Bibliography: Globalization (page 195 of 215)

This annotated bibliography is compiled and customized for the website.  Some of the authors featured on this page include Peter Plant, Richard C. Snyder, Timothy Kidd, Roger Dale, Susan L. Robertson, Anita Klapan, Shirley Walters, Michel Welmond, Rory McGreal, and Ilija Lavrnja.

Stanley, Kathleen; Plaza, Dwaine (2002). No Passport Required: An Action Learning Approach to Teaching about Globalization, Teaching Sociology. Describes a one-week course that focused on connections between global processes and local communities using an action-learning model. Discusses the action learning model, the content of the course, how student learning was evaluated, and what the teachers learned throughout the course. Addresses other uses of the model. Descriptors: Active Learning, Course Content, Experiential Learning, Global Approach

Gaines, MaryAnn C. (2002). Educational Infrastructure in an Age of Globalization: Intelligent Buildings, Virtual Facilities, and Virtual Instruction?, Educational Forum. To ensure the most effective and up-to-date learning, educators should consider intelligent buildings that meet technological needs and flexibly accommodate change. Virtual schools alter the need for traditional physical facilities. (Contains 15 references.) Descriptors: Access to Computers, Distance Education, Educational Facilities, Educational Technology

Plant, Peter (2000). Career Development in Denmark. Decentralization is the main feature of Danish governmental structures and the education and training system. The National Council on Educational and Vocational Guidance coordinates the career development field. Local and regional career development committees are organized under this judicial umbrella. Career education takes place as early as Grade 1 and continues throughout adulthood. The structures of the Danish adult education and training system are highly flexible and provide numerous options. Career development services are mostly publicly funded. Professionalization is one of the main current policy issues. To date, no attempt has been made to establish a professional accreditation process. There also is a need for better linkages among the numerous diverse services available. Key issues for the future, for both industry and educational settings, will be individual action planning; the economic outcomes of career development; and ecology of growth with the trends toward globalization. Three action steps must be considered for career counseling. First, the goal towards professionalism states that individual choices need to be facilitated by creative career development. Second, changes toward self-employment and how this affects counseling interventions need to be examined. Third, the shift in diversity in the population and how career counseling can respond should also be considered. (Contains 46 references.) Descriptors: Adult Vocational Education, Career Development, Counselor Training, Foreign Countries

Zoreda, Margaret Lee (1992). Dialogismo, lenguas extranjeras e identidad cultural (Dialogism, Foreign Languages, and Cultural Identity). Foreign Language education will play an important role in the broadening and globalization of higher education for the 21st century. Where else will educators find the tools to "dialog" with–to engage–the "other" as part of the enriching process that accompanies cultural exchange, cultural broadening? This paper sheds light on these issues, and offers insights into the future of foreign language education. It is suggested that the new approach to foreign language education in the next century will rely heavily on postmodernism. Contains 18 references.   [More]  Descriptors: Cultural Awareness, Cultural Education, Cultural Literacy, Educational Objectives

Daly, Mary C. (2002). The Structure of Legal Education and the Legal Profession, Multidisciplinary Practice, Competition, and Globalization, Journal of Legal Education. Discusses challenges facing the legal profession: the increasing importance of a law school's identity as national, regional, or local to graduates' career trajectories; disjunction between the legal academy and the profession; the threat to local and regional law schools' economic viability from online education; and emergence of new types of competitors from the blurring of boundaries between the law and other disciplines. Descriptors: Competition, Education Work Relationship, Educational Trends, Futures (of Society)

Welmond, Michel (2002). Globalization Viewed from the Periphery: The Dynamics of Teacher Identity in the Republic of Benin, Comparative Education Review. Archival research and interviews with teachers and key informants in Benin schools examined cultural schemata that define teacher identity as vessel and conveyer of special knowledge, civil servant, self-sacrificing parental surrogate, or efficient worker ensuring high test grades. Conflicts among these identities, between teachers and the state, and between global and local aspects of teacher identity are discussed. Descriptors: Educational Policy, Elementary Secondary Education, Foreign Countries, Professional Recognition

McGreal, Rory (2002). Teleapprentissage et mondialisation de l'enseignement (Telelearning and the Globalization of Education), Education Canada. In the past, small states and provinces were outclassed by big metropolitan regions in the quest for economic development. However, small outlying regions, such as New Brunswick, Canada, can now compete with big urban centers since information technology has made higher education a global enterprise through online courses. Various countries and Canadian provinces are compared with regard to online course offerings. Descriptors: Distance Education, Economic Development, Foreign Countries, Geographic Isolation

