DOCSLIB.ORG

ED331341.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
ED331341.Pdf DOCUMENT RESUME ED 331 341 HE 024 388 AUTHOR Paver, William J., Ed. TITLE Handbook on the Placement of Foreign Graduate Students, 1990 Edition. INSTITUTION National Association for Foreign Student Affairs, Washington, D.C. SPONS AGENCY United States Information Agency, Washington, D. C. REPORT NO ISBN-0-912207-50-7 PUB DATE 90 NOTE 218p. AVAILABLE FROMPublications Order Desk, National Association for Foreign Student Affairs, 1860 19th Street, N.W., Washington, DC 20009 ($45.00 plus postage and handling). PUB TYPE Reference Materials - General (130) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *College Admission; College Applicants; Credentials; Foreign Countries; *Foreign Students; Grading; *Graduate Students; Guidelines; Higher Education; International Educational Exchange; Postsecondary L'ucation; Profiles; *Student Evaluation; *Student Placement ABSTRACT This handbook is designed to facilitate the placement of foreign students in U.S. colleges and universities. While it particularly emphasizes graduate and undergraduate admissions, it also provides information on many upper secondary and postsecondary programs as well. The handbook provides educational structure profiles on 131 countries and the Canadian provinces, each of which includes information on the country's educational system, their grading system, advice for admissions officers, and additional information or sources dealing specifically with each country listed. The educational system sections are coded with credentials identified by type and level. The grading system sections are generally drawn from reports published by Projects for International Education Research and the World Education Series of the American Association of Collegiate Registration and Admissions Offices. The advice sections provide general guidelines for admission and placement of students. Contains a bibliography of 11 items. (GLR) X** ************************* ****** ******** *********************** ***** * Reproductions supplied by EDRS are the best that can be made from the original document. a amt. El A Mak 11111 111 a a 1990EDITION Edited by William J. Paver 4 REST COPY AVAILABLE V S DEPARTMENT Of EDUCATION 'PERMISSION TO REPRODUCETHIS P t clua ataora, 1.14.9hira, h ano MATERIAL N MICROFICHEONLY rUC A TflPA I SOONCL S HN4f O4MA11( )N BY (.1- NYE Pat ,f HAS BEEN GRANTED TP.. 1(X hA, (WP, t1 as e( he taP'S,'^ ,4,1" fotttjttlittttlgt t PailoWPS,,avf ta,Phar !( fr ,rtimelut fw sTa!ed s RESOURCES 0,, not " TO THE EDUCATIONAL INFORMATION CENTER IRIC National Association forForeign Student Affairs Washington, DC HANDBOOK Oii THE PIACEMENT OF FOREIGN GRADUATE STUDENTS 1990 EDITION Edited by William J. Paver I1IMIMIIMIIPMIMIIMM National Association for Foreign Student Affairs Washington, DC The National Association for Foreign Student Affairs (NAFSA) is a nonprofit membership association that provides training, information, and other educational services to professionals in the field of international educational exchange. Its 6,100 membersfrom every state in the United States and more than 50 other countriesmake it the largest professional membership association in the world concerned with the advancement of effective international educational exchange. Members represent primarily colleges and universities but also elementary and secondary schools, public and private educational associations, exchange organizations, national and international corporations and foundations, and community organizations. Through its publications, workshops, consultations with institutions, and conferences, the association serves as a source of professional training, a reference for standards of performance, and an advocate for the most effective operation of international education exchange. Copies of this publication may he ordered from the Publications Order Desk, National Association for Foreign Student Affairs, 1S60 19th Street, N.W., Washington, D.C. 20009 '('; 1990 by the National Association for Foreign Student Affairs. All rights reserved. Printed in the United States of America. ISBN 0-912207-50-7 The Handbook on the Placement of Foreign GraduafrStudent, 1990 Edition is designed Preface to facilitate the placement of foreignstudents in U.S. colleges and universities. While it particularly emphasizes graetate admission,undergraduate admissions officers will find that it provides useful information on many uppersecondary and postsecondary programs as well. Its information isbased on reference materials on the educational system of each country current atthe time of publication. Because educational practices change swiftly in many countries,readers should consult other sources of information as they become available. Handbook users should keep in mind thefollowing points when examining the country profiles: 1. Educational System: Credentials are letteredby type and level. For example, A upper secondary, B -=postsecondary diplomas, C = first degrees. This system is used throughout most of theprofiles. Several countries have a more complex educational structure and, thus, a more complexlettering system. 