Government Policy Towards Overseas Students: An International Perspective

There are now over one million foreign students studying in universities or colleges outside their own countries. The number of foreign students increased very rapidly in the 1970s and several host countries became concerned at the rising cost of subsidising students from abroad. Several countries, including Australia and Canada, as well as Britain, introduced differential fees for overseas students while other countries use quotas to regulate or restrict foreign student numbers. Other countries, notably Japan, have tried to increase recruitment of foreign students. This paper compares recent enrolment trends and developments in government policy towards foreign students in ten countries (Australia, Belgium, Canada, France, West Germany, India, Japan, Russia, United Kingdom and United States of America ).     

College Admissions,International Competition,and the Cold War in Asia: The Case of Overseas Chinese Students in Taiwan in the 1950s

Focusing only on education exchanges between the United States and other countries, existing scholarship fails to illuminate how American‐sponsored student migrations between other countries helped expand U.S. hegemony. This article attempts to rectify this limitation by looking at Taiwan's policies on overseas Chinese students (qiaosheng) in the 1950s. After the debacle of the Chinese Civil War and its retreat to Taiwan, the Kuomintang (KMT) sought to solicit overseas Chinese support and to counter Communist China's drive for “returning students.” The KMT‐developed qiaosheng program faced difficulties until 1954, when the United States, seeing that Taiwan's project could serve its anti‐Communist plan, started bankrolling the qiaosheng program, thereby enabling the KMT to lure more students away from Communist China. These findings suggest that overlooking U.S.‐sponsored student migrations between nations outside the United States renders our analysis of international education exchanges and American imperialism incomplete.     

从西方外语教育特色看我国外语教育改革

我国的外语教育是社会的热门话题,改革路向何方引起许多争议。文章概述了我国外语教育的发展历程,对英、美、澳、日等西方发达国家在外语教育方面的成功经验进行简要探讨分析,剖析我国外语教育改革过程中出现的问题和障碍,并提出应对策略,以期更加科学、合理地促进我国外语教育的健康发展。     

Foreign students in Italy

The paper presents an analysis of the trends in and links between policies, practices and foreign student enrolment in Italian universities. While the number of foreign students has increased in Italy over the post-war period, the trend and composition of the flow have been affected by changes in government policies and institutional practices regarding foreign students as well as developments in countries sending large numbers of foreign students to Italy. Greek students continue to account for a large proportion of the foreign student population in Italy, but there has been a marked trend toward a reduction in the share of students from developing countries. Over time, foreign student enrolments have become more evenly distributed among faculties and institutions and by gender. Preliminary analyses of degree completion suggest that foreign students progress in their studies at rates slightly lower than Italian students.     

外国高等职业教育的特点和发展趋势

简要地介绍澳大利亚、日本、英国和美国等国高等职业教育的基本制度;分析和归纳国际高等职业教育的特点和发展趋势,指出现代职业教育已经或即将不再是低端学生的权宜出路,而同样是通向高新技术世界和挑战型事业的途径。     

Foreign Aid to Education: Recent U.S. Initiatives-Background,Risks, and Prospects

The Millennium Challenge Account (MCA) is a commitment of the United States to raise its grant aid by a factor of 50% over the next 3 years and will result in a $5 billion annual increase over current foreign aid levels. Many other countries and multinational development assistance agencies will be asked to help cofinance this new account, and their participation would augment this original proposal from the United States. The MCA offers the opportunity for a quantum change in the prospects for peace, stability, and the alleviation of poverty. However, will it work? This article suggests that the MCA will work only if it addresses several important dilemmas in the nature of foreign aid conditionality and the terms of reference of foreign aid organizations.     

What Research Tells Us About the Impact and Challenges of Smaller Learning Communities

In the United States, considerable financial and human resources have been devoted to breaking some large high schools into smaller learning communities (SLCs). This article reviews research that compares SLCs to comprehensive high schools on a variety of measures. Extant research neither supports nor refutes the promise of SLCs to improve academic achievement; however, research does suggest that SLCs can improve attendance, graduation rates, and students’ experience of high schools as supportive environments. The article also uses empirical research to identify three challenges SLCs must overcome if they are to improve academic achievement: focusing on instructional improvement, ensuring equity and rigor, and transcending school history.     