Walters, Shirley, Ed. (1997). Globalization, Adult Education & Training. Impacts & Issues. Global Perspectives on Adult Education and Training Series. An introduction (Maurice Amutabi et al.) begins this 25-chapter book on adult education and training (AET) in a context of globalization. Chapter titles and authors are as follows: "The Impact of Globalization on Adult Education (AE)" (Ove Korsgaard); "In Defense of Civil Society: Canadian AE in Neo-Conservative Times" (Michael Welton); "Women, Poverty, and AE in Chile" (Teresa Quiroz Martin); "The State, Civil Society, and the Economy: AE in Britain" (Keith Jackson); "Globalization from Below: The Trade Union Connections" (Judith Marshall); "Feminist Popular Education in the Light of Globalization" (Linzi Manicom, Shirley Walters); "Women on the Global Assembly Line" (Chan Lean Heng); "'Sit Down, Listen to the Women!'" (Daniel Moshenberg); "Personal, Professional, and Political Development for Women" (Pauline Murphy); "From Economic Dependency to Regional Self-Reliance" (Mildred Minty); "ETDP [Education, Training and Development Practitioner]: Passing Fad or New Identity?" (Jeanne Gamble, Shirley Walters); "The NQF [National Qualifications Framework], Reconstruction, and Development" (Rosemary Lugg); "The Politics of Memory: The Recognition of Experiential Learning" (Elana Michelson); "Workplace Training and Enskilling" (Jonathan and Ruth Winterton); "Race, Class, Gender, and Culture: A Possible Program" (Tammy Shefer, Joe Samuels, Tony Sardien); "Multicultural Education and Lifelong Learning" (Berndt Gustavsson, Ali Osman); "Aboriginal Education: A Case for Self-Determination" (Lillian Holt, Michael F. Christie, Norman Fry); "The Plight of AE in Kenya" (Maurice Amutabi); "Literacy Strategies among Unschooled Workers" (Mignonne Breier); "Dynamics and Process in the Training of Health Committees" (Mizana Matiwana); "Is Consensus Possible?" (Minnie Venter-Hildebrand, Charlene Houston); "On the Periphery: The Needs of Rural Women" (Ellen Gumede); "Lifelong Learning Reconsidered" (Berndt Gustavsson); "The Meaning of Lifelong Learning" (Staffan Larsson); and "The Worlds of the Hand and of the Mind" (Ove Korsgaard). Contributors' notes and an index are included. Descriptors: Adult Education, Adult Literacy, Economically Disadvantaged, Employed Women

Majhanovich, Suzanne (2002). Change in Public Education. Globalization in Action? The Case of Ontario, Canada, Planning and Changing. Uses case study of public education system in Ontario, Canada, to trace provincial-government-imposed changes in education since the 1990s. Focuses on restructuring curriculum to emphasize global education. Discusses possible future direction of provincial education policy. (Contains 19 references.) Descriptors: Curriculum Development, Educational Change, Elementary Secondary Education, Foreign Countries

Webster, Gerald R.; Kidd, Timothy (2002). Globalization and the Balkanization of States: The Myth of American Exceptionalism, Journal of Geography. The world has experienced a dramatic increase in the number of new states in the past couple of decades. Many of these new countries are the result of ethnic nationalist movements dividing an existing state. Is the United States susceptible to the forces of division which we more commonly associate with the rest of the world? Or is the United States somehow exceptional in this regard? This article examines the growth of secessionist movements in the United States concluding these groups are similar to the forces of division operating elsewhere.   [More]  Descriptors: Global Approach, Human Geography, Political Divisions (Geographic), Nationalism

Dale, Roger; Robertson, Susan L. (2002). The Varying Effects of Regional Organizations as Subjects of Globalization of Education, Comparative Education Review. Examines the noneconomic role of three regional international organizations–the European Union, the North American Free Trade Agreement, and the Asia Pacific Economic Cooperation. Describes differences in organizational structure and purpose, dimensions of organizational power, policies and intentions toward education, direct impact on national education systems, and indirect impact via politics of education. Descriptors: Change Agents, Educational Change, Educational Policy, Human Capital

Lavrnja, Ilija; Klapan, Anita (2000). Adult Education Between Past and Present Restraints and Future Prospects. Analysis of the theoretical and methodological basis for adult education is always somewhere between history, the present, and an orientation toward the future. The key questions that must be addressed when predicting the future of education are related to the following areas: determining how to overcome the restraints that are imminent to past and present; identifying those factors that have significant repercussions for education in the future; determining what adult education should be, both in terms of the development of every individual and the development of society at the macro and micro levels. The tendency in analyzing adult education's development in the future is to tie adult education to current factors of social development, particularly those derived from technological development. The different languages, cultures, traditions, ideologies, and economies existing in different countries are often viewed as barriers to cooperation in the theoretical and methodological convergence of adult education and its practical performance. However, it may be argued that the principle of globalization can be applied in the area of adult education more than in any other field of human activity and that the aforesaid differences should be considered motivations rather than barriers to cooperation in the area of adult education.   [More]  Descriptors: Adjustment (to Environment), Adult Education, Change Agents, Educational Change