2. Grading System: Information on grading systemsis generally drawn from reports published by Projects forInternational Education Research (PIER) and the World Education Series (WES) of the AmericanAssociation ot Collegiate Registration and Admissions Offices (AACRAO). 3. Advice for Admissions Officers: Theadvice provided suggests general guidelines for admission and placement. Institutionalpolicies should be considered in the development and implementationof admission decisions. These guidelines have not been reviewed bythe Council for the Evaluation of Foreign Educational Credentials, which approvesplacement recommendations for WES, PIER, and AACRAO monographs.They are, however, based upon recommendations approved by the council withinthe past 10 years and upt 41 its current practices where no recentrecommendations are available. Several sources listed in the bibliography(e.g., The International Handbook of thrive Nitres and Other Imititutions of Iligher Education andCommonwealth Llnweri:ities Yearbtvk) were used to prepareprofiles, and are valuable resources for admissions officers. Specific sources cited at the end of aprofile indicate that the advice to admissions officers listed in that profile are drawnfrom the cited source. 4. Additional Sources of Information: Sourcesdealing specifically with each profile are listed here. The production of this handbook has been madepossible through the contributions of many people. Among them, Iwould especially like to thank the authors of the country profiles; my co-editor, AnnFletcher; Julia Austin, who worked on the format and wrote many of the newprofiles; Robert Watkins and Jim Haas, who edited for content and assisted inthe development of several profiles; my secretary, Tammy Hegefeld, whoseassistance in this project was critical to its success; the United States InformationAgency (USIA), who helped with the financing of the project; and to ShirleyBinder and the University of Texas at Austin for providing me the supportI needed to complete this project. This latest edition of one of NAFSA's most popularpublications would simplx not be available without their help. l'aver Austin, .1-exas Spring 1990 List of Countries Profiled A Afghanistan Albania Algeria Angola Argentina Australia Austria Ba hrain 13angladesh Bat bados Belgium Bolivia Botswana Brazil Bulgaria Burkina Faso Burundi Cambodia Cameroon Canada Altyrta fintisholumbla Manitoba New Brun...wit k Newfoundland Na tutii ()warn) Pratte Udward Nand Quehet Sa...katchewan Chad Chile China, People's Republic ot Colombia Costa Rica Cuba Cyprus (./echoslovakia Denmark Dominican Republic Ecuador Egypt El Salvador Ethiopia Finland France Gabon German Democratic Republic Germany, Federal Republic of Ghana Greece Guatemala Guinea Haiti Honduras hiong Kong flungary 1 Iceland India Indonesia Iran Iraq Ireland Israel Italy Ivory Coast Jamaica Japan Jordan Kampuchea (see Cambodia) Kenya Korea, Democratic People's Republic of Korea, Republic of Kuwait Laos Lebanon Lesotho Liberia Libya Malawi Malaysia Mali Mauritania Mauritius Mexico Morocco Mozambique Nepal Netherlands New Zealand Nicaragua Niger Nigeria Norway 0 Oman Pakistan Panama l'apua New Guinea Paraguay l'eru Philippines Poland l'ortugal Qatar Rhodesia (see Zimbabwe) Romania Rwanda Saudi Arabia Senegal Sierra Leone Singapore Somalia South Africa Spain Sri Lanka Sudan Suriname Swaziland Sweden Switzerland Syria Taiwan Tanzania Thailand Trinidad and Tobago Tunisia Turkey Uganda United Arab Emirates United Kingdom Upper Volta (see Burkina Faso) Uruguay U.S.S.R. V Venezuela Vietnam Yemen, Arab Republic Yemen, People's Democratic Republic of Yugoslavia Zaire Zambia Zimbabwe Educational System Afghanistan Secondary Primary Middle Higher Tertiary I I I 1 2 3 4 5 6 7 8 9 10 1112 13 14 15 16 17 18 19 A Baccaluria (secondary school certificate, vocational certificate)awarded upon completion of three years of higher secondary education in general liberal arts and science or vocational curriculum. B Diplomaawarded upon completion of three years of full-time tertiary education. C Leicanc in arts, sciencefirst university degree, awarded upon completion of four years of full-time tertiary education. CILeicanc in engineering (after 1974)first university degree, awarded upon completion of four years of full-time tertiary education and one year of practical training. C2Bachelor of Engineering, Bachelor of Technologyawarded upon completion of five years
Load more

Recommended publications
  • Advice on Qualification Equivalencies 2018-2019 University of Cambridge – Graduate Admissions Office
