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In this study, the authors analyze the 2003 Cooperative Institutional Research Program (CIRP) Freshman Survey to investigate whether freshmen who intend to study abroad express a history of active involvement. The CIRP Freshman Survey has a number of items indicating student involvement and participation. The authors created six scales based on the theory of student involvement. Their scales were based on student responses to thematically similar questionnaire items that pertained to six particular types of student involvement: academic, social, political, diversity, work, and community. This study shows that the majority of freshmen surveyed, about 53.8%, already had some interest in study abroad. Interest is there, and the task of study abroad offices is to sustain and retain that interest and make the opportunity to study abroad as attainable as possible for every student. The authors found that students who reported that they were active participants in social, academic, community, and political, and diversity activities were much more inclined to plan to go abroad than those who were not, and those who were involved with populations different from their own were much more likely to plan to go abroad than those who were involved in other ways. This finding is consistent with the literature that emphasizes not only the capacity of people who have fluid personalities to change, but also the deliberate choices they make to encounter environments that require personal change and adaptation of values. (Contains 3 tables and 29 endnotes.)

This study comes at an opportune moment for Japanese and U.S. educators, policymakers, and researchers given the trends of global policy and equity-based reform. Discussions of academic achievement in both societies allow us to examine accessibility in mathematics education in order to best prepare teachers to serve the needs of students. Quantitative and qualitative analyses were employed to answer the underlying research question, how does privatization affect equity in mathematics achievement as observed in upper-level Japanese elementary schools? The students and sites were selected because of the turning point in educational paradigms that occurs during the schooling of preadolescents, including shifts in the types of instruction received and academic performance expectations. The contextual background then leads to a discussion on implications for teacher preparation programs in the U.S., where a culture of privatized education has emerged of academic tutoring and test preparation. The increasing public and private sector disparities serve as an urgent call to address issues of equity in both nations.

This article addresses issues in equitable and quality STEM education, and comes at a significant time as students, educators, and policymakers strive to meet federal and state standards such as the Mathematics Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS). CCSS and NGSS require significantly higher levels of cognitive engagement, including what teachers must teach (content), how they should teach it (pedagogy), and how much teachers need to know to be effective. The principles embedded in these standards have potential to be applied to all other academic learning fields. This article begins with an overview of the current climate and theoretical frameworks, including Hōkūle'a's Worldwide Voyage 2013-2017 by celestial navigation and traditional wayfinding. Hōkūle'a is a vehicle to explore culture-based, indigenous models of STEM at local and global levels, and connects curriculum to college, career, and community readiness. The broader impact is that culturally-responsive STEM practices are recovered and integrated in curriculum units that enrich the global pedagogical base, such as the Ethnomathematics and STEM Institute, and support continued research. [ABSTRACT FROM AUTHOR]

This study comes at an opportune moment for Japanese and U.S. educators, policymakers, and researchers given the trends of global policy and equity-based reform. Discussions of academic achievement in both societies allow us to examine accessibility in mathematics education in order to best prepare teachers to serve the needs of students. Quantitative and qualitative analyses were employed to answer the underlying research question, how does privatization affect equity in mathematics achievement as observed in upper-level Japanese elementary schools? The students and sites were selected because of the turning point in educational paradigms that occurs during the schooling of preadolescents, including shifts in the types of instruction received and academic performance expectations. The contextual background then leads to a discussion on implications for teacher preparation programs in the U.S., where a culture of privatized education has emerged of academic tutoring and test preparation. The increasing public and private sector disparities serve as an urgent call to address issues of equity in both nations. [ABSTRACT FROM AUTHOR]

This study comes at an opportune moment for Japanese and U.S. educators, policymakers, and researchers given the trends of global policy and equity-based reform. Discussions of academic achievement in both societies allows us to examine mathematics education as a public good versus private commodity in order to best serve the needs of students. Research was conducted as a visiting scholar at the University of Tōkyō, and supported by classroom experience in four public and private schools. Quantitative and qualitative analyses were employed to answer the underlying research question, what factors of public and private education affect mathematics achievement as observed in upper-level Japanese elementary schools? The upper-elementary students and schools were selected because of the turning point in educational paradigms that occurs during the schooling of preadolescents, including shifts in the types of instruction received and academic performance expectations. The contextual background then leads to a discussion on implications for the U.S., where a culture of privatized education has emerged of academic tutoring and test preparation. The increasing public and private sector disparities serve as an urgent call to address issues of equity and accessibility in both nations. [ABSTRACT FROM AUTHOR]

In light of the changing ethnic, racial and cultural demographics in US schools, there is a growing need by scholars and practitioners for teaching practices that are informed by cultural knowledge possessed by students. This comes at a time when standardized testing of student achievement has been given a central role in efforts to improve K-12 education such as the Mathematics Common Core State Standards. This article begins with a discussion of ethnomathematics as a conceptual idea, and a practical way of rethinking ideology, content and pedagogy in a rapidly changing climate of diversity. This is followed by a 5-year study on the Ethnomathematics Institute, which provides strategies for implementing promising practices. In Pacific as well as global communities, it is key to understand the role of experiential, values and place-based learning. Through ethnomathematics, we endeavour to build capacity and networks across the USA and Pacific by creating a database of materials and strategies that are relevant, contextualized and sustainable. [ABSTRACT FROM PUBLISHER]