Kirk, Maggie (2002). The Impact of Globalization and Environmental Change on Health: Challenges for Nurse Education, Nurse Education Today. Nursing education should address the consequences of global environmental change, integrate environmental considerations into clinical practice, and promote sustainable policies. Educators should raise nursing students' awareness of environmental issues and empower them to contribute to policy debates. (Contains 36 references. Includes commentaries by Mary Birchenall and Maurice J. Nicol.) Descriptors: Change, Global Education, Higher Education, Nursing Education

Snyder, Richard C. (1990). Thinking, Teaching, Politicking about Globalization of the World: Toward a Synthesis and Possible Future Strategy.". This paper seeks to provide a framework by which educators can understand the increasing "globalization" of the world, and what responses education can and should make. The environmental movement, trends in citizenship education, and developments in telecommunications technology are each discussed in terms of what they may have to offer global education. The works of a number of U.S. educators and scholars in global education are discussed and offered as examples of what is possible. It is concluded that the time is opportune for a revitalization of the global education movement. Descriptors: Citizenship Education, Curriculum Development, Educational Change, Educational Innovation

English Teaching & Learning (2003). English Teaching & Learning, 2002-2003. These four issues contain the following articles: "A Case Documentation of English Instruction at the Elementary School Level: The Cross-Cultural Impact of Native Speaker Teachers" (Hsien-Chin Liou) [written in Chinese]; "A Collaborative Tale with Two Taiwanese EFL College Groups" (Feng-Ming Chi); "A Developmental Study on Phonological Awareness and Spelling in Taiwanese EFL Children" (Li-Chen Chien and Shu-Hui Chen); "Designing Role Plays for the Language Class" (Jian-Shiung Shie); "Complementary Relevance of Machine Translation to Human Translation: A Theoretical Study" (Chung-Ling Shih); "The Politics of Locality: Globalization, Postcolonial English, and the Cultural Reconsideration of English Teaching and Learning" (Kun-Liang Chuang) [written in Chinese]; "A Preliminary Study of English Conversation Instruction at the Universities in Taiwan" (Shau-Ju Chang); "A Study of the Pedagogy of Using the Western Performance of Literature to Teach the English Poetry" (Yane-Hao Chen); "Learning in English: The Survival Strategies of Hong Kong Students" (Peter Herbert); "Reflection as an Integral Part of the Teacher Training Program" (Yi-Hsiu Lai); "Impersonation as an Optional Module of Language-Teaching Activities" (Jian-Shiung Shie); "English Syllable Structure: Theory and Teaching Application" (Bei-Wu Wang) [written in Chinese]; "Integrating Phonics Instruction and Whole Language Principles in an Elementary School EFL Classroom" (Meei-Ling Liaw); "A Study of Using Web Concordancing for English Vocabulary Learning in a Taiwanese High School Context" (Chuen-Yi Lee and Hsien-Chin Liou); "Predicting Second Language Reading Ability: A Reexamination of the Threshold Hypothesis Exploring the Contributions of Intrinsic Motivation" (Shih-Ming Liu); "Why Peer Comments Fail" (Hui-Tzu Min); "English Syllable Structure: Theory and Teaching Application" (Bei-Wu Wang) [written in Chinese]; "Integrating Children's Picture Books with Teaching Children English as a Foreign Language in 9-Year Joint Curricula Plan for Elementary and Junior High Schools" (Hui-Li Lin) [written in Chinese]; "Bilingual Policy and English Education in Singapore" (Hui-Ling Hus) [written in Chinese]; "Chinese-English Translation and English Writing Ability: On the Sustainability of Translation Tests" (Chi-Chiang Shei) [written in Chinese]; "Genre Analysis and Academic English Teaching: Improvement of Abstracts Written by Taiwanese Ph.D. Students" (Hieng-Hiong Liong) [written in Chinese]; "Task Difficulty in Semi-Direct Speaking Tests: Code Complexity" (Row-Whei Wu); and "L2 Acquisition of Subject-Prominence by EFL Students in Taiwan" (Chun-Yin Chen, Hsin-Yi Huang, and Hui-Chi Liao). (Papers contain references.)   [More]  Descriptors: Bilingual Education, Child Development, Conversational Language Courses, Cultural Differences

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