    Advice on Qualification Equivalencies 2018-2019 University of Cambridge – Graduate Admissions Office This document is advisory only and is designed to give Departments a guide for the minimum entry requirements for each country. It is worth noting that there can be great variation in the education systems between countries, and Departments should, as always, consider each application on the strength of the references and other supporting materials in addition to the academic qualification. The document has been compiled from a variety of sources including: UK NARIC (National Academic Recognition Information Centre for the United Kingdom) www.naric.org.uk; The International Office; and views from individuals in several Faculties. Please note that this table lists the University’s minimum requirements. Departments and Degree Committees differ in how they regard qualifications, and may therefore require a higher grade or qualification than that specified below. An academic case will be considered with relevant supporting information for applicants who do not meet these guidelines. Comments and views from colleagues on this document are very welcome. Please contact Clare Impey at the Graduate Admissions Office if you wish to comment on or add to any advice – [email protected] . When requesting more information about a specific case, it is helpful if you can send copies of the applicant’s academic transcripts where possible. ****NOTE: Where multiple grading schemes are listed on one transcript, whichever requirement is the highest should be applied. A B C D E F G H I J K L M N O P Q R S T U V W X Y Z COUNTRY QUALIFICATION REQUIRED 2:1 EQUIVALENT FIRST EQUIVALENT COMMENTS Afganistan Master’s 85% Last updated 21/09/2017 COUNTRY QUALIFICATION REQUIRED 2:1 EQUIVALENT FIRST EQUIVALENT COMMENTS Albania Kandidat I Shkencave (Candidate of Sciences), the 8/10 9/10 Note: University Diploma (post Master I nivelit te pare (First Level Master’s 2007) = Dip HE, not sufficient.
    [Show full text]
  • Dental School What Is Dental School?
    Professional School Prep: Dental School What is Dental School? Dental school is a four-year Doctorate-level program in which students learn the science of oral medicine and patient care, and earn a DDS or DMD degree. Commonly students will complete a bachelors degree and the prerequisites from a regionally ac- credited institution and enter Dental school. Following graduation, students may choose to specialize in a specific area such as Endodontics, Orthodontics, Oral Surgery, Periodontics, or others, or they may decide to work in a general dentistry residency. What should I know about Dental School? Related Fields Traditional dental schools are divided into two main parts. During the first Podiatry Dental Hygiene two years students take mainly take biological, dental-oriented science Chiropractic Medicine Naturopathy courses. During the third and fourth years, students are involved in clinical study (often called rotations), which includes direct patient care, as well Physical Therapy Nursing as some practical management skills. Students should be prepared to Medical Doctor Public Health have a keen eye for detail and particularly a strong ability to work with their hands, as molding and crafting are large parts of their coursework . Optometry Clinical Psychology Where can I study Dentistry? The only Dental school in Washington is at the UW (www.dental.washington.edu/), with approximately 66 DDS/DMD granting den- tal schools nationwide (to review these, see the ADA website: www.ada.org/en/education-careers/dental-schools-and-programs). How do I get started? While considering, preparing for, and attending Dental school, you should seriously and truthfully think about these questions and others: Is dentistry the only profession you can see yourself doing? Do you understand that you will likely go into substantial debt in order to pursue this dream? Can you accept that you may need to make sacrifices to prepare for and while completing Dental school? Students pursuing Dental school should remember the acronym “S-T-A-R-T”.
    [Show full text]
  • US Citizenship
    U.S. Citizenship Non-Precedent Decision of the and Immigration Administrative Appeals Office Services MATTER OF G-A-S-, INC. DATE: SEPT. 20, 2017 APPEAL OF NEBRASKA SERVICE CENTER DECISION PETITION: FORM I-140, IMMIGRANT PETITION FOR ALIEN WORKER The Petitioner, a production management services company, seeks to employ the Beneficiary as a senior quality assurance (QA) engineer. It requests classification of the Beneficiary as a member of the professions holding an advanced degree under the second preference immigrant classification. See Immigration and Nationality Act (the Act) section 203(b)(2), 8 U.S.C. § 1153(b)(2). This employment-based immigrant classification allows a U.S. employer to sponsor a professional with an advanced degree for lawful permanent resident status. The Director of the Nebraska Service Center denied the petition, concluding that the record did not establish that the Beneficiary holds a full U.S. baccalaureate or foreign equivalent degree, and that the Beneficiary does not have the five years of post -baccalaureate experience required for the offered job. On appeal, the Petitioner submits additional evidence and asserts that the Beneficiary's postgraduate diploma represents attainment of a level of education comparable to a bachelor's degree in the United States, and that the Beneficiary obtained the required five years of post-baccalaureate experience following completion of his diploma requirements. Upon de novo review, we will dismiss the appeal. I. PROCEDURAL HISTORY As required by statute, the petition is accompanied by an ETA Form 9089, Application for Permanent Employment Certification (labor certification), approved by the U.S. Department of Labor (DOL).
