Here's Proof That Learning Cursive Makes You Smarter
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“To Open Minds, To Educate Intelligence, To Inform Decisions” The International Academic Forum provides new perspectives to the thought-leaders and decision-makers of today and tomorrow by offering constructive environments for dialogue and interchange at the intersections of nation, culture, and discipline. Headquartered in Nagoya, Japan, and registered as a Non-Profit Organization 一般社( 団法人) , IAFOR is an independent think tank committed to the deeper understanding of contemporary geo-political transformation, particularly in the Asia Pacific Region. INTERNATIONAL INTERCULTURAL INTERDISCIPLINARY iafor The Executive Council of the International Advisory Board Mr Mitsumasa Aoyama Professor June Henton Professor Baden Offord Director, The Yufuku Gallery, Tokyo, Japan Dean, College of Human Sciences, Auburn University, Professor of Cultural Studies and Human Rights & Co- USA Director of the Centre for Peace and Social Justice Southern Cross University, Australia Lord Charles Bruce Professor Michael Hudson Lord Lieutenant of Fife President of The Institute for the Study of Long-Term Professor Frank S. Ravitch Chairman of the Patrons of the National Galleries of Economic Trends (ISLET) Professor of Law & Walter H. Stowers Chair in Law Scotland Distinguished Research Professor of Economics, The and Religion, Michigan State University College of Law Trustee of the Historic Scotland Foundation, UK University of Missouri, Kansas City Professor Richard Roth Professor Donald E. Hall Professor Koichi Iwabuchi Senior Associate Dean, Medill School of Journalism, Herbert J. and Ann L. Siegel Dean Professor of Media and Cultural Studies & Director of Northwestern University, Qatar Lehigh University, USA the Monash Asia Institute, Monash University, Australia Former Jackson Distinguished Professor of English Professor Monty P. Satiadarma and Chair of the Department of English Professor Sue Jackson Clinical Psychologist and Lecturer in Psychology & Professor of Lifelong Learning and Gender & Pro-Vice Former Dean of the Department of Psychology and Master of Teaching and Learning, Birkbeck, University Rector of the University, Tarumanugara University, Professor Arthur Stockwin of London, UK Indonesia Founding Director of the Nissan Institute for Japanese Studies & Emeritus Professor Mr Mohamed Salaheen The University of Oxford UK Professor Sir Geoffrey Lloyd Director, The United Nations World Food Programme, Senior Scholar in Residence, The Needham Research Japan & Korea Institute, Cambridge, UK Professor Chung-Ying Cheng Fellow and Former Master, Darwin College, University Mr Lowell Sheppard Professor of Philosophy, University of Hawai’i at of Cambridge Asia Pacific Director, HOPE International Manoa, USA Fellow of the British Academy Development Agency, Canada/Japan Editor-in-Chief, The Journal of Chinese Philosophy His Excellency Dr Drago Stambuk Professor Keith Miller Croatian Ambassador to Brazil, Brazil Professor Steve Cornwell Orthwein Endowed Professor for Lifelong Learning in Professor of English and Interdisciplinary Studies, the Science, University of Missouri-St.Louis, USA Professor Mary Stuart Osaka Jogakuin University, Osaka, Japan Vice-Chancellor, The University of Lincoln, UK Osaka Local Conference Chair Professor Kuniko Miyanaga Professor Gary Swanson Director, Human Potential Institute, Japan Distinguished Journalist-in-Residence & Mildred S. Professor A. Robert Lee Fellow, Reischauer Institute, Harvard University, USA Hansen Endowed Chair, The University of Northern Former Professor of English at Nihon University, Colorado, USA Tokyo from 1997 to 2011, previously long taught Professor Dennis McInerney at the University of Kent at Canterbury, UK Professor Jiro Takai Chair Professor of Educational Psychology and Co- Secretary General of the Asian Association for Social Director of the Assessment Research Centre Psychology & Professor of Social Psychology Professor Dexter Da Silva The Hong Kong Institute of Education, Hong Kong Graduate School of Education and Human Professor of Educational Psychology, Keisen University, SAR Tokyo, Japan Development, Nagoya University, Japan Professor Brian Daizen Victoria Professor Svetlana Ter Minasova Professor Georges Depeyrot Professor of English President of the Faculty of Foreign Languages and Professor and Director of Research & Member of the Fellow of the Oxford Centre for Buddhist Studies Area Studies, Lomonosov Moscow State University Board of Trustees French National Center for Scientific Research Professor Yozo Yokota (CNRS) & L’Ecole Normale Superieure, Paris, France Professor Michiko Nakano Director of the Center for Human Rights Affairs, Japan Professor of English & Director of the Distance Former UN Special