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RISS 인기검색어
- 검색키워드
- 저자 : David C. Berliner (검색결과 2 건)
- 무료
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- 유료
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Tensions in gifted college programs in China: the case of “Mount Everest Plan”
Kun Yan,David C. Berliner 서울대학교 교육연구소 2016 Asia Pacific Education Review Vol.17 No.2
To date, no empirical study has focused upon understanding the tensions in gifted college programs in China. This qualitative inquiry examines the tensions the “Mount Everest Plan” programs face while initiating gifted education reform in China, how the gifted college students characterize these tensions, and what conditions they believe tend to account for the tensions. The voices of 18 gifted college students were heard through individual semi-structured interviews and the transcripts of the interviews were analyzed using thematic coding to uncover the themes related to the tensions. This qualitative case study identifies multiple tensions arise surrounding the “Mount Everest Plan” programs which include program training needs versus students’ personal growth needs, program identification purposes versus students’ personal motives, identification of a person versus identification of a path to success, and high variance within the gifted class versus undifferentiated curriculum. These tensions involve competing arguments on the genesis and the development of gifted education and gifted students. The study also discusses possible ways of resolving and easing these tensions so that the services and programs can be enhanced.
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Kun Yan,David C. Berliner 서울대학교 교육연구소 2011 Asia Pacific Education Review Vol.12 No.2
To date, few studies have focused solely upon understanding the unique characteristics of Chinese international students in the United States. This inquiry examines what Chinese international students' demographic trends are over decades, what their motivations are for studying in the United States, what the unique features of their group acculturation process are, and what special challenges they face in U.S. universities that are different from what they might face in Chinese universities? This study reveals that the life of Chinese students in the United States is not easy and they have to endure multifaceted life-stresses. These results can be used to help Chinese international students adapt to the American educational environment and improve the services and programs American universities deliver to their foreign students.
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