    [Show full text]
  • Dental Medicine (DDS/DMD)
    Pre-Health Information for Dental Medicine (DDS/DMD) Dentists who have a DMD or DDS have the similar education. Both degrees use the same curriculum requirements set by the American Dental Association and the type of degree awarded is determined by the university. Profession web site(s): www.ada.org , www.adea.org Application web site: www.adea.org/aadsas or for Texas schools: www.tmdsas.com Admission/Entrance exam:– DAT (Dental Admission Test) Transcripts: Official transcripts from ALL institutions attended, including Marquette University, must be sent directly from the institution to the central application service. If you completed study abroad courses at a U.S. sponsored program abroad, you must send transcripts. If you studied abroad and the courses and grades do not appear on a U.S. transcript, then you need to have transcripts sent to AADSAS from the foreign school or an evaluation service. Course prerequisites: Course prerequisites vary by program. Typical prerequisites include Biology 1001, 1002, a separate lab course such as Biology 2001, a biochemistry course, Chemistry 1001, 1002, 2111, 2112, Physics 1001 and 1002. Different course numbers for majors (e.g., Chemistry 1014 for Majors) will be accepted. Physics is required for dental school but not for the DAT. Many dental schools require courses such as Biochemistry, Anatomy, Physiology and/or Microbiology, Psychology, Sociology and other upper level biology or science courses. Students should research schools to which they will apply early enough to ensure they can complete all necessary pre-requisite courses. Observation hours/experience: Dental schools like to see well-rounded applications and look for quality and depth of experiences rather than requiring a specific number of hours.
    [Show full text]
  • In Christian Leadership
    DOCTOR OF EDUCATION IN CHRISTIAN LEADERSHIP PROGRAM PROSPECTUS SCHOOL OF DIVINITY 2017-2018 ACADEMIC YEAR PROGRAM DESCRIPTION The Doctor of Education (EdD) in Christian Leadership is a fully online, praxis degree. It is the highest academic degree offered in the theory and practice of Christian leadership. As an applied theological degree, the EdD in Christian Leadership intentionally seeks to integrate a Christian worldview with study in the fields of leadership, education, and the social sciences. Since leadership, education, and the social sciences are connected fields of study, rooted in a shared theory base; this program will enable students to acquire a breadth of knowledge across these disciplines and gain the skills needed to conduct doctoral level research appropriate to diverse educational, organizational, and ministry contexts. This document is intended to acquaint the reader with the program and answer many initial questions. Please feel free to contact the program director, Dr. Gary Bredfeldt, at [email protected], with any additional questions. PURPOSE The EdD in Christian Leadership program is a research-based, terminal degree, designed to prepare further and equip demonstrated leaders with research, teaching, management, and leadership competencies for executive-level leadership roles in churches, mission organizations, faith-based organizations, non-profit organizations, and Christian academic institutions. LEADERSHIP AND EDUCATION PHILOSOPHY With regards to leadership philosophy, this program is built upon an analytical framework that understands faith-based organizations to be dynamic and developmental. This program promotes a balanced model of Christian leadership that recognizes the importance of biblical values, inspiring vision, godly virtues, and attention to the details of venture management.