浅谈主流动画和非主流动画

沿着世界动画的发展历程,选取最具代表性的国家（中国、美国、日本以及苏联、加拿大）,从他们每个国家的动画发展来看主流动画与非主流动画的发展及二者间的相互关系。     

近代国外大学课程改革对我国高等教育的启示

大学课程内容是高等教育的重要方面,直接影响高等教育的质量。近年来,发达国家课程改革取得可喜成就,本文以美、英、日为例,通过对发达国家课程改革的分析,为我国的大学课程改革提供参照。     

Policy review: South Carolina 1

In recent years there has been a significant growth in the number of international students. In several developed countries the inflow of foreign tertiary students has become a significant source of income for higher education (HE) providers and the economy as a whole. This net inflow of foreign students has been indirectly and, more recently, directly encouraged by government policies in these countries. However, this ‘trade’ in HE is unbalanced, with low‐income countries being significant net ‘importers’ of HE. Here we review the theoretical and empirical literature to reassess the impact of this growth of international students on the extent and pattern of global income inequality. We conclude that the benefits from the growth of trade in HE accrue predominantly to developed countries, with the costs being disproportionately borne by the poorest countries. Analysis is presented explaining why national and pan‐national policies are unlikely to rectify this imbalance.     

容闳"复兴中国"思想和活动略议

留美爱国者容闳是近代“新中国运动”的先驱,他德兼中西,与时偕行。他所倡导的派遣童赴美留学是近代中外文化交流史上“特开新纪元”的创举,成为近代中国“科教兴国”和“复兴中国”的“前驱先路”。他毕生为“改良政治”上下求索,“确信中国会有灿烂的前程”。他是中国近代史上唯一一位迎着“诛妖救世”、洋务自强、维新变法、共和革命等社会思潮全程拾级而上、与历史潮流同步的“复兴中国”志士。     

透过危地马拉政变看美国对外干涉的实质

美国对外干涉是其维护世界霸权的重要手段。二战后初期,美国对危地马拉阿本斯政府改革进行的以＂成功行动＂为代号的干涉,就是一个被美国奉为经典的对外干涉行动。通过回顾美国对危地马拉改革干涉的原因、过程、手段和结果,分析美国对外干涉的实质,以期有助于我们理解当今美国在世界上采取干涉活动的本质理念。     

Immigration in the United States and the Golden Years of Education: Was Ravitch Right?

In this article I address some assertions made by one of the most outstanding educational historians, Diane Ravitch, regarding the relation between immigration rates and academic achievement among children in the United States. In her book The Great School Wars Ravitch asserted that low immigration levels during the 1920s to early 1960s period played a large role in producing a golden age of education in New York and probably in the United States. The research undertaken for this article does confirm some of Ravitch's assertions but questions whether other claims of hers may be overly simplistic. Among her assertions that the research supports are that academic achievement rose among New York City elementary and secondary students during this "golden age," children from most immigrant groups did perform poorly compared to children born in the United States, and that the increased volume of enrollment and language factors did exert added pressure on the school system. Nevertheless, other factors lead one to believe that Ravitch's claim, although possessing merit, may be overly simplistic. For example, certain immigrant groups performed very well academically after coming to the United States. This fact supports the notion that the makeup of the immigrant population may be as important as the immigration volume. In addition, the decline in American student academic achievement in the 1960s and 1970s began well before the United States fully liberalized its immigration policy. One would not expect this, if immigration has the level of impact that Ravitch claims.     

中美虚拟外语学习社区比较研究

中外社会性外语学习网站和虚拟外语学习社区已经成为推动外语学习的重要力量。通过调查．了解中美具有代表性的虚拟外语学习社区的发展现状,从成员构成、交互方式、资源建设、激励机制几方面进行对比．提出我国虚拟外语学习社区建设需要多样化的学习平台和资源整合。     

协作型教育实习模式探索

通过对我国高等师范院校现行教育实习模式的评析，指出其存在的局限性。借鉴英美等国教育实习模式的改革与实践的经验，提出了协作型教育实习这种具有一定创意的新的实习模式。     