Rapporteur on Myanmar Professor Johannes Moenius Learning Center, Waseda University, Tokyo, Japan Professor Kensaku Yoshida William R. and S. Sue Johnson Endowed Chair of Professor of English & Director of the Center for the Spatial Economic Analysis and Regional Planning Professor Thomas Brian Mooney Teaching of Foreign Languages in General Education, The University of Redlands School of Business, USA Professor of Philosophy Sophia University, Tokyo, Japan Head of School of Creative Arts and Humanities Professor of Philosophy and Head of School of Creative Arts and Humanities, Charles Darwin University, Australia The Asian Conference on Education & International Development – ACEID 2021 Official Conference Proceedings ISSN: 2189-101X © The International Academic Forum 2021 The International Academic Forum (IAFOR) Sakae 1-16-26-201 Naka Ward, Nagoya, Aichi Japan 460-0008 www.iafor.org Table of Contents Independent State School Partnerships in England – Challenging Boundaries and Embracing Differences Margaret Hunnaball pp. 1 - 9 Learning Management Guidelines of the General Education Curriculum that Promotes Citizenship Skills of the 21st Century in Thailand Nanthon Bunjongparu pp. 11 - 18 Embodied Learning of Dance by GenZ and the Alphas as a Shift in Traditional Dance Education Maria Lucina Anonas De Santos pp. 19 - 38 Reading Comprehension Proficiency of English Major Students Thapanee Khemanuwong Thanate Angsuwatanakul Ekkapon Phairot Duangporn Jarijitpaibul Pimjai Promsuwan Piriyaporn Uampittaya pp. 39 - 47 Online Teaching Readiness of High School Teachers in Special Education Jasmine P. Sibayan Joan O. Pucya Renaliza B. Juanbe pp. 49 - 59 Awareness, Perception and Readiness of Faculty and Staff Toward Remote Educational and Operational Services During the COVID-19 Pandemic Carlos R. Morales pp. 61 - 72 Healthy Lifestyle Education in the CLIL Classroom Marshall Smith pp. 73 - 84 Communities’ Cultural Capital for Sustainable Community Tourism Development: A Case Study of Charoen Krung Road Chada Triamvithaya Rattana Sangchan Sujinda Suksai Qiuli Zheng pp. 85 - 93 The Influence of Immersion Education in China on Students' English Learning Motivation Wan Qin pp. 95 - 108 The Effect of Internal Locus of Control on the Entrepreneurial Intention of Vocational High School Students Muhammad Kris Yuan Hidayatulloh Eppy Yundra I Gusti Putu Asto Buditjahjanto pp. 109 - 114 Recalibrating Service-learning Program into Pure Online Activity Jimi D. Caldea pp. 115 - 126 Investigate the Difficulties of Indonesian Learner During Electronic Portfolio Rezza Dewintha pp. 127 - 136 The Influence of Soft & Hard Skills on the Graduates Competence Vocational High School Students Muhammad Kris Yuan Hidayatulloh Yeyen Afista pp. 137 - 145 Study on the Use of Speech Recognition Function to Practice Speaking English Using the Voice Translator “Pocketalk” Harumi Kashiwagi Min Kang Kazuhiro Ohtsuki pp. 147 - 154 Content-Based Language Teaching in International Liberal Arts Education Mirzosaid Sultonov Timothy Bunting Julia Arskaya pp. 155 - 162 REVAMP: Transforming Technology-enhanced Education to Cater for Learners’ Dispositions Pengiran Shaiffadzillah Pengiran Omarali pp. 163 - 178 The Asian Conference on Education & International Development 2021 Official Conference Proceedings Independent State School Partnerships in England – Challenging Boundaries and Embracing Differences Margaret Hunnaball, King’s College London, United Kingdom The Asian Conference on Education & International Development 2021 Official Conference Proceedings Abstract The UK Government’s Department for Education provides state-maintained primary and secondary school places for young people in England. Some parents, however, choose private education, sending their children to fee-paying independent schools, which are not subject to the same government control. These typically have smaller classes and superior facilities to state schools, and although they educate only 7% of all pupils, their alumni occupy a proportionally higher number of seats in government and places at top UK universities. Furthermore, many independent schools hold charitable status, bringing them significant tax benefits, further extending their financial advantage. In 1997 the Labour government charged independent schools with sharing their facilities and their teachers with local state-maintained schools. The first ‘independent state school partnerships’ (ISSPs) were centrally funded the following year, and by 2017 the Independent Schools Council reported that 88% of its schools were involved in some form of partnership with schools in the maintained sector. While private education divides the main UK political parties, ISSPs have received support from both Labour and Conservative governments since their introduction. There has, though, been little