    [Show full text]
  • What Is a Doctorate? CGS Acknowledges the Generous Support of Our Sponsor for the 2016 Strategic Leaders Global Summit: Table of Contents
    Tenth Annual Strategic Leaders Global Summit on Graduate Education November 15-17, 2016 University of São Paulo Brazil What Is a Doctorate? CGS acknowledges the generous support of our sponsor for the 2016 Strategic Leaders Global Summit: Table of Contents 2016 Strategic Leaders Global Summit on Graduate Education: Agenda Papers Introduction Suzanne T. Ortega, Council of Graduate Schools 10 1: Current and Evolving Definitions of the Doctorate Presented Papers Hans-Joachim Bungartz, Technical University of Munich 14 Denise Cuthbert, Royal Melbourne Institute of Technology University 17 Susan Porter, University of British Columbia 20 Mark J.T. Smith, Purdue University 23 Shireen Motala, University of Johannesburg 26 Brenda Yeoh, National University of Singapore 30 2: Doctoral Admissions and Recruitment: Assessing Readiness to Pursue Doctoral Study David G. Payne, Educational Testing Service 36 Adham Ramadan, American University in Cairo 39 Yaguang Wang, Shanghai Jiao Tong University 42 Kate Wright, University of Western Australia 44 3: Doctoral Mentoring & Supervision Vahan Agopyan, University of São Paulo 48 Mee-Len Chye, The University of Hong Kong 50 Richard (Dick) Strugnell, University of Melbourne 52 Tao Tao, Xiamen University 56 Qiang Yao, Tsinghua University 59 4: Career Preparation & Innovations in Doctoral Curricula and Training Jani Brouwer, Pontificia Universidad Católica de Chile 62 Karen Butler-Purry, Texas A&M University 64 Barbara Crow, York University 66 5: Doctoral Dissertations and Capstones Marie Audette, Laval University 68 Alastair McEwan, University of Queensland 71 Christopher Sindt, Saint Mary’s College of California 74 6: How Do Doctoral Assessment & Career Tracking Influence Definitions of Doctoral Education? Philippe-Edwin Bélanger, Université du Québec 78 Luke Georghiou, University of Manchester 80 Barbara A.
    [Show full text]
  • Higher Diploma Postgraduate Diploma
    HIGHER DIPLOMA Higher Diploma in Business Management Higher Diploma in Computers, Electronics and Communications POSTGRADUATE DIPLOMA Postgraduate Diploma in International Business Postgraduate Diploma in Engineering Management About Auston 03 About Us Auston Institute of Management, a popular school in Singapore for our Engineering and Management programmes, provides an industry focused education. We are a practical and outcome based institution that offers top-up degrees to improve the employability, and the lives, of our graduates. We are dedicated to our students success and place their learning, welfare and workplace-ability above all else. Our campus is set in the heart of Singapore, just beyond the borders of the Central Business District and fosters a tight-knit community of teachers, students and administrators from Singapore and the region. In February 2013, Auston was awarded the prestigious 4 years EduTrust Certification by Council of Private Education (CPE) for achieving the high standards in school administration and management, provision of educational services and positive financial health. We are registered under Enhanced Registration Framework by Council of Private Education Singapore. Our Culture We aim to create a culture that encourages friendship, open communication, trust and respect within the organization and with our stakeholders. Our Mision, Vision and Values MISSION - To provide a value added education for high workplace relevance VISION - To be the preferred education provider in the Asia Pacific region VALUES - Integrity = Trust and Responsibility, Creativity in Our Approach, Dedication to Our Students Success Why Students Choose Auston 1. Our students A typical student cohort is nearly 50% Singapore and 50% International with students from Korea, China, India, Myanmar, and more.
    [Show full text]
  • Postgraduate Education in Europe Harmonising with a Dissonance?
    Sakari Ahola & Osmo Kivinen Postgraduate Education in Europe Harmonising with a dissonance? This presentation deals with the emerging European postgraduate policies and their larger EU-dimensions which have motivated the establishing of a co-operative network (PG-NET) of eight European countries. The focus is on the harmonisation of the European higher education scene, especially from the Finnish point of view. The ongoing Bologna process can be seen as an expression of the will to create a common higher education market in Europe in order to promote the free mobility of students and the labour force. In this respect the speculation taken furthest is that already in the near future the effort to maintain the distinction between universities and polytechnics will be given up. In this way Europe will probably follow in the footsteps of the US, and gradually move towards a three-phase model of higher education with abroad access and initial three-year programmes leading to the bachelor’s degree that provides advanced training but that are not closely linked with the world of academic research. In the next phase a smaller part will advance through selective procedures to the master’s level on which studies are also more closely connected with scientific work. Only at the post-master’s level leading to a doctorate will the humboldtian ideal of the integrated nexus of teaching, research and learning be attained. It is argued in the paper that this kind of a two (or three) tier structure would be suitable especially from the perspective of the European Graduate School model and beneficial also to the functioning of the Finnish higher education system with its special problem points.