新自由主义与民族保守主义的钟摆交替:欧美国家国际学生流动政策的逻辑与演变

国际学生在一国发展中的战略地位毋庸置疑。在国际学生的招收和使用上,国家和政府不是被动的接收者,政府在国际学生的招收和使用方面扮演重要的建构性角色。通过梳理和解读国际学生流动政策和措施,文章进一步厘清了21世纪以来欧美发达国家国际学生流动政策背后的新自由主义和民族保守主义逻辑。欧美发达国家一方面意识到争夺国际学生对于在"全球人才竞赛"中增强国家竞争优势至关重要;另一方面为照顾本国日益消极的舆论和选民日益高涨的民族主义情绪,严格缩紧国际学生的移民签证。在不同阶段或者不同执政党领导时期,国际学生流动政策呈现出以国家利益为轴心,在新自由主义与民族保守主义之间来回摇摆的演变态势。如何在激烈的"全球人才竞赛"中保持优势与照顾到更加民族主义的国内舆论之间保持平衡,成为欧美国家国际学生流动政策的重点和难点。     

Academic and Extracurricular Support for Refugee Students in the US: Lessons Learned

This article examines students’ experiences as resettled refugee and asylee students in international schools in New York City. Specifically, it looks at how teachers and school leaders provide critical academic and extracurricular support to facilitate students’ adjustment to academic environments that differ markedly from those compared in their countries of origin or the countries of asylum visited prior to their arrival in the United States. Drawing on a qualitative study conducted in New York City at two international schools, as well as program staff from an outside organization that often collaborates with international schools hosting refugee and asylee students, the article documents promising practices and offers practical recommendations for teachers working with refugee students.     

Creating Pathways to College for Migrant Students: Assessing a Migrant Outreach Program

Migrant students are among the most disadvantaged of any groups in the United States, yet little is understood about factors that facilitate their college access. College access outreach programs rarely collect data on whether and where their students go to college. This longitudinal study tracked the college-going behaviors of migrant students who participated in the Migrant Student Leadership Institute (MSLI), a program whose goals include increasing migrant students' 4-year college access. The program emphasizes developing students' capacity for critical thinking about sociopolitical conditions, as well as their academic preparation for, and knowledge about, college. Results from analyses using an equivalent comparison group suggest that the program positively affected participants' application rates to, and enrollment rates in, more selective California public higher education institutions, including campuses of the University of California (UC) system. This article addresses factors that potentially accounted for these outcomes.     

INTERNATIONAL RECOGNITION OF STUDIES,DIPLOMAS, AND DEGREES AS SEEN FROM AN AMERICAN PERSPECTIVE

The aim of this article is to describe the sources of information on foreign education systems and credentials by means of which the various higher education institutions of the United States reach decisions as to the admission of foreign students and the granting of equivalences for degrees earned abroad. The information is derived from a number of sources, particularly from such national volunteer and professional associations as the American Association of Collegiate Registrars (AACRAO) including a linkage which it maintains with the Agency for International Development (AID), the National Council on the Evaluation of Foreign Educational Credentials (The Council), the National [Association of Foreign Student Affairs (NAFSA), the National Liaison Committee on Foreign Student Admissions (NLC), and the National Association of Credential Evaluation Services (NACES). The article further explains how each of these organizations reaches decisions as to the value of given foreign credentials and makes its judgments and recommendations known to those who, in general, need this information, and to specific institutions which request specific information for specific purposes. In the final analysis, the organizations in question are purely advisory; the specific decisions with regard to specific students enrolled in specific higher education institutions are the sole purview of the institutions in question.     

Development of sex-trait stereotypes among young children in the United Staes, England, and Ireland

The Sex Stereotype Measure II (SSM II), a 32-item revision of the Williams, Bennett, and Best Sex Stereotype Measure, was developed to assess children's knowledge of conventional, sex-trait stereotypes defined by American university students. The procedure employed brief stories and human figure silhouettes which were individually administered to 5- and 8-year-old children in the United States, England, and Ireland and group administered to 11-year-olds in the United States. In the United States, knowledge of sex-trait stereotypes was found to develop in a linear fashion between the ages of 5 and 11, with more male traits than female traits being known at each age level. Cross-nationally, there was a high degree of similarity in the nature of the sex stereotypes being learned by the children in the 3 countries, although the rate of learning appeared slower among the Irish children. In all countries there was a clear progression in sex-stereotype learning from age 5 to age 8. English boys had greater knowledge of stereotypes than English girls, but this was not true in Ireland and the United States. Generally, knowledge of male stereotype traits appeared to develop earlier while knowledge of the female traits increased more rapidly between ages 5 and 8. The similarity in sex-stereotype learning in the 3 countries is discussed, and studies in progress in other countries of greater cultural diversity are noted.