizen who normally crosses national limits devoid of seeking to assimilate and to homogenize rather accept differences and embrace diversity. International exchanges mainly focus on the mobility and assessment of the productivity of the international exchanges and the corresponding impacts on scientific career. Cultures of academic mobility and collaboration is partly explained by the prevailing spatial associations of specific in regard to the conceptualize benefit of the international exchange. It normally addresses diverse kinds of international interaction and the impacts of the publication (Vavrus, 2002). Moreover, the quantity types and corresponding effects of the international relations in a multinational comparison in regard to increasing 6f the reliance on the international postdocs within the academic production and assesses the underlying roles pertaining to the international mobility within careers. Specificity of the international exchange within Midwestern universities is mainly compared to the results within the professional and corresponding personal advancement among both undergraduate and undergraduate students. Undergraduate normally experiences personal advancement gain. Universal framework for examining international experiences for the students is extremely realistic (Nordtveit, 2014). Diverse framework follows diverse questions that mainly pertain to the international work. The number of the underlying high quality, programme-specific examinations of international experiences within the Midwestern universities students are drastically growing. This is in line with the underlying pool information that mainly contributes to relatively comprehension of the promising practices within the international research and education. Longitudinal, multi-country studies research and research ought to be coordinated and supported by the national funding agencies. Courses or programs of comparative education in public medium sized universities in Midwest The regional universities within Midwest that offer comparative education programs include Machigan University, Ohio University, Indiana University, College of Charleston, Lamar University and Alabama State University. Ohio University offers a unique interdisciplinary program of study in the arts and cultural studies in education. It offers extensive course at the undergraduate in regard to educational requirements. Indiana University offer comparative education programs in master’s degree in business administration, arts in teaching, , Early Childhood Education and Leadership. Oakland University offer offers comparative education programs in master’s degree in early childhood education, elementary education, leadership studies and special education (Arnove & Torres, 2007). College of Charleston offer educational programs in education in three major areas such as psychological studies, socio-cultural studies, and instructional studies. Lamar University offer comparative education programs in master’s degree in business administration, arts in teaching, healthcare administration, information Systems Management, Early Childhood Education and Leadership. Concordia University Irvine mainly offer master’s in early childhood education, elementary education, leadership studies and special education whilst Alabama State University offer psychological studies, educational administration and early childhood education. Regional collaboration in regard to the multi-state compact organizations that mainly serve the purpose of prevailing higher education within the northeast, southern and corresponding western regions of the United States with the student exchange programs, and policy conferences (Arnove & Torres, 2007). MHEC foster interstate cooperation and corresponding resource sharing within relatively higher education in numerous means that are reciprocally advantageous to the underlying member colleges and universities. The programs that are mainly priorities encompass student entree and affordability, eradication of management in regard to the academic programs and services (Alsos, Carter & Ljunggren, 2011). Results No single uniform conceptual framework entails numerous multiple lenses, mixed method. Instrumentation The underlying study mainly employed a mixed design approach where participants responded to both quantitative and qualitative inquiries on the survey instrument. The results of a comparative course offered at the mid-sized, Midwestern public university utilizing blended or hybrid design (Nordtveit, 2014). A blended design possesses 30% to corresponding 79% of the underlying course that ought to be offered online. Moreover, the department offering the course is mainly interested in the prevailing possibility of offering course exclusively online. Comparative in regard to the upper-level course designed to mainly strengthen students understanding and the corresponding command depicting parallels to English. Participants responded to the prevailing pre and post course surveys during the semester. In order to ensure anonymity, a research assistant who was not related with the class administered the survey by assigning all the underlying students which was utilized on both pre and post course surveys. Quantitative analysis The results of the comparative educations provided within the Public medium sized Midwestern universities depicts paired sampled t-tests which mainly compared the pre and post-course surveys mean scores on the selected survey items associated to the students’ comfort levels related within the online courses (Arnove & Torres, 2007). As the overall, aggregate mean scores for the entire items associated to the student comfort depicts that there was significant advancement in how comfortable students felt with course and the online components (Nordtveit, 2014). The mean differences of the students comfort levels related to reading and post course analyses depicted that the underlying students were more comfortable in taking online test. Conclusion The development of relatively higher education via interstate cooperation the top program priority within MHE C of substantial involvement in regard to the individual representative from the Midwest. MHEC and corresponding members possess numerous occasions and benefits resulting from regional and inter-institutional teamwork. Moreover, Midwest higher education that is strong with imaginative ideas, knowledgeable professionals and corresponding strong robust for assistance for education. The pre-service teacher technology amalgamation and corresponding faculty perceptions technology integration in teacher education program at the medium-sized, Midwestern universities are compared to the underlying account for the self-reported education program due to deficiency of confidence of the pre-service teachers in regard to the assimilating technology into the teaching. Lack of confidence within the integrating of the underlying reimbursements of the underlying technology integration to the prevailing student education is the main contributor to the discrepancy. References Vavrus, M. J. (2002). Transforming the multicultural education of teachers: Theory, research, and practice. 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