    [Show full text]
  • Bachelor of Education (Honours) (BEDH) - Bed(Hons) (2021)
    Consult the Handbook on the Web at http://www.usq.edu.au/handbook/current for any updates that may occur during the year. (DISCONTINUED) Bachelor of Education (Honours) (BEDH) - BEd(Hons) (2021) Bachelor of Education (Honours) (BEDH) - BEd(Hons) This program is offered only to continuing students. No new admissions will be accepted. Students who are interested in this study area should contact us On-campus Online Start: No new admissions No new admissions Campus: Toowoomba, Spring®eld - Fees: Commonwealth supported place Commonwealth supported place Domestic full fee paying place Domestic full fee paying place International full fee paying place International full fee paying place Standard duration: 4 years full-time, 9 years part-time Program From: ; Bachelor of Education articulation: Contact us Current students Ask a question Freecall (within Australia): 1800 007 252 Phone (from outside Australia): +61 7 4631 2285 Email: [email protected] Professional accreditation Graduates from the program will have met the quali®cations requirement for teacher registration with the Queensland College of Teachers. All students, domestic and international, must complete the majority of supervised professional experience in Australian Primary and/or Secondary school settings. Graduates from the BEd (Hons) (Early Childhood) will have also met the requirements of the Of®ce for Early Childhood Education and Care (formerly the Queensland Department of Communities). Program aims The Bachelor of Education (Honours) program aims to graduate students who
    [Show full text]
  • Doctoral Pathway Frequently Asked Questions
    Doctoral Pathway Frequently Asked Questions What are the different types of doctoral programs in education? Broadly speaking, there are two types of educational doctoral degrees: a Ph.D. (Doctor of Philosophy) and Ed.D. (Doctor of Education). A Ph.D. tends to be more theoretical, while a Ed.D. tends to be more applied. We sometimes refer to a Ph.D. as being an academic doctoral degree, while an Ed.D. degree is called a professional doctoral degree. Ph.D programs almost always have a thesis component as a culminating assignment. Ed.D. degrees usually have either a thesis or a major project as a culminating assignment. People tend to be more familiar with Ph.Ds than Ed.D. degrees, although there are some high profile Ed.D degrees around the world (e.g., Harvard has one). You’ll find that there are lots of university and college professors who have Ed.Ds rather than Ph.Ds. You’ll also find people with Ed.Ds and Ph.Ds working at the Ministry as well as in senior leadership positions at the Board level. Both are prestigious doctoral-level degrees. Why would I want a Ph.D or an Ed.D? If you want to be a university professor, you will need a Ph.D. or Ed.D. Many Ontario Colleges are also preferentially hiring instructors with a Ph.D. or Ed.D. An Ed.D. or Ph.D. might make you a stronger candidate if you want to work at the ministry, or at a school board, or as an educational consultant of some kind.
    [Show full text]
  • Master of Education
    MASTER OF EDUCATION THE M.ED. PROGRAM Rockhurst offers a number of different program options for you to choose from, whether you’re looking to teach or eager to expand your professional knowledge. Classes are offered in the evenings to accommodate teaching or work schedules, with start Whether you want to dates in the fall, spring and summer semesters. start a new teaching Program options include: career or advance in your current position, ¡ Elementary certification, grade levels 1-6 our Master of Education Program requires 51 graduate credit hours with the possible addition of six hours degree will lead you of undergraduate math courses to ensure compliance with Missouri certification there. Here, you’ll requirements. become a passionate, confident teacher with a ¡ Secondary certification, grade levels 9-12 solid background in your Certification areas include biology, business, chemistry, English, French (K-12), chosen field. In short, mathematics, physics, social science and Spanish (K-12). Program requires 40 you’ll be ready to lead credit hours with the possible addition of undergraduate content courses to ensure your future classroom. compliance with Missouri certification requirements. ¡ Special education certification, grade levels K-12 Through a rigorous core Designed for those looking to work with children who have mild to moderate cross- curriculum and a variety categorical special needs. You may simultaneously earn your elementary education of field experiences, certification. The program requires 67 credit hours with the possible addition of six you’ll acquire a deep hours of undergraduate math courses to ensure compliance with Missouri certification. understanding of and a special sensitivity to the ¡ Educational studies, non-licensure track challenges and rewards Created for those looking to teach who do not need, or already have, licensure.
    [Show full text]
  • Information to Users
    INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. University Microfilms International A Bell & Howell Information Company 3 0 0 North Z eeb Road, Ann Arbor, Ml 48106-1346 USA 313/761-4700 800/521-0600 Order Number 9211230 A study of Thai secondary school EFL teachers’ perceptions of their preparation to teach English Unyakiat, Phonthip, Ph.D.
    [Show full text]